Sentences with phrase «experiences connections to the school»

Not exact matches

«A lot of these networks, when you have people who tend to be mostly male, mostly from the same small set of schools with the same small set of experiences, they have tremendous networks in that, and I think a lot of these entrepreneurs who are more diverse don't have those connections.»

I bear witness only to my own experience, but this I must declare: I have attended scores of pastor's conferences, most of them in connection with our most prestigious theological schools; yet I can not think of a single one that was as directly helpful to me as a parish minister as this one.

But for other students, those whose backgrounds have led them to experience that fight - or - flight reaction not just in occasional high - stress moments but all the time, developing a sense of belonging and connection in school may require a more immersive intervention.

ACEs Connection is a social network that accelerates the global movement toward recognizing the impact of adverse childhood experiences in shaping adult behavior and health, and reforming all communities and institutions — from schools to prisons to hospitals and churches — to help heal and develop resilience rather than to continue to traumatize already traumatized people.

This training arose in response to the problems arising in Waldorf schools related to either hiring administrative staff with no understanding or real connection to the education, or hiring teachers to do administrative work with no professional experience.

A campaign would be focused around restoring trust between City Hall and the police, more support for charter schools, and leveraging Massey's connections in the real - estate world and experience with development to spur the creation of more affordable housing, said one person who has spoken with Massey about plotting a possible bid.

The Airborne Astronomy Ambassadors project is aimed to measurably enhance student STEM engagement and achievement in selected school districts via professional development for teachers consisting of: (1) STEM Professional Development in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject matter experts.

Clagett speculates this is because gap years allow students to make connections between life and education, two circles of experience that, for many high schoolers, barely overlap at all.

While the schools in our district are not far apart in terms of distance, it is often difficult for them to make connections with each other even though we have the best intentions and we all realize the potential for increased engagement when we do facilitate these experiences.

More dramatically, when students confess privately that this program has been their connection to the world, a shot at real leadership, kept them in school, given them a voice or saved them from troubled times in their home country, these stories seem remote from O - MUN's core debating program, but are fundamental to the success the community has experienced.

These programs seek high school students who have strong ties to an area and experiences that could foster connections with their future students.

While a long - term connection with a student doesn't inherently provide insights, a teacher's questions, observations, and a willingness to listen offer an opportunity to learn more about the student experience of school.

But as we've learned from roughly a quarter - century of experience with state - level school choice programs and federal higher education policy, any connection to the federal government can have unintended consequences for choice, including incentivizing government control of the schools to which public money flows.

The disconnect between real life and the high school experience and the absence of any real connection to peers and teachers causes many students on the margins to give up: More than 30 percent of U.S. students who enter high school never finish, according to a recent report by Harvard University's Civil Rights Project, the Urban Institute, Advocates for Children of New York, and the Civil Society Institute.

This program includes a unique opportunity to study with experienced colleagues from across the United States and around the world, building lasting connections with other veteran school leaders who share similar challenges and support each other during and beyond the program experience.

Generally speaking, work experience is dependent on already established connections with friends of parents helping their children get a foot in the door, rather than establishing an idea of the career that a student would like to explore, and arranging a suitable match through the school's career advisors.

This connection between place and performance applies to both the experiences of individual students and the collective performance of schools and school systems.

The Health academy provides opportunities for students in this fastest growing employment industry, with connection to Health partners who provide hands - on experience and articulation of student learning into school - based traineeships.

Further, participants will examine the connection between Design Thinking and Making with the intention of bringing value to school MakerSpaces with the goal of moving beyond MakerSpaces and Making as an isolated location or experience outside of the curriculum.

Carefully coordinated it provides pre-service teachers with rich learning opportunities designed to achieve a strong connection between university program with school classroom practical experience.

The Art Around the Corner Multiple - Visit Program brings fourth and fifth graders in selected District of Columbia Public School (DCPS) Title I elementary schools to the National Gallery up to ten times over two years to experience original works of art and make personal and interdisciplinary connections with them.

