Sentences with phrase «in faculties of education»

At the university level, Avis has been an Adjunct Professor in counsellor and teacher education in faculties of education in Ontario.

Having taught in a faculty of education for 21 years, I can attest to its dominance in everyday discourse among student teachers as well as among many of my colleagues.

Presenters: Sean Slade, director of Whole Child Programs, ASCD; Lee Yee Cheong - Lim, deputy director of the Health Promotion Board under the Singapore Ministry of Health, Singapore; Louise Rowling, associate professor for health promotion in the faculty of education and social work at the University of Sydney, Australia; and Jo Mason, acting national business manager and national professional product development manager for the Principals Australia Institute and MindMatters, Australia

Louise Rowling, associate professor for health promotion in the faculty of education and social work at the University of Sydney, Australia; and

Not exact matches

What it's like: Ron Owston, dean of the Faculty of Education at York University in Toronto, was initially surprised at how much time he spent on human resource issues, such as dealing with the concerns of faculty members and mapping out the academic year so professors can handle their course loads.

The lack of sustainability education in engineering faculties lies mainly in the coursework and curriculum offered.

The majority of responses came from faculty members in departments such as Sciences, Engineering, Medicine, Education and Nursing.

Golden anniversary celebrating 50 years of business education in Calgary marked with gala for students, faculty, staff, alumni and community supporters

«As a university, we are one of Canada's most entrepreneurial institutions and it's because of people like you — students, faculty, staff, alumni and other supporters who have contributed to 50 years of excellence in business education.

The first - year program, Contextual Education I, began in the fall of 1998, and (after more faculty consultation) the second part, Contextual Education II, started in the fall of 1999.

The explosion in information, the need for increasingly specialized skills to acquire or understand that information, and the resulting emergence of a professionalized faculty more interested in their narrow research programs than the general education of students: these have led, the canonicists argue, to a dangerous «dispersal of authority,» to a «loss of integrity in the bachelor's degree» (ICC; TM).

students in social and church placements in their first semester onward; it involved the entire faculty as well as field supervisors in a process of collaborative learning; and it was based on the clinical pastoral education model.

The conversations prepared the way for two years of work by a faculty committee that ended with a proposal — and a faculty consensus — that theological education at Candler should be contextual in all aspects.

As James expected the camping party to get back to the useful business of chopping firewood and cooking supper once he had «assuaged the dispute» by his pragmatic observations, so the application of process thinking in reference to the canonical wars now ravaging American higher education should be the means by which faculty might be led back from endless idle arguments to their real and proper work of designing good courses and teaching them well.

The first step in this move was to count faculty participation in contextual education as a full course, one of the four offered yearly by each faculty member.

I benefited greatly from my interaction with students and faculty at that institution, which is in the forefront of education in church recreation.

The readers he has in mind include: perhaps a student starting her second year of study, or an academic who has just joined a theological school faculty and has never herself been previously involved in theological education, or a person newly appointed to the board of trustees of a theological school.

A. N. Whitehead (1861 — 1947) retired in 1924 from an academic career in England in the fields of mathematics and education and promptly accepted an invitation to join the faculty in philosophy at Harvard University, where his work took off in a totally unexpected direction.

He lamented, in 2009, the significant decrease in the number of Catholic faculty and the fact that the University's increased focus on research to maintain its status among elite universities was weakening the quality of undergraduate education.

Wheeler cites the research done by Auburn Seminary's Center for the Study of Theological Education in intensively examining theological faculties in several seminaries, with particular emphasis on whether such schools will be able to recruit enough qualified faculty to replace the many who are currently retiring.

Field education should be offered in lively churches (which have a mental health program) where small groups of students are supervised by experienced clergymen (with faculty status) who are themselves instruments of growth and healing.

Consider a partial list of developments since just World War II: a broad national decline in denominational loyalty, changes in ethnic identity as hyphenated Americans enter the third and subsequent generations after immigration, the great explosion in the number of competing secular colleges and universities, the professionalization of academic disciplines with concomitant professional formation of faculty members during graduate education, the dramatic rise in the percentage of the population who seek higher education, the sharp trend toward seeing education largely in vocational and economic terms, the rise in government regulation and financing, the great increase in the complexity and cost of higher education, the development of a more litigious society, the legal end of in loco parentis, an exponential and accelerating growth in human knowledge, and so on.

