Sentences with phrase «experiences of middle school students»

Training: Security personnel and school administrators expressed a need for additional training to support the particular behavioral needs and experiences of middle school students, including social media issues as discussed above.

Not exact matches

«As a school we have been attending for several years now and hope to continue giving our students such a wonderful experience of this majestic match for years to come» — Martyn Bagwell (Head of PE at St Osmunds Middle Sschool we have been attending for several years now and hope to continue giving our students such a wonderful experience of this majestic match for years to come» — Martyn Bagwell (Head of PE at St Osmunds Middle SchoolSchool)

If you're looking for a private academic school that offers holistic learning experience to students in kindergarten, lower, and middle school, turn to Waldorf School of Baltschool that offers holistic learning experience to students in kindergarten, lower, and middle school, turn to Waldorf School of Baltschool, turn to Waldorf School of BaltSchool of Baltimore.

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.

After experiencing BioEYES, elementary school students improved their knowledge of scientific concepts covered in the program 48 percent, while middle school scores and high school scores rose 27 percent.

In this post, MDI Biological Laboratory animal core technician Karlee Markovich talks about her experience inspiring interest in science among students at a Bangor middle school as part of Maine BioScience Day.

Staffed by veteran DNALC educators, West facility offers cutting edge laboratory experiences for middle and high school students, as well as a full summer schedule of student camps.

For middle school and high - school students, The Colors Of Freedom: Immigrant Stories (Franklin Watts), by Janet Bode, is a wonderful introduction to the American immigrant experience.

A writer, teacher, and activist with more than a decade of experience teaching middle and high - school - aged students.

When I implemented this experience with middle school and undergraduate students, the sharing and empathy in the room was palpable, and I learned so much about the emotional and social profiles of these students!

Tuma Lewey, the middle school instructor at Beatrice Rafferty, said he is motivated to help students and pass on native culture partly because of his personal experiences as a student during the mid-1970s.

Even students in the middle of the G&T distribution are likely to experience a loss of ranking in the magnet G&T schools as compared to their neighborhood schools.

A novice middle school teacher, fresh from experiencing an ecstatic moment of student learning, burst into the teachers» room to share her news.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

The middle school teacher whose students recorded our highest achievement results on the New York ELA test has more than forty years of experience.

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.

Our data do not allow us to comment on the experience of students who entered charter schools before grade 4 and attended them through the end of middle school.

Extracts taken from the following texts: - Jane Eyre - Mill on the floss - Nicholas Nickleby - Wuthering Heights Differentiation: purple = lower ability blue - middle ability yellow = higher ability Resources provide opportunities to: - explore Victorian context including schools and social classes - analyse structure - analyse language - explore Victorian school experiences - write imaginatively - explore connotations of language With a large focus on 19th century texts in the new 9 - 1 specifications for both language and literature - exploration in KS3 is vital and these resources enable students to access appropriate extracts taken from complex literature on themes that they will be able to relate to.

Let Students Solve Problems Students should be provided, as part of their regular educational experiences in middle school and high school, with frequent opportunities to identify a problem they have an interest in, study it, think through options to address it, and design solutions.

All were geared toward a system in which «elementary students were provided with career awareness integrated into the regular curriculum; middle - school students explored technology anchored in career applications; and high - school students were provided with early career counseling and assessment, and with structured programs of study, including appropriate work experience and seamless postsecondary articulation.»

Several years ago, a group of parents in Silicon Valley came together to reimagine the middle and high school experience, with the goal of radically improving student readiness for college and for life after school.

Comprehensive analysis of 10 years of data from New York City shows middle - school students experience substantial achievement decline compared to K - 8 peers

Unfortunately, data — and the direct experience of many educators — shows that lack of motivation affects many of our students, and appears to increase each year from middle school through high school.

The fictional King Pepper is one of the many creative devices that Peppercorn uses in his social studies class at Thurston Middle School in Westwood, Mass., to promote a fun and interactive learning experience for his students.

Since 1986, Lee has championed the power of summer learning for students through his organization, Aim High, a free summer learning and enrichment program that brings high - quality classroom experiences to low - income middle school students in the San Francisco Bay Area.

The Tech Detectives Club was created at Black River Middle School in Chester, New Jersey as a way for students to take ownership of the technology they utilize during their various learning experiences.

With greater autonomy and collaboration across an age range from three to 18, The Three Rivers, which was previously a Multi-Academy Trust made up of The King Edward VI School, along with Chantry and Newminster Middle Schools, is able to provide better links throughout the school experience to improve career opportunities for staff and students School, along with Chantry and Newminster Middle Schools, is able to provide better links throughout the school experience to improve career opportunities for staff and students school experience to improve career opportunities for staff and students alike.

A middle school science teacher with 31 years of classroom experience, Pringle has distinguished herself as a thoughtful, passionate advocate for educators and students, focusing on issues of educator empowerment and student success, diversity, and developing future leaders.

