Sentences with phrase «from educating the whole child»

These principles address everything from educating the whole child through a broad and rich curriculum to including educator input throughout the standards development, implementation, and evaluation process.

Not exact matches

All the arguments levelled in the US are the same ones we dealt with — and now that our work has been independently evaluated we are proving that a whole school approach to educating children about food, where it comes from, how its produced, and cooked is a more effective way of reducing obesity, but also increasing pupil attainment and achievement.

It derives from the pedagogy developed by Rudolf Steiner and is concerned with a desire to educate the «whole child.»

«The whole controversy about the Common Core and the assessments risks becoming an enormous distraction from the much more difficult work, the central education reform work of devising effective strategies for educating children to higher levels,» says Reville.

And by oversimplifying in this way, it contributes to us oversimplifying the ways we actually educate children, pulling us away from the whole child.

Help you move from a vision about educating the whole child to sustainable, collaborative action.

But when they expect the state to educate their children at public expense, the public has a right to know whether those children are learning anything (no, not whether Johnny and Mary are learning, but whether the children of Waco — or Scarsdale — are learning); whether taxpayers are getting a decent ROI from the schools they're paying for; and whether their community, their state, their society will be economically competitive and civically whole in the future as a result of an adequately educated populace.

This approach sets Winston apart from other schools as its program is focused on educating the whole child empowering them to be confident, well - rounded and lifelong self - advocates.

Her piece in the Washington Post spoke of what she saw and heard in classrooms and from leaders that reinforced to her that educating the «whole child» (or also known as social - emotional learning) isn't just jargon or a fad, but a shift in the mindset of leaders and teachers that is yielding real impact on student outcomes (and is supported by emerging data - based research).

Through this initiative, ASCD helps educators, families, community members, and policymakers move from a vision about educating the whole child to action.

Through the initiative, ASCD helps educators, families, community members, and policymakers move from a vision about educating the whole child to sustainable, collaborative action.

It's very difficult if educators don't believe in the idea that we educate all kids, that public schools take all comers, kids with disabilities, and kids from poor backgrounds, and that our goal is to educate a whole child.

The teacher's perceived role shifts from primarily controlling student behavior to educating the whole child.

This is an exciting time for public education in California and further evidence we are moving from the «No Child» to focusing on how best to educate and develop the Whole Child — public education's new North Star.

Character skills often matter more than cognitive skills and calls for educating the whole child, from early learning through young adulthood.

Through this approach, ASCD supports educators, families, community members, and policymakers as they move from a vision about educating the whole child to sustainable, collaborative actions.

We help educators, families, community members, and policymakers move from a vision about educating the whole child to sustainable, collaborative action.

Through the WCN, ASCD will focus on helping schools, community members, educators, families, and policymakers move from a vision about educating the whole child to action.

Watch ASCD members from around the world talk about what educating the whole child means to them.

The session will outline ASCD's Whole Child Initiative efforts to change the conversation about education and move from a vision for educating the whole child to action that results in successful, well - rounded young people, ensuring that each child, in each school, in each community — and in each country — is healthy, safe, engaged, supported, and challeWhole Child Initiative efforts to change the conversation about education and move from a vision for educating the whole child to action that results in successful, well - rounded young people, ensuring that each child, in each school, in each community — and in each country — is healthy, safe, engaged, supported, and challeChild Initiative efforts to change the conversation about education and move from a vision for educating the whole child to action that results in successful, well - rounded young people, ensuring that each child, in each school, in each community — and in each country — is healthy, safe, engaged, supported, and challewhole child to action that results in successful, well - rounded young people, ensuring that each child, in each school, in each community — and in each country — is healthy, safe, engaged, supported, and challechild to action that results in successful, well - rounded young people, ensuring that each child, in each school, in each community — and in each country — is healthy, safe, engaged, supported, and challechild, in each school, in each community — and in each country — is healthy, safe, engaged, supported, and challenged.

CPS is committed to educating the «whole child,» a commitment that is evident from the emphasis the nation's third largest school district is placing on SEL.

In the first of the two sessions, «SEL Opportunities,» Nina Culbertson shared findings from close study of three districts in Massachusetts working diligently to strengthen their success at educating the whole child and developing student social and emotional learning.