Sentences with phrase «educational model for their children»

In fact, these parents will decide on the best educational model for their children in collaboration with the teachers.

Not exact matches

It says: «We believe that this can restrict opportunities for all children to experience positive male role models and can prevent some children, especially those from deprived backgrounds, from fulfilling their educational potential.»

Model 1 adjusted for covariates in model 0 plus gestational age and birth weight z score.18 Model 2 adjusted for covariates in model 1 plus child race / ethnicity and maternal age, parity, smoking status, depression at 6 months» post partum, and employment and child care at age 6 months, as well as primary language, annual household income, and parental educational level and marital stModel 1 adjusted for covariates in model 0 plus gestational age and birth weight z score.18 Model 2 adjusted for covariates in model 1 plus child race / ethnicity and maternal age, parity, smoking status, depression at 6 months» post partum, and employment and child care at age 6 months, as well as primary language, annual household income, and parental educational level and marital stmodel 0 plus gestational age and birth weight z score.18 Model 2 adjusted for covariates in model 1 plus child race / ethnicity and maternal age, parity, smoking status, depression at 6 months» post partum, and employment and child care at age 6 months, as well as primary language, annual household income, and parental educational level and marital stModel 2 adjusted for covariates in model 1 plus child race / ethnicity and maternal age, parity, smoking status, depression at 6 months» post partum, and employment and child care at age 6 months, as well as primary language, annual household income, and parental educational level and marital stmodel 1 plus child race / ethnicity and maternal age, parity, smoking status, depression at 6 months» post partum, and employment and child care at age 6 months, as well as primary language, annual household income, and parental educational level and marital status.

Poor families may approach opportunities, and in particular may secure schooling for their children, in ways that diverge from many research models of educational decision making.

HGSE and Sesame Workshop will collaborate on an action plan to create informal educational methods for children between the ages of six and nine, building on Sesame Workshop's successful model for pre-schoolers.

This spring I will be teaching a new course, «Informal Learning for Children,» which implements the Workshop's model of integrating research, educational content, and production for children ranging in age from six to nine yeChildren,» which implements the Workshop's model of integrating research, educational content, and production for children ranging in age from six to nine yechildren ranging in age from six to nine years old.

The authors conclude by calling for wider application of the shared systematic model, asserting that «the children are ready» if we are willing to commit the time and resources needed to alleviate educational inequality.

Frank Stasio also speaks with Ulcca Joshi Hansen, associate director of national outreach and community building with Education Reimagined, a non-profit initiative of Convergence that works to accelerate the growth and impact of the learner - centered education movement in the United States, about the range of nontraditional school models, the educational mindset they reflect and how they prepare children for work and life.

Additionally, David is a parent of two young children and strongly believes in offering an innovative and diverse educational model that will prepare children for success in the future.

While those help to mitigate the rigged market problem that exists in our state, only vouchers may prove sufficient for those of us who are aware of the limitations of the Common Core and who want to experiment, with our own (rather than someone else's) children and their like - minded friends, with educational models based on curricula already proved to have worked in helping students prepare for the world's finest universities.

We envision a system of forward - thinking, rigorous, diverse school models that prepare students for college and career; effective district management that holds schools accountable to high standards; and a system of choice whereby families are empowered to find the right high - quality educational opportunity for their child.

They were created to be an opportunity for children — especially those who are traditionally underserved and historically haven't had more than one option — to choose a public school that's different from the traditional educational model — something that offers an environment that fits their needs and learning style.

The PLA educational model utilizes best practices in data - driven instruction and differentiated learning to deliver instruction in core subjects, creating a uniquely rigorous and personalized learning experience for every child.

The two toyed with the idea of a project modeled on the Harlem Children's Zone, a nonprofit organization that has garnered national attention for providing educational resources and other forms of support to low - income families living in Harlem, New York.

This allows us to target our philanthropic efforts toward growing new schools and regions while also ensuring that our educational models for our existing children and communities are not at risk of waning philanthropic support over the long - term.

And the city did just that, using chartering as a model to overhaul the system and create improved educational opportunities for its children.

Above all, the report questions why an educational model deemed substandard for more privileged suburban children is being so vigorously promoted — perhaps even forced — on poor children in Milwaukee.»

We will consider the systems design of the curriculum driven one - size - fits - all educational model, why it no longer meets our needs, and how to devise a system which can deliver a better future for our children and for ourselves as educators.

Our pioneering educational model combines rigorous, college preparatory instruction with on - site social - emotional supports for our unique population of general community and child welfare students.

My time as a teacher in the public school system, educational consultant, and mother of three children who attend a Denver area charter school has taught me that charter schools and the autonomy, choice, and diverse models of education they represent play an important role in making sure that each student and family has access to a high - quality school that is most suitable for them.

Michigan's charter school «industry» — and that's what it is, an industry; not an educational system, but rather a business model designed to steal public money and slip it into private bank accounts — is wildly out of control, an unregulated Wild West playground for unscrupulous hucksters, quacks and charlatans who see our school system and our children as an untapped well - spring of profits.

It will require a deep investment in the development, testing, continuous improvement, and broad replication of innovative models of cross-disciplinary policy and programmatic interventions that are guided by scientific knowledge and led by practitioners in the medical, educational, and social services worlds who are truly ready to work together (and to train the next generation of practitioners) in new ways.88, 89 The sheer number and complexity of underaddressed threats to child health that are associated with toxic stress demands bold, creative leadership and the selection of strategic priorities for focused attention.

VPO major functions are: (a) Coordination of the development, implementation, and evaluation of two major programs: the ACT / Raising Safe Kids Program (parenting skills training and child maltreatment prevention program) and The Effective Providers for Child Victims of Violence Program (training for mental health and other professionals on trauma, assessment tools and treatment models for children victimized by violence); (b) Development of training and educational materials, technical assistance and training to professionals and organizations participating in both programs; (c) Dissemination of research - based knowledge, information, and materials to professionals and the general public on violence, prevention and related topics through Web (www.actagainstviolence.apa.org), Facebook page www.Facebook.com/ACTRaisingSafeKids and other social media outlets; (d) Collaboration with other national associations, national collaboratives, and federal agencies to promote the contributions of psychology and psychologists to the understanding and prevention of violchild maltreatment prevention program) and The Effective Providers for Child Victims of Violence Program (training for mental health and other professionals on trauma, assessment tools and treatment models for children victimized by violence); (b) Development of training and educational materials, technical assistance and training to professionals and organizations participating in both programs; (c) Dissemination of research - based knowledge, information, and materials to professionals and the general public on violence, prevention and related topics through Web (www.actagainstviolence.apa.org), Facebook page www.Facebook.com/ACTRaisingSafeKids and other social media outlets; (d) Collaboration with other national associations, national collaboratives, and federal agencies to promote the contributions of psychology and psychologists to the understanding and prevention of violChild Victims of Violence Program (training for mental health and other professionals on trauma, assessment tools and treatment models for children victimized by violence); (b) Development of training and educational materials, technical assistance and training to professionals and organizations participating in both programs; (c) Dissemination of research - based knowledge, information, and materials to professionals and the general public on violence, prevention and related topics through Web (www.actagainstviolence.apa.org), Facebook page www.Facebook.com/ACTRaisingSafeKids and other social media outlets; (d) Collaboration with other national associations, national collaboratives, and federal agencies to promote the contributions of psychology and psychologists to the understanding and prevention of violence.

Models adjusted for child's gender, age at sweep 5, birth order; number of children in household; mother's ethnic group, age at birth of the survey child, educational qualifications and mental health; family composition from sweeps 1 to 5, housing, household equivalised income and area deprivation.