Sentences with phrase «gender schools such»

Not exact matches

Somehow, the gender parity that's become the norm for professional programs such as medicine, dentistry and law continues to elude business schools.

Republican officials in numerous states have opposed that campaign, saying schools should not be required to let such students use bathrooms or locker rooms based on their gender identity.

I do not believe that young children should be encouraged to self - select a «gender» which may be different from their biological sex; or that everyone at school should adjust their behaviour to accommodate such a «transition»; or that people should be punished for lack of enthusiasm about it.

Andrew M. Seaman reports how researchers analyzed such factors as gender, school lunch programs, and screen time.

I'm only just starting this one, but I can already see that it's more social - history - driven than Free for All, including some fascinating insights on how such seemingly far - flung issues as race, desegregation and gender have played into the development of the current school lunch program.

NEW YORK (Reuters Health)- Some behaviors, such as TV watching and eating school lunches, were linked to obesity among sixth grade boys and girls in a new study, but other risk factors were gender specific.

Gender is a social construction and so - called gender stereotypes are produced and reproduced by institutions such as the family, schools, the labour market or the Gender is a social construction and so - called gender stereotypes are produced and reproduced by institutions such as the family, schools, the labour market or the gender stereotypes are produced and reproduced by institutions such as the family, schools, the labour market or the media.

Despite its impressive performance in terms of some key socioeconomic indicators such as school enrolment and gender parity in enrolment — the exact causes of which are unclear given Bangladesh's debilitating politics and rampant corruption — the combined force of the structural problems is likely to prove insurmountable.

It is very unfortunate that an opinion leader like Casely Hayford would not use his platform and such opportunities to discuss the quality of the state of Journalism independent of schools and of gender.

He adds that the concept seeks to balance relationships both among different species and among subpopulations of a given species such as age groups, gender groups or regional schools.

The findings held true for all students, regardless of whether they appeared likely or unlikely to attend selective schools, as predicted by student background characteristics such as race, gender, socioeconomic status, and pre-college test scores.

Approximately equal numbers of women and men enter and graduate from medical school in the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to close.

«Child - parent dietary resemblance in the U.S. is relatively weak, and varies by nutrients and food groups and by the types of parent - child dyads and social demographic characteristics such as age, gender and family income,» said Youfa Wang, MD, PhD, senior author of the study and associate professor with the Bloomberg School's Center for Human Nutrition.

These included where people lived, how many years they'd gone to school, how much money they earned, their religion, their gender — even things such as how polluted the air was where they lived.

Lynn Comella, an associate professor of gender and sexuality studies at University of Nevada Las Vegas, told the Associated Press last year that it is not unusual for students to turn to sex work such as stripping, prostitution or webcam work to pay for school.

Despite recent progress in getting children in school, economic, gender, and ethnic disparities as well as factors suchs as conflict and disability, still an estimated 250 million children are unable to read and write.

The study was carried out by Education Datalab and found that schools in the North East had the highest scores in the country for 2015, on the grounds of «contextual value», which assesses pupils progress in addition to factors such as gender, ethnicity, depravation, special educational needs and whether English is a second or first language.

Under the system, Teach First removed application information such as: Name, date of birth, address, gender, ethnicity, disability, peer group, primary or secondary school and university.

The Program for International Student Assessment (PISA) tested 125,000 15 - year - olds in 52 countries and economies to analyse how well they work together as a group, their attitudes towards collaboration and the influence of factors such as gender, after - school activities and social background.

This activity helps your kiddos to practice their personal information such as they will be able to: Know their gender Write their own name Write their parents name Write their teacher name Write their home address Write their school name Write their phone number Write their birthday Write their age Write their city name Write their favorite color, food and hobby

The administrative database we used provides a record of employees working in Washington State's school districts and includes information such as their places of employment, experience and degree, gender and race, and annual compensation levels.

So, in order to provide suitable hosts it is important that they have sufficient information provided, which should include: name, age and gender of pupils, plus any special requirements such as food, medical or cultural issues; minimum standards of accommodation required; information on the dynamic risk management process to ensure it can operate effectively; the visiting school's code of conduct; and contact numbers, including emergency contacts and medical insurance information.

Nearly 90 percent surveyed said they were verbally harassed at school because of how they expressed their gender, such as how they wore their hair.

Collaborative learning promotes time on task as well as friendships across diverse groups, such as race, ethnicity, gender, or school cliques (Johnson & Johnson, 2009).

As a first test for nonrandom selection of students into or out of particular schools and cohorts of students, we examined whether peer family violence appears to have an effect on cohort size or student characteristics such as race, gender, and income.