It was wonderful to see parents and students engaged in collaborative learning experiences and we look forward to developing more events that will foster a strong home / school connection and increase parent involvement in the educational process.

The LAMB PTO's goals are to assist with developing a closer connection between school and home by encouraging parent involvement regardless of English proficiency; helping to enhance the educational experience by supporting academic and enrichment activities; and improving the environment at our school by providing volunteer and financial support.

Founded in 2015, the purpose of the Lee Montessori Public Charter School Family Teacher Association (FTA) is to enhance and support the educational experience at Lee Montessori PCS, to promote a closer connection between school and home by encouraging family engagement and strong family - school communications, and to foster a sense of community among families, teachers and administrators at Lee Montessori PCS through family engagement, volunteerism and financial suSchool Family Teacher Association (FTA) is to enhance and support the educational experience at Lee Montessori PCS, to promote a closer connection between school and home by encouraging family engagement and strong family - school communications, and to foster a sense of community among families, teachers and administrators at Lee Montessori PCS through family engagement, volunteerism and financial suschool and home by encouraging family engagement and strong family - school communications, and to foster a sense of community among families, teachers and administrators at Lee Montessori PCS through family engagement, volunteerism and financial suschool communications, and to foster a sense of community among families, teachers and administrators at Lee Montessori PCS through family engagement, volunteerism and financial support.

I do wonder, though, whether schools could do more to exploit the experience that career - changers bring with them to build better connections with the world outside the classroom.

So we recruited two experienced school leaders to write our new column, The Principal Connection: Thomas R. Hoerr and Joanne Rooney.

Not only does she have a deep passion for education advocacy and long experience in this area, but as a charter school parent herself, she has a personal connection that will allow her to have a major impact on our work,» said Jed Wallace, President and CEO of the California Charter Schools Association.

The PALS program at Rocky Mountain Middle School in Idaho trains teachers to facilitate these groups, which increase communication and social skills and give stigmatized students a chance to experience a positive interpersonal connection with others and with the sSchool in Idaho trains teachers to facilitate these groups, which increase communication and social skills and give stigmatized students a chance to experience a positive interpersonal connection with others and with the schoolschool.

A number of online students described experiences in which they were bullied or rejected in a traditional school and seemed to appreciate and need the personal connection that the student teacher provided.

By weaving global competence into school and teacher experiences, we seek to engage and inspire a meaningful connection to the world.

The Principal Ambassador Fellowship program was launched by USED in 2013 to forge deeper connections between federal officials and school practitioners, to provide excellent principals with opportunities to learn about the federal policymaking process, and, ultimately, to strengthen federal education policies and programs to better reflect the experience and expertise of great school leaders.

These learning experiences present opportunities to explore topics of interest outside of school, make cross-disciplinary connections, and apply skills and knowledge mastered in any academic discipline to real - world environments.

Winning projects include a schoolwide initiative to build capacity for sustainable co-teaching practices; a project to create purposeful home - school connections that empower parents to take an active role in their child's education; and a mentorship program for experienced music teachers to provide guidance to newer music instructors.

Skype (School Library Journal, January 2008) It's a Mad Mad Wordle (School Library Journal, July 2009) Ramping up Your Library Website (School Library Journal, January 2010) Empowering Students for Life (Multimedia Schools, March 2010) Everyday Advocacy (School Library Journal, August 2010) Checking Out the iPad (Multimedia Schools, November / December 2010) Librarians as Leaders (TechEdge, February 2011) E-Books: Just Jump In (Library Media Connection, Jan / Feb 2011) Tech Tools for Tough Times (TechEdge, November 2011) Learning Together: the Evolution of a 1:1 iPad program (Internet @Schools, January 2012) Backchanneling on the Front Burner (Library Media Connection, May / June 2012) Power of Gaming (Internet @ Schools Idea Watch column, May / June 2012) BYOT to the Library (Tech Edge, September 2012) Data Delivery: Getting the Story Out (Internet @ Schools Idea Watch column Sept 2012) iPads for Everyone (School Library Journal, October 2012) The 1:1 Experience (Internet @ Schools Idea Watch November / December 2012) Innobrarians: Librarians as Innovators (Internet @ Schools Idea Watch Jan / Feb 2013) From Professional Development to Personalized Learning (Library Media Connection Jan 2013) Live - Blogging Learning (Internet @ Schools Idea Watch March / April 2013) For E-books the Future is Now... Maybe (Internet @ Schools May / June 2013) Project Advocacy column: What are We Afraid Of?

