Sentences with phrase «identify differences in school»

Networking between schools helps district leaders to identify differences in school needs and to enable school personnel to find solutions among themselves, rather than relying solely on the district for help.

Not exact matches

A few years ago, Ragini Verma, an associate professor at the Perelman School of Medicine at the University of Pennsylvania, and her colleagues identified differences in brain maps, or how regions connect.

His naive use of class differences to identify excellence («Ministers of the better class are not satisfied to accept the rural churches») and his explicit call for theological schools to train persons to minister specifically to the rich suggest that this interest in theology, which is otherwise so thoroughly underemployed in Harper's proposed reform of theological schooling, is vulnerable to ideological misuse as a «cover» that at once obscures and legitimates an underlying concern to secure the churches» social status.

Studying premature babies prior to their release from the NICU, researchers at Washington University School of Medicine in St. Louis have identified developmental differences between those preemies and babies born at full term.

In a 1956 review of the research on «School Personnel and Mental Health,» J. T. Hunt, a professor at the University of North Carolina, noted that «efforts to identify personality differences between superior and inferior school personnel, to isolate a «teacher personality,» or to predict either competence or effectiveness of student teachers by means of psychometric or projective instruments, led to limited results.&School Personnel and Mental Health,» J. T. Hunt, a professor at the University of North Carolina, noted that «efforts to identify personality differences between superior and inferior school personnel, to isolate a «teacher personality,» or to predict either competence or effectiveness of student teachers by means of psychometric or projective instruments, led to limited results.&school personnel, to isolate a «teacher personality,» or to predict either competence or effectiveness of student teachers by means of psychometric or projective instruments, led to limited results.»

Unfortunately, the analyses in this paper are not capable of identifying whether the differences in classifications are due to the type of student who attends each sector, or if there is something about charter schooling itself that reduces the probability that a student is newly classified as having a disability.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

In response to lawsuits that identified large within - state differences in per - pupil spending across wealthy and poor districts, state supreme courts overturned school - finance systems in 28 states between 1971 and 2010, and many state legislatures implemented reforms that led to major changes in school fundinIn response to lawsuits that identified large within - state differences in per - pupil spending across wealthy and poor districts, state supreme courts overturned school - finance systems in 28 states between 1971 and 2010, and many state legislatures implemented reforms that led to major changes in school fundinin per - pupil spending across wealthy and poor districts, state supreme courts overturned school - finance systems in 28 states between 1971 and 2010, and many state legislatures implemented reforms that led to major changes in school fundinin 28 states between 1971 and 2010, and many state legislatures implemented reforms that led to major changes in school fundinin school funding.

There is an expectation among the school staff that they practice a culture of continuous improvement and risk - taking based on a cycle of conversations, classroom observations, constructive feedback, and planning and implementing strategies that aim to directly make a difference to classroom practices in line with the priorities identified for school improvement.

This is a much more positive and optimistic view of learners» capacities for learning than past views that individuals differed markedly in their ability to learn and that part of the role of schools was to identify these differences and to sort students accordingly.

We can not adjust for more local differences, such as by catchment area, so it is possible that some of the differences identified in Table 2 are due to differences in the geographic placement of these schools within districts.

The pupils watched it first, identifying differences between schools in the UK and in Guadeloupe, then identified some English phrases in the transcript.

Benchmarking can be used to identify significant differences in the way schools manage their resources.

• Differences in average school size across states can have an impact on the number of overall personnel that panels might identify.

The research compared the social make - up of schools with their local areas and identified schools with the greatest difference between rates of free school meal (FSM) pupils and in their surrounding neighbourhoods.

We also show how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups.

Topics to be discussed include: Court Procedure: An understanding of the civil litigation process in New Jersey as it pertains to negligence claims; Damages: Understanding the standards for, and the differences between Compensatory and Punitive Damages; Facility Maintenance: Identifying potential safety hazards related to facilities and grounds, and taking reasonable steps to address common problems; Indemnification: Identifying when the school district is responsible for the actions of its employees, and when it may disclaim coverage; Insurance Coverage Issues: Understanding what is, and is not covered under a school district's insurance policy, and understanding whether your district will be allowed to choose its attorney or be required to utilize the attorney assigned by the Insurance Company; Negligent Supervision: Examples of school district negligence liability lie within the school, on the athletic field, in the locker room, and on school trips; Sovereign Immunity: Understanding the effect of the New Jersey Torts Claims Act on negligence claims against school districts.

