Sentences with phrase «exclusionary practices of»

In a recent interview in Artforum, the artist Howardena Pindell recalls her first efforts toward protesting the oppressive and exclusionary practices of art institutions in the 1970s: «Because I was a curator at the Museum of Modern Art in New York, I needed to remain anonymous, so...

In a recent interview in Artforum, the artist Howardena Pindell recalls her first efforts toward protesting the oppressive and exclusionary practices of art institutions in the 1970s: «Because I was a curator at the Museum of Modern Art in New York, I needed to remain anonymous, so I would just send little notes of complaint to magazines, to museum boards, and to the city signed «The Black Hornet.»

Not exact matches

Once we begin to think of our faith in terms of largeness instead of largess; once we begin to think of our faith in terms of measurable success or significant achievements or community stature or statistically significant gains or business models or congregational models or appropriate budget processes or cash flow direction or generally accepted accounting practices or independent audits or administrative requirements or procedural transparency or proper leadership roles or managerial responsibilities and boundaries or membership trends or effective organizational structures or current and accurate and relevant identity / purpose / vision / mission statements or strategic and tactical plans or valid and useful performance metrics — at that point, we have become money changers and temple authorities, we have deformed from a community into an industry that requires exclusionary individualism.

Their exclusionary practices include creating, promoting and financing legislation that would ban or criminalize multiple forms of expression and lifestyles.

«He had seven years to work with all communities to end the practices of exclusionary zoning in which he has not.»

The Appendix lists many recommendations for policy and practice, with the general theme of reducing the use of exclusionary discipline (suspension and expulsion) and providing discipline through positive approaches.

In particular, schools will need to adopt alternative practices, rather than eliminating or dramatically reducing the use of exclusionary discipline in a policy void.

Rachel Flynn, an education researcher at New York University, recently studied the impact of such professional development and found when its done well it has «the potential to improve teacher behavior management practices and reduce exclusionary discipline.»

Moreover, reform advocates note, basing admissions on geographical boundaries is an exclusionary practice, all too redolent of the days when low - income students of minority background desperately sought to escape from «slum» or «ghetto» schools and gain access to the generally superior schools in «good» neighborhoods from which they had been barred.

Finally, the letter contains a significant appendix of «illustrative» specific suggestions for policy and practice that could serve to help states and districts avoid violations, urging schools to reduce the use of suspension and other forms of exclusionary discipline, focusing instead on positive approaches.

Their brief explores the development of admission models, particularly how the current race - conscious admissions model at UT differs from the anti-Jewish exclusionary model created in the 1920s at elite colleges and the anti-African American admissions practices of the early - to mid-20th century.

The 2014 letter declares that «Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance... decreased academic achievement... increased likelihood of dropping out; substance abuse; and involvement with juvenile justice systems.»

Across the country, disciplinary programs and policies are trending away from exclusionary practices and toward a variety of alternatives, with the endorsement of federal and state governments.

As of May 2015, 22 states and the District of Columbia had revised their laws in order to require or encourage schools to: limit the use of exclusionary discipline practices; implement supportive (that is, nonpunitive) discipline strategies that rely on behavioral interventions; and provide support services such as counseling, dropout prevention, and guidance services for at - risk students.

And even if schools reduce their use of exclusionary practices, it doesn't necessarily follow that they will cease to mete out these punishments disproportionately by race.

Restorative practices are a burgeoning alternative to traditional punitive justice such as suspensions (both in school and out of school) and other exclusionary forms of discipline.

Effective remedies to improve instruction, learning and school climate (including, e.g., decreases in bullying and harassment, use of exclusionary discipline practices, use of police in schools, and student referrals to law enforcement) for students enrolled are implemented in any school where the school as a whole, or any subgroup of students, has not met the annual achievement and graduation targets or where achievement gaps persist.

These evidence - based approaches help schools support students with challenging behaviors and were recommended by the Mayoral Leadership Team on School Climate and Discipline to keep students in school learning instead of punishing them through exclusionary discipline practices, which do not address the underlying causes of the behavior.

Here are some of the negative outcomes research has linked to harsh, punitive, exclusionary discipline practices:

The move away from harsh, punitive, exclusionary (and, let's face it, ineffective) discipline practices in schools and districts across the country is a welcome wave of change.

They argue that exclusionary discipline practices such as suspension and expulsion can have detrimental impacts, and they discuss the use of restorative justice to address bullying Other topics include Positive Behavioral Interventions and Supporters (PBIS) and social and emotional learning.

