Sentences with phrase «engage young people in school»

Rivera, a leading proponent of the concept of student voice, describes his experience with using hip - hop to engage young people in school.

Not exact matches

(Even the relatively serious denominations in which I've spent the past 10 - 15 years can't seem to produce demanding and engaging Sunday School curricula for young people.)

When I ask Carter to describe the kind of young person who commits violent crime, he says there are some recurring themes: «The common factors will be a broken family at home, someone who isn't fully engaged in their education — absenteeism from school and truancy — and domestic abuse is a key factor as well.

The area in which schools should have a very significant role to play (and where perhaps some Catholic schools currently underperform), is the promotion of a culture in which young people understand and engage with the Church's key teachings relating to sexuality and the inherent dignity of human life.

«The NASUWT will be considering the implications of today's announcement very carefully once the detail has been shared and as there has been no consultation prior to these provisions being introduced will seek to engage with the Coalition Government to identify what support teachers, school leaders and schools will require to enable them to protect fully the children and young people in their care.»

We ask young people to spend lots of their school time reading and analysing literature and history, and these are crucial for a broad education, but why don't we encourage them to engage with current affairs in the same way?

These are fantastic examples of how young people can be engaged in current affairs in an educational way — but many tell me that citizenship is not treated seriously in their schools.

In the first national study of a large, diverse population, researchers at the Perelman School of Medicine at the University of Pennsylvania and colleagues, found that 1.2 percent of the study population engaged with devices, and that most of the individuals who started using an activity tracker were younger and had higher - incomes than people who opted not to use the devices.

But Dr. Shannon Vincent, principal of Trent Lott Middle School in Pascagoula, Mississippi, believes she is falling short as an educator if she does not engage young people in community service.

The Jumpstart mission is «to engage young people in service to work toward the day every child in America enters school prepared to succeed.»

In particular, the report shares lessons learned in targeting key economic regions, analyzing regional assets and gaps, and focusing technical assistance and support on helping states and regions with such things as early career advising and exposure, engaging employers, and building intermediary organizations that can link employers and schools to scale up the provision of workplace learning opportunities for young peoplIn particular, the report shares lessons learned in targeting key economic regions, analyzing regional assets and gaps, and focusing technical assistance and support on helping states and regions with such things as early career advising and exposure, engaging employers, and building intermediary organizations that can link employers and schools to scale up the provision of workplace learning opportunities for young peoplin targeting key economic regions, analyzing regional assets and gaps, and focusing technical assistance and support on helping states and regions with such things as early career advising and exposure, engaging employers, and building intermediary organizations that can link employers and schools to scale up the provision of workplace learning opportunities for young people.

She has transformed her school's approach to reach often isolated young people so that they can engage in school life and perform to the best of their abilities.

We seek to move our work forward in three core areas that, taken together, can substantially reshape the college admissions process for students across race, class and culture, and help young people redefine their priorities, reimagine their high school experiences, and better prepare for ethically engaged and meaningful lives.

Charitable social enterprise and leisure operator GLL works in partnership with schools and colleges across the UK, providing sporting venues, engaging with schools and offering tuition to young people both as part of the curriculum and «after school».

We have also just started to extend our work into primary schools, as we know that the earlier we engage young people in thinking about their career options and meeting positive relatable role - models from the world of work the bigger the impact we can have.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Enterprising Science investigated how schools and teachers can engage more young people in STEM.

That said, it also revealed that young people are more engaged in school, more likely to want to go to university and less likely to be involved in «risky» activities, such as smoking or getting involved in petty crime.

As leaders, how can we develop a systemic initiative to keep young people in school, learning academic and work skills effectively, motivated to be productive and engaged in their communities and the larger economy, and developing success - oriented attitudes of initiative, intelligent risk - taking, collaboration, and opportunity...

There are also things schools and local authorities can do now to make sure that children are getting the most from PSE including working with young people to co-design and engage them in the learning process.»

Do you have a school - wide plan in place to get more young people engaged in STEM subjects?

And thinking about young people in particular, students from low income families who take part in arts activities at school are three times more likely to get a degree than children in low income families who do not engage in arts activities at school.