School - related gender - based violence (SRGBV), which includes verbal or sexual harassment, sexual abuse, corporal punishment and bullying, can result in increased absenteeism, poor performance, school dropouts, low self - esteem, depression, pregnancy and sexually transmitted infections such as HIV, all of which have a detrimental impact on learning and wellSchool - related gender - based violence (SRGBV), which includes verbal or sexual harassment, sexual abuse, corporal punishment and bullying, can result in increased absenteeism, poor performance, school dropouts, low self - esteem, depression, pregnancy and sexually transmitted infections such as HIV, all of which have a detrimental impact on learning and wellschool dropouts, low self - esteem, depression, pregnancy and sexually transmitted infections such as HIV, all of which have a detrimental impact on learning and wellbeing.

As the weeks progress, Dodge will introduce various topics and activities that explore issues of race, sexuality, gender; or academic issues, such as how to handle the new levels of responsibility and work at high school; or even how to think about what to major in and how to define their future academic and personal goals.

Thus it appears that the literacy hour was more effective for boys and as such, reduced the gender gap at primary school.

Other authorities, such as Susan McGee Bailey, executive director of the Wellesley Centers for Women at Wellesley College and principal author of the 1992 AAUW report How Schools Shortchange Girls, reject such concerns and instead contend that ingrained sexism and gender roles continue to hamper K — 12 schooling for both boys and girls.

The database also includes information about pupils» characteristics, such as gender, ethnicity, eligibility for free school meals, and exclusions.

Signs of such deterioration abound, as conservatives push to loosen the grip of governments and unions so as to maximize the freedom of families and schools to chart their own course, and as liberals redefine education reform into a «social justice» crusade, construe today's problems in race and gender terms, and press government to do more to advance and protect selected subgroups — a trend that's been welcomed and in fact quickened by the Obama administration's eagerness to nationalize these endeavors and institute federal regulations that further them.

The authors match school records with test scores and administrative data, including demographic variables such as race, gender, and poverty status, as well as information on school policies, teaching staff, and hours spent in school.

Nebraska School Nurses Association also collects anonymous demographic information, which is not unique to you, such as your ZIP code, age, gender, preferences, interests and favorites.

If you're surveying in your own school or classroom, consider: How do student experiences compare across demographic subgroups, such as students of different genders or races?

Factors such as disengagement from school, gender, or poor student - teacher relationships must be considered as well.

Factors such as gender, race, ethnicity, socio - economic status, disability and English proficiency are all part of what's used to measure improvement from year to year in every school.

Leading for Equity: A Practical Framework for Board Discussion and Action Using a framework developed by the Arizona School Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteSchool Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteschool boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational potential.

AB 1266 contains no such requirement, allowing any student to assert a gender identity at school at any time.

There are no «across - the - board» limitations, such as race, gender, socio - economic status, school size, or subject matter, or developmental roadblocks, like age, academic performance or physical disabilities that prohibit Meaningful Student Involvement.

In this qualitative study, drawing from social - ecological and critical theories, multiple factors, such as the ability - level and gender of the child, school policies, and the prevalent stigma surrounding disability are examined to understand how they interact to shape educators» attitudes and responses to violence.

Students» characteristics such as age, and gender, as well as school size and school grade do not influence this relationship.

Coursework focuses on critical areas such as English Language Learner (ELL) instruction, cultural competency in the classroom including gender and sexually diverse student identities, evidenced - based frameworks for technology integration, educational leadership, and teacher leader / instructional coaching best practices in order to be instructional leaders in the school / district where employed.

School districts in these five states are eligible to request such assistance by contacting the IDRA South Central Collaborative for Equity and by being committed to creating success for all learners regardless of their race, gender or national origin.

They examined a variety of factors, such as student gender, age, health, socioeconomic status, education of parents, whether the school was urban or suburban, the number of years of experience among teachers, the school's average test performance and the rate of free - or reduced - price lunch program participation.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

Freshman year course performance — more than background characteristics such as race, gender, socioeconomic status, or prior achievement — predict which students with disabilities are most at risk for dropping out of high school, according to a new report from the National High School Center at AIR and the Consortium on Chicago School Research at the University of Chschool, according to a new report from the National High School Center at AIR and the Consortium on Chicago School Research at the University of ChSchool Center at AIR and the Consortium on Chicago School Research at the University of ChSchool Research at the University of Chicago.

Zoom out and ask yourself questions such as: What does my current school practices say about gender norms?

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Key metrics such as student core class assignments, teacher prep time, gender balance, and teacher load are updated in real - time as you build so you can quickly see the impact of your decisions and ensure you're making progress on your school's unique goals.

Adopt smart and supportive discipline practices, such as school - wide positive behavior supports, restorative practices and other positive approaches, that do not limit students» learning time or discriminate based on gender, race or disability status;