Sentences with phrase «different points in the school»

In this scenario, cut scores or target scores are generally established to reflect expected performance at different points in the school year.

First is that the eligibility range for dates of birth in the child cohort and the fieldwork pattern is such that children in the cohort span two school year groups and are interviewed at different points in the school year.

Not exact matches

And a study from Columbia business school showed that creative directors of fashion companies produced more creative innovations after having spent a significant amount of time working in cultures very different from their own.The time diversifying their experiences expanded their point of view and forced them to problem - solve in different ways.

Although the regulatory saber - rattling in Washington might seem an inefficient means of creating policy, Valkenburgh, who holds a doctorate of jurisprudence from NYU Law School and was a 2013 Google Policy Fellow, believes this seemingly uncoordinated dance, with different definitions and points of view, to be in the highest tradition of American law.

The Anglo - American label may however, be put to a legitimate, if rather specific, use — namely, in the context of a selective reading of Deleuze's works from the late sixties (D&R and LS), and taking the logico - mathematical model of structuralism (developed by the Bourbaki school and taken up by Piaget) as the reference point, rather than the more familiar, but rather different, model derived from Saussurean linguistics.

Of course, giving this information in a Catholic school would be wrong on principle, but that is a slightly different point.

The secular and sacred lines are drawn clearly, so that in multireligious India «this can mean either a fundamental separation of the state from religious activity and affiliation, or impartial state involvement on issues relating to religious interests of different communities.52 The problem with this school of thought from the point of view of religious (Christian) and ethnocultural (Dalit and Adivasi) minorities is obvious.

My low point came on the day I had to fill in for the absent teacher of the Sunday school class for the teen - agers» parents, a bunch of grown - ups who were powerful, outspoken and of a very different persuasion than I when it came to politics and religion.

Thus, theologians are bound to disagree about reason's proper role in submitting to revelation, and differing positions on that initial point will legitimately generate different schools of thought.

He points out that mixing children of different cultures in common schools is no guarantee of multi-cultural harmony.

At this point, I've lived in 6 states (some of those states more than once... moved back and forth), attended countless schools as a child, and lived in almost 20 different houses / apartments / townhouses.

If I wanted to be a disingenuous putz, I could pretend that comparison meant something (as if the bodies of a high schooler and a grown - ass professional athlete wouldn't be markedly different), and I could point out that Jones sure had a noticeable dip in production when he turned 32 and then suddenly got much better (as if that kind of variance doesn't happen in baseball all the freaking time).

Bello recently took trips to Florida, Florida State and Alabama, but had trouble pointing out what he saw as differences in the schools, saying that they have much more in common than they do different.

Explain the issues of depression and anxiety and if problems arise, in school, home, or in a different social setting, it's important to point out how wrong backstabbing is.

The point in all this, about which I am sure we agree, is that if Labour was serious about a one - nation education system it would be discussing these different legal routes to bringing all state funded schools under democratic control.

Hamoudi, who teaches in Duke's Sanford School of Public Policy and is a fellow of the Duke Center for Child and Family Policy, points to a very different potential explanation for differing divorce rates: the robustness of female embryos.

«Using novel computational methods, we have pointed to new biological pathways that act in the brain to regulate overall obesity, and also to a different set of pathways related to fat distribution that regulate key metabolic processes,» says senior author Joel Hirschhorn, M.D., Ph.D., Concordia professor of pediatrics and professor of genetics at Boston Children's Hospital and Harvard Medical School, and co-director of the Broad Institute Metabolism Program.

«This is one of the very first studies of human iPSC models for type 2 diabetes, and it points out the power of this technology to look at the nature of diabetes, which is complex and may be different in different individuals,» says C. Ronald Kahn, MD, Joslin's Chief Academic Officer and the Mary K. Iacocca Professor of Medicine at Harvard Medical School.

During her time in school, she was fortunate enough to be exposed to many different styles of acupuncture, including the Kiiko method, Trigger Point Therapy, and pediatric acupuncture.

A 300 - hour advanced teacher training, follows your 200 - hour training and at that point in time, you can choose a different school to complete your entire 300 - hour training.