Andrea Guengerich Education Policy and Management Hometown: Austin, Texas Experience: High school teacher in Brownsville, Texas, one of the largest cities along the Texas - Mexico border; position at Breakthrough Austin, a community - based organization that provides a path to college, starting in middle school, for low - income students who will be first - generation college students; director of University of Texas Programs for Breakthrough; chair of the College Advising for Undocumented Students Taskforce, a collaboration between six nonprofit organizations and the public school district in Austin Future plans: Teaching 6th grade at a project - based learning school in Mexico City that seeks to educate the whostudents who will be first - generation college students; director of University of Texas Programs for Breakthrough; chair of the College Advising for Undocumented Students Taskforce, a collaboration between six nonprofit organizations and the public school district in Austin Future plans: Teaching 6th grade at a project - based learning school in Mexico City that seeks to educate the whostudents; director of University of Texas Programs for Breakthrough; chair of the College Advising for Undocumented Students Taskforce, a collaboration between six nonprofit organizations and the public school district in Austin Future plans: Teaching 6th grade at a project - based learning school in Mexico City that seeks to educate the whoStudents Taskforce, a collaboration between six nonprofit organizations and the public school district in Austin Future plans: Teaching 6th grade at a project - based learning school in Mexico City that seeks to educate the whole child

As one of nine research teams for Students at the Center, an initiative by Jobs for the Future and the Nellie Mae Foundation for Education, WKCD's Barbara Cervone and Kathleen Cushman spent a year interviewing and observing teachers, students, and administrators in six diverse middle and high schools, experienced in student - centered lStudents at the Center, an initiative by Jobs for the Future and the Nellie Mae Foundation for Education, WKCD's Barbara Cervone and Kathleen Cushman spent a year interviewing and observing teachers, students, and administrators in six diverse middle and high schools, experienced in student - centered lstudents, and administrators in six diverse middle and high schools, experienced in student - centered learning.

Through the collaboration of businesses, school districts, economic development municipalities, and governmental departments, elementary and middle level students engage in real - world STEM experiences that directly align with career opportunities in Eastern North Carolina.

(Professional Development) Professional development is a continuing activity in middle level schools where teachers take advantage of every opportunity to work with colleagues to improve the learning experiences for their students.

Each school is imagined and led by a team of educators that bridge middle school, high school, and college and create an integrated system of support to improve students» experiences and opportunities for future success.

During the 1970s the school district had experienced a massive exodus of middle - class white and black students.

Compared to high schools and middle schools, elementary schools experience higher levels of all forms of leadership associated with student learning (see Table 1.6.3).

Some specific ways your donation contributes to closing the achievement gap include: ensuring that all Brooke eighth graders participate in an annual experiential learning experience in Washington, D.C., purchasing books for every middle school student who participates in Brooke Book Club with Boston professionals, support for Brooke High's Debate Team, assistance with the costs of college text - books for our alumni, and much more!

Middle level and high school students deserve to have access to the same high quality education that they receive in the early grades, and the failure to meet students» needs in the latter years of their educational experience often translates into lower performance and higher drop - out rates.

Contrary to the arguments of some conservative reformers, focusing on achievement gaps even helps White middle class children by improving the quality of teaching, curricula and school environments all students experience.

Again, using a whole - child approach, middle schools have for generations ensured that students experience encores or specials that expose them to technology, family and consumer sciences, art, music, health, and other coursework that increases their awareness of academic fields of study and potential career options.

2009 Graduate Student Award Recipient Kathleen Brinegar, University of Vermont «I Feel Like I'm Safe Again»: The Middle School Experiences of Immigrants In A Multilingual / Multicultural Setting Abstract

We partner with this Los Angeles, CA based network of intentionally diverse schools, to redesign a middle school experience that deeply engages the critical thinking and cognitive skills of all students, in order to create a powerful globally - oriented learning community.

Dr. LaVoulle has 20 years of educational experience working with a diverse range of middle, high school, and post-secondary teachers and students.

In fewer than four months, middle school students experienced half a grade level of growth within the DreamBox Learning curriculum and are making steady progress toward closing learning gaps.

Engaging stakeholders to be active in the educational experience of every Charles Hart Middle School student.

Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic content and social experiences.

The City has implemented a number of initiatives in the past three years to improve middle school students» academic performance, including expanded after - school programs, the School Renewal Program (providing the most challenged schools with additional funding), instructional resources and experienced leadership, and the Community School expaschool students» academic performance, including expanded after - school programs, the School Renewal Program (providing the most challenged schools with additional funding), instructional resources and experienced leadership, and the Community School expaschool programs, the School Renewal Program (providing the most challenged schools with additional funding), instructional resources and experienced leadership, and the Community School expaSchool Renewal Program (providing the most challenged schools with additional funding), instructional resources and experienced leadership, and the Community School expaSchool expansion.

Mr. Conley has 20 years of experience in urban education, and has been deeply involved in classroom teaching, school leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 mischool leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 miSchool District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 million.

Founding principal of Manhattan East Middle School Jacqueline Ancess and her staff wanted their small school to provide strong relationships and authentic intellectual experiences for stuSchool Jacqueline Ancess and her staff wanted their small school to provide strong relationships and authentic intellectual experiences for stuschool to provide strong relationships and authentic intellectual experiences for students.

Based on our experiences at Meadow Park Middle School and our knowledge of the literature, we formed a few strategies other schools can employ when looking to increase teacher collaboration to better serve students learning English.

7 - 12 General Science Teacher or 5 - 9 Middle School Science Considered REQUIRED CREDENTIALS: N.Y.S. teacher certification, successful prior teaching or student teaching experience, knowledge of New...