Sentences with phrase «differences in school needs»
Networking between schools helps district leaders to identify differences in school needs and to enable school personnel to find solutions among themselves, rather than relying solely on the district for help.
http://www.wallacefoundation.org/ Not exact matches
If you want to employ parents who need to drop their kids off at school at 7:45, allowing them to come into the office at 8:30 instead of 8:00 can make a big difference in their week.
he IS grasping at straws since the singel parent thing wasnt an issue... secondly... you apparently need to go to school and learn that there IS a difference between a woman and a man and that children benefit from BOTH... and hwo a man loves a woman as nature intended... its people like you who are reason for high divorce rates in USA, because they don tknow what love or marriage is..
No teacher should be or need be at a loss to deal intelligently and fairly with most religious issues that might arise in public schools in a pluralistic society, and every teacher can be and ought to be prepared to grasp the religious dimensions in any subject of study and to use sectarian differences to clarify issues and enrich the learning of all.
More emphasis needs to be placed upon the difference between the function of the purely voluntary group, such as one finds in a church, and the controlled and not so voluntary group found in the classes of a theological school.
Patty's son Joshua is a cook at one of the School City of Hammond's secondary schools and said his mother inspires him to «try to make a difference in the lives of those in need.»
Thus, it is important to understand the difference between IDEA and Section 504 so you can effectively advocate for your child's needs in the school setting.
We need a new chefs / cooks in schools who want to make a difference.
BY JOSH ROGERS It was a typical meeting about the need for more schools in Lower Manhattan with one big difference.
«Schools need help and support, as the report highlights, to tackle bullying and to create a climate in which difference and diversity are recognised, respected and celebrated.
«Schools need help and support to create a climate in which difference and diversity is recognised, respected and celebrated.
«We know that pre-K makes a huge difference in the lives of our young students and I am glad that we are adding space in an area that so desperately needs more school seats.
«Now,» he said, «we have to focus on providing the resources these struggling schools need to make a real difference in the lives of their students.»
These rates plus differences in quality may account for only about half of entering kindergartners having mastered skills needed for school success.
We definitely need to strengthen services for women experiencing violence, but to make a real difference in the lives of women and girls, we must work towards achieving gender equality and preventing violence before it even starts,» explains Series co-lead Professor Charlotte Watts, founding Director of the Gender Violence and Health Centre at the London School of Hygiene & Tropical Medicine, London, UK.
All the wellness news you need to know, including a vegetarian school in Brooklyn, differences between the male and female brain, and new blood...
«More work needs to be done to better understand the causes of these differences, so that steps can be taken to improve outcomes for mothers and babies,» study lead author Dr. Paul Aylin, of Imperial College London's School of Public Health, said in a college news release.
He really believes that the Ed school needs to be connecting with the field in lots of ways, because that's how we're really going to make a difference.
Likewise, in a September 3, 2003, column examining the differences between state and federal accountability systems, Winerip looked at North Carolina, where, he said, some schools that were doing just fine under the state's previous accountability system were now being flagged as needing improvement under NCLB.
They have little to offer beyond tired bromides about needing more money for capacity building, innovative partnerships, and a host of other buzzwords that make no difference in the lives of children who attend failing schools.
As late as April and May of their senior year of high school ~ there is a lack of knowledge among students about how they will pay for college There are substantial gender and socioeconomic differences evident in choosing STEM majors Parents and friends are key sources of support for postsecondary transition planning that need to be fully utilized On average ~ students do nt see college and career readiness counseling services as being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and scheduling.
His nonprofit is also creating partnerships with non-Hollywood groups that can also make a difference, like Teach For America, which places young teachers in high - needs schools, as well as influential companies that create tests for schools.
Treatment - group schools need to at least outpace their counterparts in the control group over these two years for us to say that merit pay made a real difference for student achievement.
These were schools where student results were lower than average, where behaviour may have been an issue, so someone needed to step in to make a difference.
We need gentle pressure, relentlessly pursued toward transparent and defensible targets, esteeming the expertise of educators who make these difference, while building a profession based on this expertise... an education implementation model that is shared between schools and not resident in only a few.»
To truly understand the differences in long - term effects across these three programs and to ultimately answer the question of when and how private school choice works, we need to examine more programs and variation in outcomes across different private schools within each program to learn more about program design.
