Sentences with phrase «experienced challenges in school»

Many students who have experienced challenges in school academically, behaviorally and socially are often times the same children that are given the run around when it comes to graduation.

Not exact matches

Robert Kozinets, director of MBA specialization in global retail management at York University's Schulich School of Business, says none of the challenges experienced by Target so far have been out of line with what should reasonably be expected of a brand making its first foray into international territory — certainly not a powerhouse such as Target.

Mr. Garrity's legal experience, his love of the arts, and his commitment to the Marjory Stoneman Douglas High School have prepared him to lead Shine MDS, Inc., and face the challenges of a community in need of healing.

Completely scrap the the funding for private schools, but in the event it's not politically expedient for the government heading into an election, at least consider a reduction in funding levels to financially aid the public system and alleviate some of the pressures they currently are experiencing with class size, lack of teachers and the challenges inherent in providing school lunch programs.

She comes to Challenge Success with over 20 years combined experience in strategic and operational consulting, accounting and finance, and independent school management.

Kathy brings her experience in business operations, finance, and as a former Head of School, and has ushered in new initiatives, expanded staff, and launched a financial assistance fund that will extend the reach and impact of Challenge Success.

You may also consider reaching out to a school in a community that is experiencing more challenges.

But my experience at Challenge Success and in education reminds me that there has been a lot of change since I was in high school.

Produced and directed by Boston - based visionary youth sports parenting expert and author, Brooke de Lench, and drawing both on her experience as a parent of a concussed high school football and lacrosse player and as the founder and publisher of MomsTEAM.com, the acknowledged «pioneer» in youth sports concussion education, «THE SMARTEST TEAM» documents how de Lench worked with a high school in Newcastle, Oklahoma to address the challenges concussions pose in football.

Obstacles or challenges the bears face in Care - A-Lot, might also be related to a real life situation a child may be experiencing at home or at school.

I've used my 25 years of experience in feeding children to help design healthy menus that taste great — and that's been the challenge up until now, particularly in small schools that have limited kitchen facilities.

Actually, the USDA memo on the two year waiver on 100 % whole grain rich foods states that «school districts that wish to take advantage of this two - year flexibility must obtain approval from their state agency by demonstrating that they experienced significant challenges in preparing and serving whole grain - rich pasta products in their schools».

Experience the distinct teaching methods used by our dedicated faculty to bring challenging subject matters, such as nature studies in elementary school and platonic solids in middle school, to life.

While infants need nurturing from their caregivers, «what pushes middle - school students to concentrate and practice... is the unexpected experience of someone taking them seriously, believing in their abilities, and challenging them to improve themselves,» Tough writes.

Produced and directed by visionary youth sports parenting expert and author, Brooke de Lench, and drawing both on her experience as a parent of a concussed high school football and lacrosse player and as the founder and publisher of MomsTEAM.com ®, the acknowledged «pioneer» in youth sports concussion education, «The Smartest Team» documents how de Lench worked with a high school in Newcastle, Oklahoma to address the challenges concussions pose in football.

Through this initiative, 53 schools in need of support participated in a training workshop and received an experienced mentor to identify specific challenges and provide nuanced resources to promote a heathier school day.

Produced and directed by visionary youth sports parenting expert and author, Brooke de Lench, and drawing both on her experience as a parent of a concussed high school football and lacrosse player and as the founder and publisher of MomsTEAM.com ®, the acknowledged «pioneer» in youth sports concussion education, «The Smartest Team» documents how de Lench worked with a high school in rural Oklahoma to address the challenges concussions pose in football.

If the reasons women face certain challenges are almost never found amongst men — such as pregnancy leading to one dropping out of the school in a refugee camp — these differences can still generate a better understanding of the relations between men and women's experiences.

Even though they do not serve as professors, researchers who pursue other academic paths note that their intensive training — in grad school, postdoc appointments, and other experiences — prepares them uniquely for the challenges of their new positions.

