Not exact matches
But although Cuomo has railed against he belief that the
public education system has grown to become more about protecting the administrative bureaucracy and less about educating kids, the
focus of his wrath has been the teachers unions and not — so far, anyway — superintendents, who I'm sure are breathing a sigh
of relief.
Calling it a «pivotal time in the history
of our school
system,» UFT President Michael Mulgrew
focused on the need to rebuild
public education in New York City after Mayor Bloomberg in his speech at the union's annual Spring Education Conference at the New York Hilton o
education in New York City after Mayor Bloomberg in his speech at the union's annual Spring
Education Conference at the New York Hilton o
Education Conference at the New York Hilton on May 11.
«Since 2010 there has been an obsessive
focus on structural change and increased autonomy for individual schools and providers, which has compromised the values and ethos
of the
public education system.
«New York's
public schools need a leader who can reconcile opposing views among stakeholders over controversial issues, navigate the political complexities
of the legislative process, and work with the Board
of Regents to forge cogent policies that will make New York's
education system student -
focused.»
Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is
focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health -
focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach;
Education Achievement Authority in Michigan, which, as part
of the statewide turnaround authority is trying to create a student - centric
system for students in Detroit; Match
Education in Massachusetts, which already operates high - performing schools in Boston and will now
focus on using technology to increase the effectiveness
of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit
Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will
focus on accelerated college credit attainment and cultivation
of entrepreneurial leadership.
The legitimacy
of test score increases in District
of Columbia
Public Schools (DCPS), in particular those at Crosby S. Noyes
Education Campus, are the
focus of the latest installment in USA Today's «Testing the
System,» a multi-part series exploring the extent and causes
of cheating — by teachers, principals and schools — on standardized tests.
The charter movement has
focused on a few localities, hoping to build exemplars
of completely transformed
public education systems where districts have either gone out
of business or completely embraced chartering.
Her research has been
focused predominately on K - 12
public education fiscal policy, as well as the competitive and efficiency effects
of school choice on the
public school
system.
Charter schools in New Jersey ARE
public schools, and this transition team understands that we have an opportunity end the us versus them mentality, and
focus on what we all care about: making the New Jersey
public school
system number one in the country, for the sake
of all
public education students.
Education policies to improve the quality
of New York's
public schools, with a
focus on improving teacher quality, expanding school options for families and improving the way our school
systems are governed and funds are spent.
CSDC has a special
focus on new schools, and helps charter school entrepreneurs and leaders finance, build, expand and replicate their school models, turning educational visions into reality, with the goal
of ultimately improving student achievement by increasing school choice and catalyzing competition within the American K - 12
public education system.
As the only CDFI in the country
focused exclusively on the facility and financing needs
of charter school organizations, CSDC helps charter school entrepreneurs and leaders finance, build and expand their school facilities with the goal
of ultimately improving student achievement by increasing school choice and catalyzing competition within the American
public education system
Rather than looking for scapegoats — special
education, rising poverty, cosmic rays, etc... — folks should
focus on the perverse incentives
of a broken
public education system.
Visitors included staff from the US Departments
of Education and Labor, the District of Columbia public school system, youth programs that focus on issues such as juvenile justice, employment, and education, and representatives from intermediaries that work with cities and other local
Education and Labor, the District
of Columbia
public school
system, youth programs that
focus on issues such as juvenile justice, employment, and
education, and representatives from intermediaries that work with cities and other local
education, and representatives from intermediaries that work with cities and other local entities.
Comparative results from the first Teaching and Learning International Survey (TALIS) show that
education systems can best support teachers by shifting
public and governmental concern away from the mere control over the resources and content
of education toward a
focus on outcomes, by moving from hit - and - miss policies to targeted interventions, and by moving from a bureaucratic approach to
education to devolving responsibilities and effective school leadership that supports teachers through targeted professional development, appraisal, and feedback.
