Sentences with phrase «for real educators»

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We also serve as a resource for educators, daycare providers, health care providers, retailers and real estate agents throughout the community.

While we wait for our government to go through it's usual «slow to respond / proceed cautiously / let's hear both sides for a few years before we spend anything on this issue», my stalwart position remains that, in the meantime, we need to do everything we can as parents, educators, private companies, friends and neighbors to simply offer our kids real, wholesome food over the junk.

How Children Succeed is really a book for innovative educators and parents interested in «big ideas» and real change.

Additionally, each kit contains detailed information on the use and care of cloth diapers, a helpful class outline for educators, full color brochures branded with participating Sponsor logos, and washing guidelines from our sister organization, the Real Diaper Association.

He ticked off a list of school governance reforms the union is pushing for in Albany: don't allow the citywide Panel for Educational Policy to be controlled by one person; give Community Education Councils a real voice, especially concerning co-locations; and require that the schools chancellor be an educator.

At 1:30 p.m., parents, students, educators and advocates from the Alliance for Quality Education call on Sens. George Amedore and Jim Tedisco to to fund «real» Foundation Aid for public schools and not «need - neutral» aid, lobby outside state Senate chamber, 3rd Floor, state Capitol, Albany.

Since 1985, Project 2061 has led the way in science education reform by first defining adult science literacy in its influential publication Science for All Americans and then specifying what K - 12 students need to know in Benchmarks for Science Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and climate.

That's a risky proposition for many educators, but with a little real - time encouragement and trial and error, teachers usually see that their students are capable of more than they may have imagined.

At The Wrinkled Brain Project, we combine real scientists with seasoned educators to improve science education and interpretation for the 21st century.

Our contributors for this book are leaders in their field, including Melissa Hartwig, Chris Kresser, and Robb Wolf, incredible food bloggers and educators like The Toasted Pine Nut, Real Food Dietitians, Rachel Mansfield, and athletes like Tony Horton and Laird Hamilton.

Ultimately, say educators and ecologists, it is this connection with real life that helps drive the need for ecological retrofits.

For educators who think real life does not offer enough opportunities to practice their profession, there's Second Life, an Internet - based virtual environment that counts thousands of educators among its enthusiasts.

Two experts from two different stakeholder groups offered their feedback: A) An educator who was looking for ways to make the idea more useful for a real - world classroom setting, and B) a social investor, who was looking to see if there was a viable market, and if the product would make a viable business.

The Anti-Defamation League has some helpful real - life examples in a 20 - minute online course for educators.

Boudett and City's Meeting Wise: Making the Most of Collaborative Time for Educators (2014), the latest publication to emerge from the project, recognizes the importance of meetings as the place where much of the real work of school improvements happens.

Rather than shielding children from news about hate, educators could prepare them for the real world by teaching what hate is and how to prevent it.

Although many of these methods point to real qualitative areas for growth, we also know they simply can't replace the voice and direct guidance of the educator in the classroom.

If the chartering strategy depends on disrupting the existing arrangements for how public education functions, then most charter laws have a structural flaw that will dramatically limit the ability of charter schools to deliver real change for educators and students.

In October of last year, former UN Assistant Secretary - General for Policy Coordination and Inter-Agency Affairs Thomas Gass noted, «Educators have an essential role in making sure the SDGs become a real social contract with the people.»

The real gem for educators here is the depth of the reporting.

I was part of this group of principals from throughout the country, all serious educators working hard to improve their schools and create real learning communities for students and teachers.

For the majority of educators, the answer to all of these questions is sadly, yes, and therein lays the real issue in education.

For me the real litmus tests for progressive educators is not how much technology they use or how many Twitter followers they have, but the extent to which they believe in independent learning, and then how much they practice what they preaFor me the real litmus tests for progressive educators is not how much technology they use or how many Twitter followers they have, but the extent to which they believe in independent learning, and then how much they practice what they preafor progressive educators is not how much technology they use or how many Twitter followers they have, but the extent to which they believe in independent learning, and then how much they practice what they preach.

Never in the history of education has the learner ever had the opportunity to be so well supported nor has there ever been the opportunity for educators see where and how to improve education resources in real time and be able to immediately act to make course improvements.

