Sentences with phrase «how educational reforms»

The group discussed how educational reforms and massive cuts in financing were undermining public education.

Not exact matches

A reader hoping for an in - depth analysis of inequalities in the American educational system and promising approaches towards school reform would likely be better off picking up a copy of Linda Darling - Hammond's book, The Flat World and Education: How America's Commitment to Equity Will Determine Our Future.

Other announcements expected include reform of the system for diagnosing and helping children with special educational needs to give parents more choice in how they are schooled; reforms to the family justice system to speed up care proceedings so no cases take more than six months; and promised changes to the adoption system to make sure parents and children are matched more quickly.

Monday's hearings also featured School Board Superintendent Kriner Cash testified often about the Buffalo Teachers Federation contract, and how he felt that achieving one after 17 years was required for the district to make other educational reforms.

The challenge for science education is to see how these technologies can be harnessed effectively for educational reform.

The Brookings Institution, the Center for American Progress and the Thomas B. Fordham Institute have joined together to publish Education Governance for the Twenty - First Century, a new book that looks at how America's fragmented and decentralized system of education governance impedes school reform and how governing arrangements might be further altered to produce better educational outcomes for children.

Legislatures should make basic educational policy decisions; state education departments and local school districts should determine how best to implement educational reforms.

Based on the author's experiences as a teacher and as an anthropologist, it discusses how both using and anxiously suppressing race labels (being what Pollock calls «colormute») affect everyday and policy discussions about achievement, discipline, curriculum, reform, and educational opportunity.

Mock Congress: Cell Phone Surveillance Reform Time required: 4 class hours Grade level: 10 and up Class size: 18 or more Pages: 51 Contains: 18 individualized profile sheets, Background information on NSA surveillance, Graphic organizer for assigned roles, Graphic organizer with word - for - word format on how to run committee meetings and floor debate, Sample rubrics for 3 - minute speeches and participation, Socratic seminar questions for students observing speeches / committee hearings, Maps to various educational standards, Sample follow - up quiz on the legislative process, Teacher instructions and preparation period suggestions.

As reform ideas expand from school choice to educational choice — not just where a child learns but how they learn — more research is needed on the accounts to determine how a menu of educational choices affects student achievement and parent satisfaction over a longer time horizon.

• Describe those essential skills in the context of curriculum reform and show how they are consistent with most common educational improvement initiatives today.

Regular feedback in the form of surveys is needed to understand how those charged with implementing standards - based educational reform — teachers, superintendents, parents, and policy makers — think about the uses of tests and the high - impact decisions that follow from them.

It also seems to me that as a result of educational reforms headmasters / principals are in the process of re-defining how school leadership is being enacted across the country.

On the unrelenting pressure to improve schools without corresponding improvement in teachers» skills: «In its least desirable face, educational reform can become a kind of conspiracy of ignorance: policymakers mandating results they do not themselves know how to achieve, and educators pretending they do know what to do but revealing through their actions that they don't.»

In an era of educational reform and accountability, it seems reasonable to ask, how much of this money will be spent to improve learning outcomes?

But at least it suggests that there is some answer to the question frequently posed by the philanthropic community: how as a nation we can scale up educational reform.

How do clusters of policies — systemic efforts at shaping educational reform — get embedded in state agencies and transmitted to create a local impact?

As Baltimore City Public Schools began searching last year for a new leader, the Fund for Educational Excellence, a nonprofit working to secure resources needed to improve student achievement in the city schools, recognized that we knew very little about how community members viewed the major educational reforms that had taken place over the previous six years when Andrés Alonso was at the helm.

This book was so striking in the way that it illuminated why our educational system and chosen reforms are the way they are today... and how we keep doing the same thing over and over.

That immediately got us thinking, how can we better serve these families who have served us so well, which of course, led us to thinking about surveying them, hearing more about their experiences, and ultimately, getting their insights and perspectives on this broader question of how we can reform education and provide some educational choice options for them.

