Sentences with phrase «general size classes»

Typical ocean models that incorporate plankton often group them in 10 general size classes, each of which fall into a «two - guild» structure, as either photosynthesizers, or consumers of prey.

Other vehicles in this general size class (Honda Pilot, Ford Explorer and Dodge Durango) at least have third - row seats available, but Toyota hasn't yet put one in either the 4Runner or its car - based brother, the Highlander.

Not exact matches

«Essentially, the students are reaping the benefits of a liberal arts education — small class size, general education curriculum, high contact with professors and a residential campus,» says Graham Miller, a second - year doctoral student and first author of the report.

«Essentially, the students are reaping the benefits of a liberal arts education — small class size, general education curriculum, high contact with professors and a residential campus,» says Graham Miller, a second - year graduate student in education and the report's first author.

He found no detectable benefit from mandated class size reduction — either for students in general or for any student subgroup, racial, ethnic, or level of disadvantage.

Kevin Courtney, general secretary, NUT, said: «No head teacher should be put in the position of increasing class sizes, leaving building repairs undone or cutting staff and resources simply to balance the books.

While this approach is used by some principals to deliver smaller class sizes in literacy and numeracy, it is not yet a general practice for disadvantaged groups and learners with higher needs.

Mary Bousted, general secretary of the ATL teaching union, warned: «Unless teachers get a significant pay rise, schools will have to start increasing class sizes, or shutting courses and cutting the subjects available to pupils.»

Much prior research has focused on children from middle - to upper - class families, who in general tend to outpace those from low - income families in the rate at which their vocabulary size expands.

Brian Lightman, ASCL general secretary, argued that «huge» budget pressures on schools were leaving headteachers with «no alternative» but to increase class sizes.

Class Size In Paul E. Peterson's recent editorial («What Is Good for General Motors... Is Good for Education,» from the editors, Spring 2009), he optimistically suggests that the economic crisis could spur some much - needed fiscal reform within the education sector.

Geoff Barton, general secretary of the Association of School and College Leaders, said: «We have repeatedly warned that schools have had to increase class sizes because of funding pressures and here is yet more evidence that this is the case.

One held that problem policies like zero tolerance, general abuse of administrative power, class size, and concerns over having qualified teachers, etc., all need to be addressed — that, basically, the system needs to be reformed.

Though scholars continue to debate the benefits of class - size reductions, the general public would appear convinced (Q. 24).

Be it teacher or student testing, the state school board, class - size reduction, or teacher professional development, it's all been fair game for the Republican contender, acting Gov. Paul Cellucci, and his Democratic counterpart, state Attorney General Scott Harshbarger.

If we do, we would conclude that, in general, education expenditures have little effect on student performance, that increasing teacher pay yields no effect, that the effects of class - size reduction depend very much on the state in which it is implemented, that monies should be set aside so that teachers who say they need them have more materials.

should not be used as some kind of foolish bargaining chip to lift caps on class size in general education.

The Republican - controlled General Assembly ended teacher tenure, halted a salary bump for earning a master's degree, and eliminated a cap on class size.

Although there is little research on the optimal number, a class size of 20 with a student - to - staff ratio of 10:1 is the largest acceptable by general professional standards.W.

Who knows, 90 % of the population attending public schools could end up with larger class sizes, less innovation, less upkeep for their buildings, older text books, teachers who are paid at a lower rate, and in general all of the ingredients that accompany an inferior education.

Kevin Courtney, general secretary of the National Education Union, said schools were not absorbing budget cuts, instead many were cutting posts and increasing class sizes.

Although WakeEd has advocated for greater flexibility on setting class size limits, we are grateful that the General Assembly reached the compromise early enough in 2018 so local school districts like WCPSS could keep the fiscal 2018 - 19 budget development process on track.

Included in the bill passed this week by the General Assembly to fund and extend the timeline for class size reductions was a barely mentioned provision that will expand eligibility for the state's new Personal Education Savings Accounts (PESAs) program.

However, the General Assembly has failed to provide the funding necessary to allow districts to meet the class size goals.