Trained volunteers come to your school and lead experiences that encourage students to look closely at works of art, ask and answer questions, and make personal connections.

In fact, the Carnegie Report's recommendation to this effect acknowledges that it is «building on the work already underway in several law schools...» 49 And based on these experiences, a robust literature has developed extolling the virtues of integrating writing with doctrine.50 In reviewing this literature, a number of themes emerge: integration sends the right institutional message to students about the importance of writing in their legal careers and about the relationships between doctrine, analysis, and writing; 51 there is a strong connection between writing and thinking; 52 and writing is an integral part of the learning process.53 Integrating doctrine and writing therefore sends an explicit message that law students do not write in a vacuum, they always write about some legal doctrine, and they learn that doctrine better when they analyze it fully enough to be able to write about it.

Using what's known as «respondent - driven sampling» to ensure the findings» scientific validity, researchers surveyed 918 Indigenous adults through a questionnaire with hundreds of questions to build a database of their demographics and experiences ranging from housing to food security, residential schools, the justice system, racism and abuse, as well as their connection with their heritage.

The above descriptions represent just the tip of the iceberg with regard to potential connections between law school and your past educational experiences.

Because our brains process and comprehend new and abstract information by relating it to existing knowledge and life experiences, finding connections between undergraduate and law school experiences is essential for success, especially in the first year.

I suggested that when he goes to college, he should take advantage of connections through the school to get an internship or two over the summer, for the experience and flesh out his resume, since degree = / = job in this day and age.

Children with ASD experience difficulties in their social relationships and may need scaffolded support in building their connections to school, school staff and their peers.

The program creates safe school communities through addressing violence and bullying in all its forms; building supportive and inclusive schools where children experience connection and belonging with peers and others; and resourcing teachers and parents to be significant, trusted responsive and reliable adults in the lives of children and young people.

The remaining 108 items assessed a range of child mental health and well - being constructs, including: Social Integration, Prosocial Behaviour, Peer Relationship Problems, Supportive Relationships (at home, school and in the community), Empathy, Emotional Symptoms, Conduct Problems, Aggression, Attention, Inhibitory Control, Hyperactivity - Inattention, Total Difficulties (internalising and externalising psychopathology), Perceptual Sensitivity, Psychotic - Like Experiences, Personality, Self - esteem, Daytime Sleepiness and Connection to Nature (engagement with natural environment).

Research related to optimal youth development has begun to delineate critical dimensions of important social contexts.8 — 11 For example, some researchers propose 3 basic experiences (ie, connection, regulation, and autonomy) to define youth's main associations with their environment that can be measured across multiple settings.8, 12,13 Others have articulated similar concepts and expanded the number of dimensions to include characteristics, such as adequate nutrition, health, and shelter; physical and psychological safety; adequate and appropriate supervision and motivation; supportive relationships; support for efficacy and opportunities for skill building; and integration of family, school, and community efforts.10, 11

Student experiences in school impact their connection to the environment, the people in it, and ultimately their success as learners.

Students experiencing homelessness struggle to stay in school, to perform well, and to form meaningful connections with peers and adults.

SchoolHouse Connection is excited to collaborate with Sesame Workshop on this initiative and urges all professionals who work with children and families experiencing homelessness — school district liaisons, state coordinators, family and youth service providers, early care and education programs, institutions of higher education — to explore and share the Sesame trauma resources.

Studies also show strong associations between adolescents» experiences of the social climate in school, social relationships and mental health outcomes.4 — 9 Poor relationships are connected to worse health outcomes, 3,8,10,11 in particular for strained relationships.12 Also, there seems to be a connection between disempowerment from teachers and strained peer relationships.13