Schools need to prepare students for a world in which people need to work with people of diverse cultural origins, and appreciate different ideas, perspectives and values; a world in which people need to develop trust to collaborate across such differences; and a world in which people's lives will be affected by issues that transcend national boundaries.
Tracy Cross and Nicolas Colangelo both told me they doubt that profoundly gifted students can be accommodated in the typical public - school classroom: Like profoundly challenged children, they may need special classes, teachers, and even schools that adapt to their differences.
I think we need to look at this school culture from a number of different perspectives: behavioral, academic, social, emotional, physical (physiological, neurological) and also at differences in how kids learn.
In a conversation, Usable Knowledge asked Warikoo, a faculty member at the Harvard Graduate School of Education, to talk about why students in the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial differencIn a conversation, Usable Knowledge asked Warikoo, a faculty member at the Harvard Graduate School of Education, to talk about why students in the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial differencin the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial difference.
The authors note that the schools given the opportunity to participate needed to «out - pace their counterparts in the control group» over the program's first two years in order to demonstrate that merit pay made a real difference for student achievement.
Individual schools would receive federal funds based on student counts, with a weighting formula to adjust for factors such as the increased burden of educating high - need students and for regional differences in costs.
Mariam Durrani, an expert on Islamophobia and Muslim youth and a lecturer at the Harvard Graduate School of Education (HGSE), says that even if there are no Muslim students in a class, «changing educational and society - wide demographics suggest that as young people come of age, we'll have even greater need for conversations about learning across difference and about addressing systemic inequalities,» whether about religion, race, gender, sexual orientation, or other identifiers.
While much more research is needed to understand the effectiveness of virtual schooling for students in K — 12, the small body of research available points to no significant differences in student performance in online courses versus face - to - face learning.
It needs to be acknowledged that the diverse ways of using the digital technologies and the growing differences in practice between and within schools makes it almost impossible to make extrapolations about the technology that will be transferable to other schools.
· People think their local schools do a better job of attending to the needs of girls than of boys, with African Americans perceiving the largest gender differences in the way students are treated;
It needs smart people like Nocera to give up on naïve, ahistoric, and ultimately fatalistic beliefs about the limits of such reform and the potential of schools to make a difference in childrens» lives.
«Since launching last session, the Anti-Bullying Caucus has helped shine a light on bullying in the United States and the long - term impacts it has on young people who experience, witness, or perpetrate it,» said Representative Honda, «To truly make a difference, we need to explore ways to prevent bullying before it takes hold of a school or community, and we are delighted to highlight the groundbreaking steps being taken by the RFK Center and the Bully Project to achieve these goals.»
Where this is the case, the project will need to be run in many schools in order that we can be confident that the differences are caused by the intervention rather than the teachers or schools / nurseries / colleges involved.
HBCUs are making a significant difference in solving one of the most intractable problems in K - 12 education: how to recruit, retain, and develop teachers for high - need schools.
At some point America will realize that it needs different educational policies for the differences in schools.
Comparison of the fields of gifted education and middle school education indicates some major differences in such areas as organizing for instruction, how students learn, mainstreaming, delivery of instruction, affective needs, and the concept of giftedness.
High school students, who hunger for experiential learning and making a difference in their work, can gain early opportunities in these Educators Rising Standards - aligned programs to begin to build the skills and mindsets they will need to thrive as educators in the 2020s and beyond.
According to Schoales, for «good» schools that are in the high green / blue range «the difference really comes down to what the needs of that family and that child are.»
Examining school - level differences in capacity to respond to voucher student needs is an important contribution to the voucher debate.
But these figures mask large differences in turnover rates between different types of teachers and between different types of schools, revealing the need to disaggregate the data.
Digging deeper you will find stark differences in the handicapping conditions of students who attend charter and public schools, with public school special education students having far greater needs.
The International Inclusive Education Program responds to the critical and growing need for school personnel at international schools to have adequate support in serving students with learning and behavior differences.
The funding reform commission is responsible for taking a number of factors into account including local capacity to support schools, regional differences in associated costs and a variety of student characteristics that impact educational needs.
All students» ethnic, cultural, racial differences and special needs are considered in planning and implementing a comprehensive school counseling program.