Walking meditation is taught in different ways by different schools, and all teach ways to concentrate your mind on a specific point of focus (sometimes the sensation of walking itself, or on breath) while walking with great mindfulness on a path.

KEY PRODUCT POINTS Seven drawers in four different sizes hold school and craft supplies.

The book itself is the story of a relationship between high school seniors, Becky and Brian, told from two different points in time: one before a huge event in their lives and the other after.

At that point in the»70s I think you had your ideal audience, schooled on lots of different kinds of films from Bergman and Fellini to James Bond.

In some older schools, the fire alarm may be as old as the building itself and may have a variety of different detectors and call points from different manufacturers (due to being replaced over the years).

When I examine the effect of winning a school lottery separately at different points in time after the lotteries were conducted, however, I find larger effects in later years.

I am glad that the comment was made, «An alternative to viewing early childhood education through the lens of «school readiness» is to recognise that, at any given age, children are at very different points in their learning and development.

Harrowgate's solution was to initiate the Parent Partners Program that awards points to guardians for participating in different school events: parent - teacher conferences, PTA meetings, classroom service, any of the 40 yearly workshops, etc. «Parents responded to these new opportunities, making high parent involvement an embedded part of our culture,» writes Linda Wood, Harrowgate Elementary School Principal, in NAESP's Best from theschool events: parent - teacher conferences, PTA meetings, classroom service, any of the 40 yearly workshops, etc. «Parents responded to these new opportunities, making high parent involvement an embedded part of our culture,» writes Linda Wood, Harrowgate Elementary School Principal, in NAESP's Best from theSchool Principal, in NAESP's Best from the Best.

HUNDREDS OF ACTIVITIES TO COVER ALL 12 TOPICS IN GREAT DETAIL - I have covered as much vocabulary as possible (including the majority of the vocab lists in the textbook) and all key grammar points including MA grammar such as subjunctive / personal a. Theme 1 (ks3 revision / family / relationships / free time / customs and festivals)- over 45 activities Theme 2 (home and local area / social and global issues including healthy eating / travel and tourism)- over 85 activities Theme 3 (studies / life at school / post 16 options and future careers)- over 85 activities Key grammar - all 8 tenses, prepositions, personal a and 3rd person opinions, regular and irregular verbs practice in all tenses including irregular past participles, questions, connectives, time expressions, using different tenses simultaneouslIN GREAT DETAIL - I have covered as much vocabulary as possible (including the majority of the vocab lists in the textbook) and all key grammar points including MA grammar such as subjunctive / personal a. Theme 1 (ks3 revision / family / relationships / free time / customs and festivals)- over 45 activities Theme 2 (home and local area / social and global issues including healthy eating / travel and tourism)- over 85 activities Theme 3 (studies / life at school / post 16 options and future careers)- over 85 activities Key grammar - all 8 tenses, prepositions, personal a and 3rd person opinions, regular and irregular verbs practice in all tenses including irregular past participles, questions, connectives, time expressions, using different tenses simultaneouslin the textbook) and all key grammar points including MA grammar such as subjunctive / personal a. Theme 1 (ks3 revision / family / relationships / free time / customs and festivals)- over 45 activities Theme 2 (home and local area / social and global issues including healthy eating / travel and tourism)- over 85 activities Theme 3 (studies / life at school / post 16 options and future careers)- over 85 activities Key grammar - all 8 tenses, prepositions, personal a and 3rd person opinions, regular and irregular verbs practice in all tenses including irregular past participles, questions, connectives, time expressions, using different tenses simultaneouslin all tenses including irregular past participles, questions, connectives, time expressions, using different tenses simultaneously.

Honan encourages school administrators on the receiving end of grants to be cognizant that foundations often bring «different focal points of interest, assumptions, and ways of working» to an educational enterprise than they may have experienced in interactions with state or local policymakers.

Wake County is uniquely suited for this study because there are considerable differences in start times both across schools and for the same schools at different points in time.

For her reasoning, Pinkerton points to experts in the field, such as Dick Allington (Schools That Work), who calls for 500 different books in every classroom library and Jim Trelease (The Read Aloud Handbook) who reminds us all that, «The more you read, the better you get at it; the better you get at it, the more you like it: and the more you like it, the more you do.»

