Sentences with phrase «focused educational context»

Not exact matches

Depending on the theory employed, evil is either transformed by a larger Christian context, slighted in favor of focusing attention on a saint, or justified in terms of an educational or moral function.

This english will focus on motivation in an educational context and for importance to provide researches

The central focus of professional development and training for teachers and principals should be the educator (teacher or principal) who as a person lives and works within an educational, social and political context in differing ways and engages in curriculum decision making and leadership in unique ways that must be respected and celebrated — there is no sense in a «one - size fits all» approach to training and development;

This resource is useful with a range of ages and educational contexts — Nursery / Primary / Secondary to focus on numeracy skills and / or coin recognition - Special Educational Needs - preparation for adulthood and acknowledging the value of different coins.

Her research focuses on issues of educational inequity related to urban contexts; race, class, and gender; disproportionate representation of students of color in special education; and issues of sexuality for students with disabilities.

Her research is focused on understanding factors that influence educational decisions for children, families, and teachers in developing contexts.

Her scholarship focuses on the academic achievement of low - income students and students of color in postsecondary education, with a specific focus on understanding the educational contexts, levers, and practices that promote greater academic success for these students.

This activity takes place within an educational context where adults and young people are equal contributors to a continuous learning process focusing on school change.

The Guide focuses on English learners with disabilities whose language proficiency and disability may be related within an educational context.

Each session is designed to explore artworks found within our Emotional Learning Cards sets, focusing on the form, content and context of an artwork for a wide range of educational and participatory settings.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

The Family Links Nurturing Programme (FLNP; http://www.familylinks.org.uk/nurturing/index.htm) focuses on family relationships as well as behaviour management and may be better placed to improve educational and health outcomes in the context of universal provisional than the primarily behaviour management programmes.

With unique characters and educational messages tailored to local needs, the program focuses on literacy, math, cognitive skills, and health in a context that promotes gender equity and social inclusion.

This agenda has become increasingly significant in the context of an increased focus in the UK over the last two decades towards inclusive education, where schools are expected to educate all pupils within a mainstream setting and to «actively seek to remove the barriers to learning and participation that can hinder or exclude pupils with special educational needs (Department for Education 2001, p. 5).»