Schools and teachers have not been slow to appreciate the benefits of Industrial Cadets in assuring the quality of the programmes that their young people can engage with, but some schools are taking the use of Industrial Cadets into their core curriculum in noveSchools and teachers have not been slow to appreciate the benefits of Industrial Cadets in assuring the quality of the programmes that their young people can engage with, but some schools are taking the use of Industrial Cadets into their core curriculum in noveschools are taking the use of Industrial Cadets into their core curriculum in novel ways.

I also would argue that schools should always be thinking about the issues that are most relevant to their students, and how they can engage young people in studying and making recommendations about those issues.

Greenhouse Sports» Chief Executive, John Herriman said: We believe working in partnerships with schools is the best way to engage young people with this type of sports intervention.

Advocates say that student voice can be a powerful tool for school turnaround and that efforts to gather students» insights send an important message to young people and encourage them to be more engaged in the classroom.

A trusted provider of co-curricular and out of classroom learning to schools from the UK and overseas, Kingswood delivers residential learning experiences that focus on team building, problem solving and fun, helping young people to challenge themselves and bond with their peers and teachers, so that they are more engaged in the classroom and go on to achieve more at school and beyond.

They recognised the challenges in engaging young people in this era of smart phones, and wanted to create a product that not only offered excellent educational value and unrivalled service, but one that would have a lasting impact for visiting schools.

Since 2005, Wallace has been working to develop ways to engage more young people in high - quality arts learning during the school day and beyond.

As a vast body of research now makes clear, young people's success in school, college, the workplace, and the rest of life depends not just on their mastery of core academic content and skills but also — and often to a greater degree — on their beliefs and attitudes, personal dispositions, relationships, emotional intelligence, creativity, nutrition, mental health, knowledge about college and work opportunities, financial resources, willingness to engage with new people and cultures, openness to new experiences, and more.

Washington, D.C. (February 1, 2016)-- Character.org, a national advocate and leader in the movement to educate, inspire and empower young people to be ethical and engaged citizens, today designated 66 schools and 4 districts from 16 states as State Schools of Character foschools and 4 districts from 16 states as State Schools of Character foSchools of Character for 2016.

Schools play a crucial role in raising awareness of the risks, highlighting the impact of behaviour when engaging with online technologies and educating children and young people about how to act appropriately and stay safe.

We've also provided practical tools and guidance to help schools, colleges and employers identify the best ways of engaging young people in their own education before they leave school and to support successful routes into employment.

January 27, 2015 — Washington, D.C. — Character.org (formerly the Character Education Partnership), a national advocate and leader in the movement to educate, inspire and empower young people to be ethical and engaged citizens through reclaiming our schools for character, is pleased to announce that 165 schools and districts (representing over 110,000 students and 21 states) have applied to be considered for State and National Schools of Character recogschools for character, is pleased to announce that 165 schools and districts (representing over 110,000 students and 21 states) have applied to be considered for State and National Schools of Character recogschools and districts (representing over 110,000 students and 21 states) have applied to be considered for State and National Schools of Character recogSchools of Character recognition.

«Because disadvantaged young people are often held back by a lack of aspiration from their parents who have failed to engage with their educational progress, schools have used the pupil premium in some imaginative ways — such as literacy classes for parents — to increase parental engagement.»

With the Department for Education encouraging greater cooperation between employers and schools, employers should engage with schools and young people to develop their understanding of the wider non-academic skills that are most needed in different workplaces.

She oversees London CLC's activities which include research, digital strategy, developing teachers» edtech practice, involving young people in creating with digital technologies, supporting families» digital skills and re-designing schools» IT networks... She leads a team of keen, tech - savvy experts — from computer science teachers to filmmakers and family learning tutors — to deliver engaging workshops that leave a lasting impression.

This activity aims to engage young people in thinking critically about school safety in their own lives.

In the wake of the recession, the growth of this movement has slowed a bit, but there is an expanding chorus of voices calling for more engaged learning time, especially for struggling young people and those in low - income schools and neighborhoodIn the wake of the recession, the growth of this movement has slowed a bit, but there is an expanding chorus of voices calling for more engaged learning time, especially for struggling young people and those in low - income schools and neighborhoodin low - income schools and neighborhoods.