«We had high - school and college - age students with grad students and postdocs in the lab, and they were each sharing experiences, educating each other as to how to go from that specific part of their lives and move on to the challenges of the next phase, both scientifically and personally,» she says.

Having served in leadership positions and navigated several career transitions in many industries — while also attending graduate school and raising three boys — Cheryl experienced challenges and eventually uncovered the secrets to a life of abundance and vibrancy.

At its core, this blog chronicles the challenges, joys and discoveries of my experience in graduate school as I earn my master's degree in occupational therapy.

Coming on the heels of a year that brought us «12 Years a Slave,» «Lee Daniels» The Butler» and «Fruitvale Station,» all fact - based dramas that confronted the challenges of being an underprivileged black person at different moments in U.S. history, «Dear White People» takes satirical aim at a more rarefied sphere of African - American experience, unfolding on a fictitious Ivy League campus that becomes a sort of elite microcosm of present - day race relations — the hallowed - halls answer to the all - black Mission College in «School Daze.»

In the more substantial «Life After Film School: Rob Letterman» (21:52), three film students ask practical questions and get candid answers from the director about his Sundance and DreamWorks Animation experiences, his plans for Stretch Armstrong, and, most of all, Gulliver's Travels and its unique challenges.

A second challenge is to reduce the disparity between the schooling experiences of students in Australia's most and least advantaged schools.

For example, it is possible that the oft - discussed challenges some students from high - performing urban schools experience in college (see ««No Excuses» Kids Go to College,» features, Spring 2013) stem in part from deficits in fluid cognitive skills.

With this in mind, schools that empower students to make their own choices and be their own best advocates will allow them to gain valuable experience in managing life's challenges, while helping them to realize their goals and dreams.

A challenging job, a failure in leading a project, an assignment in a new area of the company — all those things become «courses» in the school of experience.

It starts with action planning in the early fall (in which schools develop and submit an improvement plan); a provincial learning session in mid-fall for staff teams from all OFIP schools in the province (knowledge is shared from previous experience as well as new learning about emerging needs - for example, student and staff resiliency in 2012, and staff learning in mathematics in 2013); mid-year conversations in early spring (monitoring and identifying mid-year successes and challenges in order to modify plans and activities); and a summative conversation in late spring (in which staff reflect on the year, successes, and challenges, and begin discussions about the coming year's OFIP strategy).

And he answers, «certainly not because I have any direct self - interest — no... I'm not profiting from my involvement in charter schools (in fact, I shudder to think of how much it's cost me), and I have little personal experience with the public school system because I'm doubly lucky: my parents saw that I wasn't being challenged in public schools, sacrificed (they're teachers / education administrators), and my last year in public school was 6th grade; and now, with my own children, I'm one of the lucky few who can afford to buy my children's way out of the NYC public system [in] which, despite Mayor Bloomberg's and Chancellor Klein's herculean efforts, there are probably fewer than two dozen schools (out of nearly 1,500) to which I'd send my kids.»

Founded in 1981, The Principals» Center at the Harvard Graduate School of Education provides aspiring and experienced school leaders from across the country and around the world with exemplary professional development to meet personal and professional challSchool of Education provides aspiring and experienced school leaders from across the country and around the world with exemplary professional development to meet personal and professional challschool leaders from across the country and around the world with exemplary professional development to meet personal and professional challenges.

Although among the group only Utzinger had any prior fundraising experience, they decided to issue a «cohort challenge» to their Ed.D. peers with the goal of convincing every member of the first - year cohort — 32 in total — to contribute to the HGSE Fund, which seeks to raise resources for many areas of the Ed School including financial aid, Gutman Library, and faculty and student support services.

What we found in our initial prototypes — launching an innovation lab space, creating a design thinking professional development experience, and running student - facing design challenges for middle - and high - school classes — was that the design thinking process functioned as a kind of oasis for educators, reconnecting them to their creativity and aspirations for helping students develop as deep thinkers and doers, not just as test takers.

