Sentences with phrase «equity in education through»

Social Emotional Learning Webinar: Creating Equity in Education through Social Emotional Learning with Dr. Joshua Cole

Seeding Equity in Education through Dialogue Project Valuing and engaging family and community leadership in San Antonio and the region IDRA's SEED project strengthens and mobilizes the capacity for effective, coordinated leadership and partnership with schools to impact policy and...

Learn about our mission to advance excellence and equity in education through knowledge - based schooling.

Not exact matches

The Facebook co-founder co-led a $ 4 million round in survey startup Panorama Education in what appears to be his first national equity investment through his foundation Startup: Education.

Through the unique combination of early growth equity and the Edison Edge platform, consisting of strategic advisory, the Edison Director Network, and executive education programs, Edison employs a holistic approach to nurturing invention and creating value for growth - stage businesses ($ 5 to $ 20 million in revenue) in financial technology, healthcare IT, interactive marketing, and enterprise IT industries.

Any cost to employers or government would likely be offset by reduced costs through better retention of working mothers and the greater likelihood of their working to their education / skills levels: Goldman Sachs have estimated an economic boost of 13 % in Europe were gender equity achieved within the workplace.

Adamu pointed out that the decision was in line with the university's vision of providing highly accessible and enhanced education anchored by social justice, equity, equality and national cohesion through comprehensive reach that transcends all barriers.

The Alliance for Quality Education and the Campaign for Fiscal Equity met with sympathetic members of the Assembly Democratic conference, who heard the results of the advocates» statewide tour through 14 hard - pressed districts, including several in the Capital Region.

«We must work collectively to break through barriers that limit the success of our youth, so we can truly achieve equity in education.

LAVCA, a non-profit member organization, supports private equity & venture capital in Latin America through education, networking, research & advocacy.

Through a series of graduate - level courses, the Equity and Excellence in Education (EEE) program is helping school staff discover how educators can unconsciously contribute to uneven outcomes for children.

Michael Rebell is executive director of the Campaign for Educational Equity at Teachers College, Columbia University, and is the author of Courts and Kids: Pursuing Educational Equity through the State Courts (University of Chicago Press, forthcoming), in which he proposes a new functional separation of powers among the executive, legislative, and judicial branches to promote education reform and student achievement.

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 oeducation 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 oEducation, 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 oEducation, 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 oeducation 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 oeducation 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 oeducation 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 oEducation, 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 oeducation 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 oeducation 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 oEducation, 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 oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

«Jill Carlson embodies the many qualities that distinguish students and graduates of the International Education Policy Program: the commitment to international development through the expansion of educational opportunities, a deep and abiding interest in advancing social equity and development through education, a rich combination of deep knowledge about the field of international development, strong analytic skills, outstanding leadership qualities, and a strong moral compass,» says Professor Fernando Reimers, directoEducation Policy Program: the commitment to international development through the expansion of educational opportunities, a deep and abiding interest in advancing social equity and development through education, a rich combination of deep knowledge about the field of international development, strong analytic skills, outstanding leadership qualities, and a strong moral compass,» says Professor Fernando Reimers, directoeducation, a rich combination of deep knowledge about the field of international development, strong analytic skills, outstanding leadership qualities, and a strong moral compass,» says Professor Fernando Reimers, director of IEP.

The proposals would also eliminate education - related programs that the Reagan Administration has unsuccessfully sought to kill in recent years, including impact - aid «B» payments to districts where parents live or work on federal land — saving $ 100 million — and the Women's Educational Equity and Follow Through...

«Through Richard Elmore's Politics in Education course, I gained a deeper understanding of the political complexity of systemic change, how to think about addressing structural impediments to change, and how to be politically strategic, in addition to instructionally focused, to better achieve excellence through equity for all learners,» said Jewell - SThrough Richard Elmore's Politics in Education course, I gained a deeper understanding of the political complexity of systemic change, how to think about addressing structural impediments to change, and how to be politically strategic, in addition to instructionally focused, to better achieve excellence through equity for all learners,» said Jewell - Sthrough equity for all learners,» said Jewell - Sherman.

McDaniel College, Montgomery County Education Association (MCEA), and Montgomery County Public Schools (MCPS), through the Office of Human Resources and Development, partner to offer a five course, 15 - credit graduate certificate program in Equity and Excellence in Education.

Working with and through our state associations, NSBA advocates for equity and excellence in public education through school board leadership.

«States are at the forefront of efforts to improve accountability, equity, and transparency in K - 12 schools through ESSA state plans,» said Washington Gov. Jay Inslee, Chair of the NGA Education and Workforce Committee.

About NSBA: The National School Boards Association (NSBA) is the leading advocate for public education and supports equity and excellence in public education through school board leadership.

Childhood trauma and its impact on learning, along with racial equity and chronically low - performing schools, were three key areas identified as barriers to providing every child in North Carolina the opportunity to reach their full potential through equal and meaningful public education.

These sponsors share in MSA's commitment to advancing excellence in education as well as, promoting equity and diversity through innovative, theme - based programs.

If the city of Brockton doesn't get relief through the proposed change to state law, it will continue pursuing an equity in education lawsuit against the state, Minichiello says.

Through years of work on their local school boards, each of the members of the board are uniquely positioned to champion equity and continue the association's efforts in support of public education and our country's 50 million public school children.