Along with Steve Barr and Marshall Tuck, I was part of important conversations about how labor leaders, truly progressive labor leaders, could work for educational justice through our education reform work.

This chapters looks at how formative assessment provides a way to combine various educational improvement approaches, reforms, and initiatives into a coherent vision that guides instructional enriches learning.

Although his statewide marathon of appearances has proven less than fun when addressing crowds of individuals who seek to improve his reform proposals, he's repeatedly acknowledged how imperative it is for this state's future that the ravages of poverty be overcome within our public schools and that policies and state funding mechanisms be devised to ensure equal educational opportunity for all children.

As documented under Section 1114 of Title I, Part A of the Every Students Succeeds Act (ESEA), a local education agency receiving Title I funds «that desires to operate a schoolwide program shall first develop (or amend a plan for such a program that was in existence on the day before the date of enactment of the No Child Left Behind Act of 2001), in consultation with the local educational agency and its school support team or other technical assistance provider under section 1117, a comprehensive plan for reforming the total instructional program in the school that describes how the school will implement the components described in paragraph (1)».

Her forthcoming book, Occupying Schools, Occupying Land: How the Landless Workers Movement Transformed Brazilian Education (Oxford University Press) examines the educational initiatives of the Brazilian Landless Workers Movement (MST), a national social movement of rural workers struggling for agrarian reform.

Topics to be explored include how organizational culture influences such things as making staffing decisions, using data driven professional development, understanding the barriers to organizational reform, managing and changing culture, understanding governance structures for public and private schools and other organizations, and creating principles of equity, diversity, inclusivity, accountability as well as researching future educational visions.

His research has examined: 1) how school reform intersects with equitable community development, with a focus on school and community leaders and 2) how geography influences educational opportunity for children of color in urban school districts.

How do you think the differences in success attribution (pp. 7 — 8) have influenced the growth and reform initiatives of each country's educational system?

The Courant article went to quote Annie Fisher's Principal, Melony M. Brady, as saying «Receiving the National Blue Ribbon Award is an honor that validates how a community, with one common vision, dream and belief that every single child deserves a phenomenal educational experience, will surpass academic expectations and beat the odds... It is without the shadow of a doubt that this acknowledgement recognizes the power of collaboration, partnership and educational autonomy that drives reform.»

If we accept the premise that student - centered learning can be a highly effective strategy for many kinds of classrooms and school populations, how can we ensure it is implemented effectively, with intelligence, and without the rigid dogma that so often leads to the failure of so many sweeping educational reforms?

Putting aside the reality that the actual number of poor parents with four or five children in the school system is extremely low, the stunningly ignorant and disturbing approach to «doing something» about the crippling impact of poverty in Hartford is a stark reflection about how out - of - touch many in the Corporate Education Reform Industry actually approach the real issues that are limiting educational achievement in Hartford and other poor communities across Connecticut and the nation.

Jackson in particular has done almost nothing to advance systemic reform in his own hometown, and has offered little in the way of ideas on how to end an educational crisis that condemns half of all young black men to the economic and social abyss.

When considering how adept state educational systems have to be in order to appropriately prepare their teachers and students for demanding 21st century expectations, Susan Follett Lusi's book, The Role of State Departments of Education in Complex School Reform, necessarily calls into question states» organizational capacity for orchestrating an integrated approach to rReform, necessarily calls into question states» organizational capacity for orchestrating an integrated approach to reformreform.

The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions.

How these reactions will influence the proposed educational reforms, which are now being reviewed, is hard to say.

Advice to DfE on how well local authorities are prepared to carry out SEND (special educational needs and disabilities) reforms.

How should social care services put into practice the Children and Families Act 2014 and its reforms for children and young people with special educational needs and disabilities?

Researchers and practitioners came together to provide insight about how research can influence application and how it is necessary to have a good conversation between both groups so that educational practices can continually be reformed.