Allegheny Intermediate Unit (aiu3) Alliance for Excellent
Education (AEE) American Alliance
of Museums (AAM) American Association
of Classified School Employees (AACSE) American Association
of Colleges for Teacher
Education (AACTE) American Association
of Community Colleges (AACC) American Association
of School Administrators (AASA) American Association
of State Colleges & Universities (AASCU) American Council on
Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation
of School Administrators (AFSA) American Federation
of State, County, and Municipal Employees (AFSCME) American Federation
of Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association
of Community Colleges (ASACC) Apollo
Education Group ASCD Association for Career & Technical
Education (ACTE) Association
of American Publishers (AAP) Association
of American Universities (AAU) Association
of Community College Trustees (ACCT) Association
of Jesuit Colleges & Universities (AJCU) Association
of Public and Land - grant Universities (APLU) Association
of Public Television Stations (APTS) Association
of School Business Officials International (ASBO) Boston University (BU) California Department
of Education (CDE) California State University Office
of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher
Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in
Education (COE) Council
of Chief State School Officers (CCSSO) Council
of the Great City Schools (CGCS) DeVry
Education Group Easter Seals
Education Industry Association (EIA) FED ED Federal Management Strategies First
Focus Campaign for Children George Washington University (GWU) Georgetown University Office
of Federal Relations Harvard University Office
of Federal Relations Higher
Education Consortium for Special
Education (HESCE) indiCo International Society for Technology in
Education (ISTE) Johns Hopkins University, Center for Research & Reform in
Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools
of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance
of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music
Education (NAFME) National Association
of Elementary School Principals (NAESP) National Association
of Federally Impacted Schools (NAFIS) National Association
of Graduate - Professional Students, Inc. (NAGPS) National Association
of Independent Colleges and Universities (NAICU) National Association
of Private Special
Education Centers (NAPSEC) National Association
of School Psychologists (NASP) National Association
of Secondary School Principals (NASSP) National Association
of State Directors
of Career Technical
Education Consortium (NASDCTEc) National Association
of State Directors
of Special
Education (NASDSE) National Association
of State Student Grant & Aid Programs (NASSGAP) National Association
of Student Financial Aid Administrators (NASFAA) National Center for Learning Disabilities (NCLD) National Center on Time & Learning (NCTL) National Coalition for Literacy (NCL) National Coalition
of Classified
Education Support Employee Unions (NCCESEU) National Council for Community and
Education Partnerships (NCCEP) National Council
of Higher
Education Resources (NCHER) National Council
of State Directors
of Adult
Education (NCSDAE) National
Education Association (NEA) National HEP / CAMP Association National Parent Teacher Association (NPTA) National Rural
Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University
of New Jersey School Social Work Association
of America (SSWAA) Service Employees International Union (SEIU) State University
of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University
of California (UC) University
of Chicago University
of Maryland (UMD) University
of Maryland University College (UMUC) University
of Southern California (USC) University
of Wisconsin
System (UWS) US
Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd
ASCD's work in this area is part
of a large, multiyear plan to shift
public dialogue about
education from a
focus on a narrow curriculum - centric and accountability
system to a whole child approach that encompasses all factors required for successful student outcomes.
As chief
of California's
public school
system and leader
of the California Department
of Education, Superintendent O'Connell has
focused on closing the achievement gap and preparing students for a rapidly changing global economy by holding high standards for all students.
In addition to his K - 12
public education experience, Alan has also been the Program Director for the Center for Educational Leadership and Effective Schools at the University
of California, Santa Barbara where he collaboratively supported the delivery
of high quality services and research to school districts
focusing on the rigorous examination
of strengths, building leadership capacity, and facilitating the potential
of systems for transformation.
When the
public education system is completely controlled and directed to
focus on the «productive capacity
of the nation,» then we are concentrating our manpower and money on one
of the corporate - elites» endpoints — the production
of their manpower supply.
Widely considered one
of the nation's premier open - enrollment STEM -
focused school
systems, DSST
Public Schools is committed to transforming public education in Denver — not just on its own cam
Public Schools is committed to transforming
public education in Denver — not just on its own cam
public education in Denver — not just on its own campuses.
Education for Change Public Schools» mission is to provide a superior public education to Oakland's most underserved children by creating a system of public schools that relentlessly focuses on their students» academic ach
Education for Change
Public Schools» mission is to provide a superior public education to Oakland's most underserved children by creating a system of public schools that relentlessly focuses on their students» academic achiev
Public Schools» mission is to provide a superior
public education to Oakland's most underserved children by creating a system of public schools that relentlessly focuses on their students» academic achiev
public education to Oakland's most underserved children by creating a system of public schools that relentlessly focuses on their students» academic ach
education to Oakland's most underserved children by creating a
system of public schools that relentlessly focuses on their students» academic achiev
public schools that relentlessly
focuses on their students» academic achievement.
Oppenheim speaks
of growing up in Washington and California, his father's Russian ancestry and
education in China, his father's career in engineering, his mother's background and
education in English, living in Richmond El Cerrito, his mother's love
of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics
of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics
of the 1950s, a lack
of art
education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona
of a good student, playing by the rules
of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College
of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University
of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts,
education in art history, Oakland Wedge, earth works, context and possession, Ground
Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use
of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies,
focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance
of the art world, machine works, interrogating art and one's self, Vito Acconci,
public art, artisans and architects, Fireworks, dysfunction in art, periods
of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental
of one's own work, critical dissent, impact
of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations
of objects, reading and writing, form and content, and phases
of development.