Success lies in ensuring that every playtime, which after all makes up a massive 20 per cent of the school day, offers as wide a range of engaging and challenging play opportunities and experiences to every single child as can possibly be provided.

In an excerpt from his new book, Letters to a Young Education Reformer, Frederick M. Hess describes how his own experiences as a student and a teacher, often in a challenging policy environment, inspired his commitment to opening up outdated education systems so that educators, entrepreneurs, parents, and communities can reinvent schooling to better serve every chilIn an excerpt from his new book, Letters to a Young Education Reformer, Frederick M. Hess describes how his own experiences as a student and a teacher, often in a challenging policy environment, inspired his commitment to opening up outdated education systems so that educators, entrepreneurs, parents, and communities can reinvent schooling to better serve every chilin a challenging policy environment, inspired his commitment to opening up outdated education systems so that educators, entrepreneurs, parents, and communities can reinvent schooling to better serve every child.

One wonders if those who brought this suit are willing to press their equality claims to their logical conclusions and challenge the vast array of inequalities poor and minority children might experience in public school systems.

For schools, the challenge is how to bring together kids» «native» knowledge regarding technology and teachers» pedagogical experience without entering into a tug - of - war battle that teachers will inevitably and invariably lose when technology is in the ring.

JH: Yes, well you've got the attraction / retention, you're right, and also you've got the experience base — again, typically in Australia we've sent our least experienced teachers to some of our most challenging remote schools contexts, with the promise of permanency or a long - term contract or something as an incentive, so you've got that.

They will look at issues of meaning, identity, and interpretation amongst musicians of diverse backgrounds, and the ways these challenging yet profound experiences mirror what often happens in public school classrooms.

My experiences collaborating with high - performing, earlier - stage operators, including The Kindezi Schools in Atlanta and EPIC Academy in Chicago, have helped me identify a set of common challenges that thoughtful planning can proactively address.

This challenge also has a supporting competition suitable for the whole school to take part in with some amazing prizes including a paid for 2 - day educational experience at a Sustainability Centre, a MyMaths subscription for winners and iPads for students.

Education policy needs to take account of the differing experiences that children have in their communities and at home, and not assume that schools alone can overcome the multiple and significant challenges posed by poverty and social disadvantage.

Evans says the school looked to staff in the school who had previous experience of seeing students in low socioeconomic areas succeed to help challenge low expectations.

In the study, we found that while quality is a persistent challenge, many arts educators demonstrate that, with thoughtful, careful analysis, constant dialogue, and dogged persistence, it is possible to achieve and sustain high quality arts learning experiences for young people in and out of school settings.&raquIn the study, we found that while quality is a persistent challenge, many arts educators demonstrate that, with thoughtful, careful analysis, constant dialogue, and dogged persistence, it is possible to achieve and sustain high quality arts learning experiences for young people in and out of school settings.&raquin and out of school settings.»

A poor understanding of the needs and challenges being experienced in education in African countries lends itself to weak technology integration and edTech ineffectiveness in schools.

Having started my career in community development in schools, I've experienced many of these challenges first - hand, but have also witnessed some great examples of schools taking a proactive and efficient approach to responding to some of these challenges.

Consider the challenge of deciding what experiences constitute «service learning» for high - school students in jurisdictions where this is now expected as part of a civics class or social studies curriculum.

Free schools BSEC visitors were able to attend a packed plenary stage on the opening day for a talk by journalist and free school founder Toby Young on his experience and challenges in establishing a new free school.

The plans aim to tackle those inequalities and ensure Britain is a country that «truly works for everyone» by looking at the experience and outcomes for children who face the most challenges in mainstream school - including those at greatest risk of exclusion - such as those with special educational needs (SEN), children with autism or children in need of help and protection, including those in care.

The experience of being the head of a successful low challenge school does not necessarily equip anyone to lead five challenging schools and the impact of things going wrong is five times greater than it is in one.