That they're effective in preventing and reducing problem behaviors makes the use of harsh, punitive, exclusionary discipline practices unnecessary.

To further support their efforts, the OLN conducted a review of the research literature and provided the Beaverton team with eight promising practices to reduce exclusionary discipline.

As Barton (1998) said, «Inclusive education is about the participation of all children and young people and the removal of all form of exclusionary practices» (pp. 84 - 85).

Of the 1,228 charter schools in California, the report said that it has identified 253 that have practices that are «plainly exclusionary,» based on information posted on the schools» websites.

We also have experience helping develop alternatives to exclusionary discipline practices, and we have tools and resources that can support your school's creation and implementation of school wide expectations and consequences.

We have experience helping develop alternatives to exclusionary discipline practices, as well as tools and resources that can support your school's creation and implementation of school wide expectations and consequences.

Reform of school discipline to reduce exclusionary practices and foster positive social, behavioral, emotional, and academic success for students;

Over 1 in 5 of California's charter schools have restrictive admissions requirements or other exclusionary practices that keep out many students with the greatest academic needs, a report released Monday by the ACLU Foundation of Southern California and the public interest law firm Public Advocates alleges.

He said he was encouraged that the report identified only a small number of charter schools with what he felt were «clearly exclusionary practices» based on academic performance.

The report called on the California Department of Education «to issue guidance making it clear that these practices are illegal,» and to order charter schools with these exclusionary practices «to change their policies immediately.»

Training and supporting teachers to address underlying causes of misbehavior can keep students in class and provide an alternative to exclusionary practices.

Our schools contribute to these conditions when we respond to student misbehaviors and acts of defiance with exclusionary and punitive discipline practices.

«It is important to remember that the problem of score incomparability was not caused by students with disabilities, but by exclusionary development assessment practices that presume the achievement of students with disabilities is not important.»

The current study tests whether a professional development program with these three characteristics helped change teachers» use of exclusionary discipline practices — especially with their African American students.

In the proposed resolution, the NAACP delegates cited concerns that charter schools deepen the segregation of public schools, disproportionately use highly punitive or exclusionary discipline practices and deprive public schools of resources.

And, you know, speaking to education and justice, in 2011, the u.s. department — the departments of education and justice launched a supportive school discipline initiative to reduce exclusionary discipline policies, practices and their impact on youth of color and youth with disabilities.

I predict parents of children with significant disabilities, especially parents of children with autism, will be using the courts to challenge these exclusionary practices.

An unintended consequence of these policies and practices was that youth with behavioral health needs were put at an increased risk for exclusionary discipline and school - based arrests.

ESSA requires states to describe how they will assist districts to reduce: bullying and harassment, the overuse of exclusionary discipline practices (e.g. suspensions, expulsions, school - based arrests), and seclusion and restraint.

By contrast, several of the recognized Schools of Opportunity have embraced restorative justice, which seeks to minimize the use of exclusionary disciplinary practices such as suspensions and expulsions.

The ultimate goal of this moratorium is to reduce the reliance on all forms of exclusionary discipline and to replace them with best practices that support students, teachers and all members of the school community in creating safe and engaging classroom environments.

In Chicago, the number of suspensions given in a school year declined after the district made changes to its student code of conduct in 2012, and began using less exclusionary discipline practices.

No - excuses disciplinary practices can contribute to high rates of exclusionary discipline (e.g., suspensions that push students out of school) and may not support a broad definition of student success.

Punitive and exclusionary practices in our schools and juvenile justice system threaten the life chances of too many American children and youth, especially those who have been historically marginalized.

Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance and diminished educational engagement; 9 decreased academic achievement; 10 increased behavior problems; 11 increased likelihood of dropping out; 12 substance abuse; 13 and involvement with juvenile justice systems.14

The studies, undertaken at the request of the Oregon Leadership Network Research Alliance and the Maryland State Department of Education, respectively, examined exclusionary discipline practices (i.e., suspension and expulsion) and whether there are disparities by race, grade level, or special education status.

Ensure that the school's written discipline policies provide for alternatives to in - school and out - of - school suspensions and other exclusionary practices (i.e., expulsions).

Many of us are working to reduce and eliminate exclusionary practices and racial bias that marginalize and «push out» black and brown...

That federal guidance helps teachers and schools reduce exclusionary discipline like suspensions and encourages proactive approaches to address the causes of misbehavior and hold students accountable in the inevitable cases when students make the wrong choices, known as restorative practices.