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

The authors point out that the Cincinnati system of evaluation is different from the standard practice in place in most American school districts, where perfunctory evaluations assign the vast majority of teachers «satisfactory» ratings, leading many to «characterize classroom observation as a hopelessly flawed approach to assessing teacher effectiveness.»

In 2010, James Heckman and Paul LaFontaine published a remarkable paper in which they collated different data sets to overcome flaws in how high school graduation had been measured to that poinIn 2010, James Heckman and Paul LaFontaine published a remarkable paper in which they collated different data sets to overcome flaws in how high school graduation had been measured to that poinin which they collated different data sets to overcome flaws in how high school graduation had been measured to that poinin how high school graduation had been measured to that point.

As she points out, this wasn't just a study of a handful of families — this was 140,000 schools in 269 geographically diverse areas, with different cultural norms.

Students begin each school year at very different stages in their learning and development, meaning that it is unrealistic to set the same learning expectations for all students or to expect all students to be at the same point in their learning at the same time.

If we brought a group of Japanese teachers to America to visit schools and participate in home stays, and sent one group to an Indian Reservation, another to Harlem, another to the Amish country in Pennsylvania, one to a Los Angeles barrio, another to a Hasidic community in Crown Point, etc., how different America would look to each group.

And on the Massachusetts Comprehensive Assessment System (MCAS)- the state's standardized test, first administered in the spring of 1998 - Worcester public school students in different grade levels were 8 to 20 percentage points less likely to score at or above proficiency than were students statewide.

Virtual school operators respond to the CREDO data by asserting that their students are different and that their troubles in traditional schools invalidate these comparisons — a point of view reiterated by my forum partner, Tom Vander Ark..

As a result, schools in the smallest decile were much more likely to be among the top 25 schools at some point over the period: Even though their mean gains were not statistically different, the smallest schools were 23 times more likely to win a top - 25 award than the largest schools.

That's not how it worked in the one - room schoolhouses of yesteryear, and it's oblivious to the many ways that children differ from each other, the ways their modes and rates of learning differ, how widely their starting achievement levels differ, and how their interests, brains, and outside circumstances often cause them to learn different subjects at unequal speeds — and to move faster and slower, deeper or shallower, at different points in their lives, even at different points within a «school year.»

The problem with this approach is that, in each year of school, students are at very different points in their learning.

For many teachers, it might be a weird change to see their students taking so much more responsibility in the class, but this change of pace can be really helpful to young people looking for something different at this point in the school year.

As Dr. Joyce Epstein (Director of the Center on School, Family and Community Partnerships at Johns Hopkins University, who spoke at the Celebration in a different session), pointed out, while we all know that home, school and community partnerships are important, and most of us even know what quality home, school and community partnerships look like, we often fall flat in one key area: how to getSchool, Family and Community Partnerships at Johns Hopkins University, who spoke at the Celebration in a different session), pointed out, while we all know that home, school and community partnerships are important, and most of us even know what quality home, school and community partnerships look like, we often fall flat in one key area: how to getschool and community partnerships are important, and most of us even know what quality home, school and community partnerships look like, we often fall flat in one key area: how to getschool and community partnerships look like, we often fall flat in one key area: how to get them.

A different view Shadow Schools Minister Kevin Brennan offered a rather different picture of the government's effect on music education, pointing out that the number of primary school children taking part in music has fallen from over a half in 2010, to just over a third by 2013.

Often requiring multiple logins, many different points of contact, different levels of access to the school's MIS and several bills, a school's multiple and diverse systems can become a whole new level of administration in themselves.

That is the point of a school trip in a nutshell, different scenery, new experiences, and better relationships; all catalysts for change.

My point is that simply picking up a school of children who come from low - SES households, who often have emotional and behavior problems, along with their academic problems, and placing them in a different building is not going to solve any problems.

The use of a proficiency index or providing schools credit for students at different points in the achievement distribution improves the construct validity of the accountability measures over the NCLB proficiency rate measures (Polikoff et al., 2014).