If current law stands and the General Assembly does not fund enhancement teachers or make other changes this January, local school districts will have to begin drawing up plans to comply with the mandate that include the following scenarios, they say: increase class sizes in grades 4 - 12; cut or displace arts, music, PE and special education classes; reassign students to different schools to alleviate crowding; and, in some cases, eliminate or displace Pre-Kindergarten.

Geoff Barton, the general secretary of the Association of School and College Leaders, said schools are now less able to give individual support to children, and are seeing class sizes grow.

Public commentators, the Senate Education Committee and IRRC recommended that in addition to establishing a case load maximum, a maximum class size should be established in § 16.41 (c)(relating to general).

Officials with the N.C. Association of Educators (NCAE), a Raleigh - based organization that lobbies for teachers at the General Assembly, expressed concern with the absence of any class - size funding.

4,750: Number of estimated new classroom teachers required to meet the General Assembly's pending class size cap.

The General Assembly has radically changed class size requirements beginning in the 2017 - 18 school year.

While the unfunded class - size requirements do not go into effect until the 2018 - 19 school year, it is important that the General Assembly provide a commitment to fully - funding enhancement teachers in this year's budget bill.

North Carolina's largest public school system may be warning of «enormous disruptions» without speedy action from state lawmakers on a looming class size funding crisis, but key education leaders in Raleigh tell Policy Watch there's little sign Republican lawmakers in the General Assembly will act soon.

Special education classes average about one - half the size of general education classes in elementary and secondary schools.

[Editor's note: In the latest «Education Policy Perspectives» report, North Carolina Justice Center Policy Analyst Kris Nordstrom dissects the chaos that has overtaken North Carolina public schools in recent weeks as local school districts have struggled to implement new and unfunded K - 3 class size requirements mandated by the General Assembly.

To fully - fund class - size requirements and enhancement teachers, the General Assembly will need to increase classroom teacher funding by approximately $ 293 million in FY 18 - 19.

So far, the General Assembly hasn't committed any tax dollars to fund its smaller class size initiative, but local education authorities can not pick and choose which laws to follow.

In general, private school teachers have more resources than public school teachers do, and they also enjoy smaller class sizes and other benefits.

That was the thinking used when the General Assembly passed its budget last year with a section that limited class sizes for grades K - 3 starting with the 2017 - 18 school year.

The General Assembly has failed to appropriate any additional money to fund this second round of class - size reductions (despite promising to do so).

The services address the goals and objectives in the student's IEP while ensuring access to the general education curriculum through assistive technology, reduced class - size, and differentiated instruction.

Rather than acknowledging the fact that next year's class - size requirements remain a $ 300 - million - plus - untold - capital - costs unfunded mandate, and that districts continue to spend all of their classroom teacher money on teachers, General Assembly members are pretending the mandate is fully funded, and sending out inaccuracy - filled emails to constituents.

Since the 2014 - 15 fiscal year, the General Assembly has provided school districts with approximately $ 120 million per year to hire additional teachers and modestly decrease class sizes in grades K - 3 effective this current 2017 - 18 school year.

That means the General Assembly has provided districts with enough teachers to bring the average class size down from 21 students to 19.4 students.

The General Assembly has failed to fund their class - size requirement.

«This year it's the top issue on our list as school districts across the state are scrambling to meet the General Assembly's mandate to lower class sizes, while at the same time trying to protect thousands of art, music and PE teachers and create hundreds of new classrooms.»

This is driven in large part by the changes made the General Assembly, especially by the changes WCPSS needs to make to comply with the K - 3 class size reduction mandate which was finalized in February.

The General Assembly wants small class sizes, but they don't want to pay for it.

The General Assembly has spent $ 122 million reducing K - 3 class sizes over the past three years.

When the cluster group is kept to a manageable size, many cluster teachers report that there is general improvement in achievement for the entire class.

They are busy managing the uncertainty created by the General Assembly's unfunded class - size mandate, rather than focusing on their core mission of educating North Carolina's children.