At the University of Southern California, with its 37 - year tradition of creating joint projects for its graduate students and the local community, a number of educators within the College of Letters, Arts, and Sciences are seeking new ways to combine their cutting - edge research with real - world practice.

If tests like these succeed, they could not only provide better information about children's readiness for real life but also give educators incentive to do what they want to do anyway: teach kids in engaging ways to be well - rounded people and lifelong learners, not drill the life out of school with dry test preparation.

The ability to use classroom data that is readily accessible in real time, actionable for both the teacher and learner, and enables informed adjustments to the learning task is what educators are asking for to close gaps and raise achievement.

Common Core necessitates educators to create reading and writing tasks that require mixed, complex reading for student - generated, real - world writing tasks.

If these new tests could detect whether schools and educators were changing their practices in the ways desired by Common Core and if rewards and punishments could be imposed on schools and educators for their compliance with the new standards, then perhaps the empty words of standards could be transformed into a real change in the education system.

Many educators feel that this method, combined with teacher narrative, better reflects student progress because it makes allowances for individual differences in learning rate and style, emphasizes real learning over test scores, and minimizes subjective considerations.

#sschat A weekly Twitter chat for social studies educators to discuss various topics in real time.

While the fact the IRS responded to a band of educators on the south side of Chicago still shocks me — the real victory was this — in Chicago alone, the number of high school seniors successfully applying for federal aide has risen 65 % to 87 %.

Finding readily available real - world resources in or near a school should be a priority for educators who want to create strong global - education programs, especially if they don't have cutting - edge technology or deep pockets.

I'm not saying don't have fun, but just remember that it's a bit of a recipe for disaster when you mix alcohol and educators that are all dangerously good at social media... In all seriousness, we do sometimes need a reminder that fun is great, but when it gets in the way of the real reason you're there (to learn!)

Overcrowding can therefore be a real problem for educators and school planners, more so than the size of the school per se.

Also in development is the SAIL Education «Regatta», providing an exciting opportunity for educators to meet, collaborate and share their experiences of inspirational learning in real time.

Senior Lecturer, and future chair of the National Institute for Urban School Leaders (USL) at The Principals» Center, Deborah Jewell - Sherman notes the job is much too big for any individual educator to handle alone and that learning how to lead change alongside fellow school leaders can make a real difference.

Educators from MC2 STEM High School in Cleveland, Ohio, have provided these resources and tools for integrated project - based learning, real - world experiences, and other strategies to prepare students for college and beyond.

Welcome to a new teaching and learning media hub for students and educators alike, where amplifying youth voice and making media support civic engagement and real - world media literacy.

There is also the Connected Educators Series website where readers can connect with all of the authors of the series, find more resources, and find real support for putting flipped leadership into practice.

Built by Teachers, for Teachers, we offer free lesson plans, the latest in education news, professional development and real teacher blogs plus the tools and applications modern Educators need to maintain a level of excellence in their classrooms.

Ask a Researcher makes it easy for educators to get trusted, research - based answers to questions about real education challenges.

The Iditarod is provides a unique educational opportunity for educators to engage students in real time experiential learning projects.

Educators who loved the ideas presented in Disrupting Class now have a field guide to making it work in a real - world school, with expert advice for making the transition smoother for students, parents, and teachers alike.

There is also the Connected Educators Series website where readers can connect with all of the authors of the series, find more resources, and find real support for putting Edcamps into practice.

Perfect for business professionals, educators, real estate agents, brokers or students.

We collect questions from real educators who are looking for new ways to support students in their classrooms.

This commentary is part of a series produced for the Broader, Bolder Approach to Education by educators across the country who want to illustrate the impact of poverty on their classrooms, schools and communities and propose education policies with real promise to weaken the poverty - education link.

Multicultural Resource Series: Professional Development for Educators by Paul C. Gorski and Gene - Tey Shin National Education Association, 1999 Real multicultural education is ongoing, inclusive teaching that validates the lives and experiences of all children.

The only answer that makes sense to us is for a state to make sure that its math and reading standards are clear, coherent, and rigorous; that its tests line up with those standards; that its schools and educators are held to account for getting better results in terms of real student learning; and that research is done to examine the effectiveness of various curricular products.