Through this systems approach, $ 1,300 can engage a young person in high - quality and appealing afterschool programs for the school year.

According to the Coalition, all students can achieve high levels of learning if 1) the school has a core instructional program with qualified teachers, a challenging curriculum, and high expectations for all students; 2) students are motivated and engaged in learning — both in school and in community settings; 3) the basic physical, mental, and emotional health needs of young people and their families are recognized and addressed; 4) mutual respect and effective collaboration take place among parents, families, and school staff; and 5) community engagement, together with school efforts, promote a school climate that is safe, supportive, and respectful and that connects students to a broader learning community.

GradMinnesota connects individuals and communities to engage stakeholders at all levels to ensure that all young people in Minnesota will graduate from high school prepared for success in postsecondary opportunity, work, civic engagement, and life.

The authors suggest three strategies to address the challenge: 1) school reform should be expanded to include «multiple pathways» for students instead of a narrow «college - for - all» focus; 2) employers should become more engaged in the development and support of these pathways; and 3) as a society, the U.S. should take collective responsibility for educating young people to ensure that they are well prepared for life after school.

The authors describe vocational education programs in other countries, using them as promising examples of how vocational education can be integrated into mainstream education to help young people stay engaged in school and gain necessary skills through work - based learning.

The authors suggest three strategies to address the challenge: 1) school reform should be expanded to include «multiple pathways» for students instead of a narrow «college - for - all» focus; 2) employers should become more engaged in the development and support of these pathways; and 3) as a society, the U.S. should take collective responsibility for educating young people to ensure that they are well - prepared for life after school.

These schools were structured to motivate young people to become engaged in their communities and to help them identify and design authentic solutions to local problems.

All public schools have a role to play in preparing young people to be thoughtful, engaged stewards of public life.

The Carnegie shadowing scheme is an incredible initiative involving reading groups in schools and libraries, engaging tens of thousands of children and young people in reading.

The performance of an autobiographical high - school musical that Tiny writes, directs, and stars in makes a rousing and suitably theatrical finale for a tale populated with young people engaged in figuring out what's important and shot through with strong feelings, smart - mouthed dialogue, and uncommon insight.

2013 Wingding 3rd Anniversary Exhibition, LVL3, Chicago, IL 2013 Fractal Semblance, Roots and Culture, Chicago, IL 2012 NADA Miami, Rawson Projects, Miami, FL 2012 Fictitious Truths curated by Kara Rooney, Rooster Gallery, New York, NY 2012 Anderson, Murphy, Nielsen, New Capital Projects, Chicago, IL 2012 People Who Work Here curated by Rawson Projects, David Zwirner gallery, New York, NY 2012 First Love, curated by Angela Bryant O'Connor gallery, Dominican University, River Forest, IL 2011 Color: Fully Engaged, curated by Jamilee Polson, A & D gallery, Columbia College, Chicago, IL 2011 Juried Auction, NURTUREart hosted by the Chelsea Art Museum, New York, NY 2010 Feeble Intimacy, LVL3, Chicago, IL 2010 MinimumixaM curated by Nicholas Cueva, Dan Gunn, and Heather Mekkelson Twelve Galleries Quarterly # 1 hosted by Pentagon Gallery, Chicago, IL 2009 Ship in a Bottle, Sullivan Galleries, School of the Art Institute of Chicago, Chicago, IL 2008 Liz Nielsen at Accomplice Projects, Art Basel Miami / Bridge Fair, Miami, FL 2007 Awesome in Giftshop project space, Gescheidle Gallery Chicago, IL 2007 Word of Mouth presented by Diet Gallery, Art Basel Miami / Bridge Fair Miami, FL 2005 Art Chicago, Lisa Boyle Gallery, Chicago, IL 2005 Art Basel Miami / Aqua Art, Lisa Boyle Gallery, Miami, FL 2005 Genderosity, 4 - F Gallery, Los Angeles, CA 2005 Art Chicago / NOVA Young Art Fair, Project Rooms: (The Mothership Installation), Chicago, IL 2004 Who's doing Self - Portraiture in 2004?