NSBA is committed to equity and excellence in public education through school board governance, and with the onset of a new administration and a new Congress, will amplify the voice of 90,000 school board members across the country, to maintain and strengthen the ability of local districts and school boards to act in the best interests of students, parents, and communities.

In the field of personalized, competency education, CompetencyWorks and iNACOL's National Summit on K - 12 Competency - Based Education, «convened 100 leading innovators to move the field of competency - based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversiteducation, CompetencyWorks and iNACOL's National Summit on K - 12 Competency - Based Education, «convened 100 leading innovators to move the field of competency - based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversitEducation, «convened 100 leading innovators to move the field of competency - based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversiteducation through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversity.»

It was through volunteer experiences at U of M that Aisha felt inspired to begin in her life long journey in education equity.

Through four plenaries, nine mini-plenaries, 80 workshops, and four site visits, participants learned and shared systemic solutions in key topic areas, including equity in engagement, early childhood education, and parent leadership and advocacy.

The National School Boards Association is the leading advocate for public education and supports equity and excellence in public education through school board leadership.

About the National School Boards Association The National School Boards Association (NSBA) is the leading advocate for public education and supports equity and excellence in public education through school board leadership.

Educators who connect with Regina Schaffer through the International Society for Technology in Education's (ISTE) Digital Equity PLN Leadership Committee and social media channels describe her as a supportive colleague who is always willing to share.

Working with and through our state associations, NSBA will remain steadfast in advocating before Members of Congress and the Administration to ensure that local school districts receive the funding and flexibility vital to continuous improvement in student achievement, and to advancing equity and excellence in public education.

At the third annual Excellence Through Equity Conference, held on September 15 — 16, 2016, in Indian Wells, we welcomed more than 600 community and education leaders, all focused on the mission of providing equitable learning for all students.

Achieving Educational Equity through Career and Technical Pathways Rashid Davis, Principal of New York City's P - Tech (Pathways in Career and Technical Education) High School, shares the details of his pioneering school model that provides a pathway for historically underserved students to complete high school, an associate's degree in applied computer science, and gain access to «new collar» jobs at IBM — all at no cost to students or their families.

She has spent her career ensuring equity and excellence in education (P - 20) and is a tireless advocate for ensuring that every student in America has the chance to learn and grow under teachers whose knowledge and skills have been verified through a peer - reviewed, performance - based process.

In her role with DCPS, Katie designed and facilitated team sessions around race and equity in education, contributed to a variety of Critical Friends» Groups and workshops, and provided individual teacher support through the program's coaching initiativeIn her role with DCPS, Katie designed and facilitated team sessions around race and equity in education, contributed to a variety of Critical Friends» Groups and workshops, and provided individual teacher support through the program's coaching initiativein education, contributed to a variety of Critical Friends» Groups and workshops, and provided individual teacher support through the program's coaching initiatives.

Key areas of expertise include: equity in science education, addressing issues of equity in science education through the design of curriculum materials, and how teachers support inquiry science.

He is also an expert in the area of promoting equity and access in urban education through literacy and policy initiatives.

Our commitment to equity and equal opportunity runs like a ribbon through all of our initiatives at the U.S. Department of Education — from ensuring that low - income minority students aren't stuck in chronically under - performing schools, to working with districts to get great teachers in the schools and subjects where they are needed most, to targeting billions of dollars to students and schools in need of support.

The National School Boards Association (NSBA), working with and through our state associations to represent more than 90,000 local school board members, advocates for equity and excellence in public education through school board governance.

Her background as a visual arts teacher informs her research on how students learn in and through the arts, art making and the development of voice and identity, and issues of access and equity in arts education.

Working with and through State Associations, NSBA advocates for Equity and Excellence in Public Education through School Board leadership.

The National Hispanic Council of School Board Members (NHC) promotes the goals and vision of NSBA and provides leadership and a foundation to school board members for student educational opportunities through collaboration with key stakeholders to foster excellence and equity in public education.

The mission of the National Hispanic Council of School Board Members is to promote the goals and vision of the National School Boards Association (NSBA) and to provide leadership and a foundation to school board members for student educational opportunities through collaboration with key stakeholders to foster excellence and equity in public education.

But, as Michael Rebell, a professor of law and education at Teachers College, Columbia University, convincingly shows in his new book, Courts and Kids: Pursuing Educational Equity through the State Courts, there is a pragmatic path to equality in the schools that avoids highly charged debates over racism and local control.

The Magnet Schools Assistance Program Technical Assistance Center (MSAP Center) supports the U.S. Department of Education Office of Innovation and Improvement as it provides equity and choice in public education through the Magnet Schools Assistance PrograEducation Office of Innovation and Improvement as it provides equity and choice in public education through the Magnet Schools Assistance Prograeducation through the Magnet Schools Assistance Program (MSAP).

The National School Boards Association works with state associations in advocating for equity and excellence in public education through school board leadership.

We are a nonprofit visual arts organization founded in 1939 dedicated to advancing the quality, equity, and engagement with contemporary visual art in Chicago through education, exhibitions, residency, and events.

Cross was one of hundreds of attendees drawn from what I call «Generation E,» people (mostly, but not exclusively, young) committed to smoothing the human journey in the next few generations through a focus on energy, the environment, enterprise, equity and education.

Residents gain equity in the co-op through participation in construction, agricultural, maintenance, education and conservation programs central to the sustenance of the community.