It bemoans the fact, for example, that «while schools that earn Celebration Eligible or Reward status under Minnesota's accountability system demonstrate higher on - track rates for both white and African American students than schools identified for intervention, the difference in on - track rates for white and African American students among these recognized schools are still vast.»

The reports show differences in these and other critical measures, including identifying disparities for certain schools and groups of students.

We were particularly interested in determining whether we could identify the differences between those schools, as we felt that answering that question could hold the key for improving results for all schools.

When you look at the problems the Leadership Team identified and the related discussion, you realize that there is apparently no recognition that the racial and ethnic dispositions of the school staff might be related to differences in student performance.

(Bedrick acknowledges this, but doubts there was enough variation in the enrollment trends of participating schools to identify differences.)

The report identifies four areas where investment of LCFF funds could make the biggest difference for students, including community outreach and engagement, and additional support staff in schools.

The following list identifies schools and districts throughout the country where Safe & Civil Schools programs have made a real difference in how teachers, students, parents, and community members perceive safety in their sschools and districts throughout the country where Safe & Civil Schools programs have made a real difference in how teachers, students, parents, and community members perceive safety in their sSchools programs have made a real difference in how teachers, students, parents, and community members perceive safety in their schoolsschools.

Often, these differences make them harder, instead of easier, to identify in the school situation.

We propose a general method of moments technique to identify measurement error in self - reported and transcript - reported schooling using differences in wages, test scores, and other covariates to

Folks involved with the Learning Differences Network, the Wisconsin Reading Coalition and the Wisconsin Branch of the International Dyslexia Association lay much of the blame for reading failure on current teaching practices and a reluctance to identify reading problems early in elementary school.

She seeks to understand and identify what makes a difference in student achievement, and to develop solutions that assist every learner, every teacher, and every school.

The National Education Policy Center sponsors the annual project to identify excellent public high schools which actively seek to close differences in opportunities and resources which drive well - known achievement gaps.

Based at the University of Colorado Boulder, the National Education Policy Center (NEPC) sponsors the annual Schools of Opportunity project, which identifies and recognizes excellent public high schools that actively strive to close opportunity gaps — the differences in opportunities and resources that drive the well - known achievemenSchools of Opportunity project, which identifies and recognizes excellent public high schools that actively strive to close opportunity gaps — the differences in opportunities and resources that drive the well - known achievemenschools that actively strive to close opportunity gaps — the differences in opportunities and resources that drive the well - known achievement gaps.

But there's a difference between experienced educators identifying real school needs and non-educator «entrepreneurs» swooping in with grandiose talk of «transforming» or «disrupting» education, using business methods to extract savings, or improving teaching (even replacing teachers!)

One teacher submitted data on 54 fourth - graders (fifth year of school), demonstrating no difference at all in the median alphabet - printing rates between children who had been formally identified as reading below grade level, and the other students.5

Board of Education President David M. Foster said that persistent differences in the performance of student subgroups underscore the importance of the SOL program in detecting achievement gaps and in identifying low - performing schools in need of state interventions and resources.

The National Education Policy Center (NEPC), based at the University of Colorado Boulder, sponsors the Schools of Opportunity project, which identifies excellent public high schools that actively strive to close opportunity gaps — the differences in opportunities and resources that drive the well - known achievemenSchools of Opportunity project, which identifies excellent public high schools that actively strive to close opportunity gaps — the differences in opportunities and resources that drive the well - known achievemenschools that actively strive to close opportunity gaps — the differences in opportunities and resources that drive the well - known achievement gaps.

Research has identified that these are the areas where schools can make a real difference in supporting their students» mental health and wellbeing.

Gender Differences in Children With ADHD, ODD, and Co-Occurring ADHD / ODD Identified in a School Population.