In the same and in other schools uncertainty about the meaning of the ministry comes to appearance also in the feeling of conflict in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» educatioIn the same and in other schools uncertainty about the meaning of the ministry comes to appearance also in the feeling of conflict in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» educatioin other schools uncertainty about the meaning of the ministry comes to appearance also in the feeling of conflict in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» educatioin the feeling of conflict in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» educatioin a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» educatioin general who urge a more «practical» education.

Distance education changes the character of interpersonal relations between students and with faculty in ways that may be troubling.

At a time when theological educators fear being dictated to by financial considerations, the faculties in this study emerge as fully in control of education.

If students and faculty can learn how to read and anticipate the symbolic structures of their cultures, and to read and anticipate symbolic constructs in a bicultural fashion, theological education will speak to the needs of the day.

Feminist theorists of education have often pointed out that «knowing» for women has to be understood in terms of physical presence, relationships with students and faculty and connections between feelings and ideas.

Schleiermacher had an answer to these objections, and his successful argument for including a theology faculty in the University of Berlin added a second pole to the «Berlin» type of excellent theological education: Theological education should be included as «professional» education.

Both types of excellent schooling are deeply institutionalized in the practices that constitute American theological education of all sorts; neither one can simply be abandoned by a faculty vote!

The decision, reached after considerable controversy, to include a faculty of theology in the newly founded University of Berlin in 1810 created a new type of excellent theological education for which we shall let «Berlin» be the symbol.

Perhaps the most remarkable aspect of this state of affairs was the confidence of the faculties, the students and the constituencies that what they were doing in theological education was correct.

I. Work with institutions of higher education, particularly communication and theology faculties, to encourage them to address societal communication issues in a systematic way.

For this reason I have realized this: a chimpanzee does not understand math (regardless of how many hours I spent trying to teach them this) because of it's anatomy, yet I do understand math because of my anatomy (and education of course), I as a mere mortal (unlike yourself) know that my faculties must be somehow limited and that there are concepts that no matter how much I try to use my retarded brain I will never understand them because I don't have the god lobe in the ole brain like you do, none the less I keep on thinkin» in a finite fashion hoping that my future children might have a little more range than I since they too will be a «tarded snapshot in a timeline of cognitive evolution.

Faculty in those fields who are members of departments of religious studies receive their doctoral education in the same graduate schools as do faculty in theological schools, and faculty move back and forth between the two contexts.

Where theology faculties and departments of religion share in graduate instruction, there have developed some very real strains as to what the dominant tone in graduate professional education should be.

The crucial element in theological education is who the members of the faculty see themselves to be — i.e., their principal identity.

In 1959, the Rev. John A. Whitesel, Ph.D., came to the Indiana University Medical Center to develop a service to patients, faculty, and students; and to initiate a program of clinical pastoral education which is accredited by the Association of Clinical Pastoral Eeducation which is accredited by the Association of Clinical Pastoral EducationEducation.

Christian undergraduates at elite universities often feel forced into a troubling dichotomy: They may go «all - in» for a secular education, by examining their opinions under the tutelage of an irreligious faculty; or else they must withhold something of themselves from rational inquiry, erecting a barrier between the performative requirements of their research discipline and their beliefs about the way the world actually is.

The model of excellent theological schooling symbolized by the inclusion of a faculty of theology in the University of Berlin tied «practical» education for a socially necessary profession (the clergy) to the «theoretical» education of a research university on the grounds that future clergy would be best equipped for their ministerial functions if they acquired capacities for rigorous critical research.

Each year, our 60 faculty and staff members work with more than 6 intern teachers, 25 student teachers, researchers, and visitors to perform the major functions associated to Laboratory Schools: the development of innovative practices in education, research, the preparation of new teachers, professional development for practicing teachers, and the education of children using best established principles of education.

Our Faculty: Rudolf Steiner College in all cases seeks faculty members who have knowledge of the work and writings of Rudolf Steiner and Waldorf education.

I am forever grateful to the faculty, staff, and administrators for tirelessly working to maintain the unique aspects of this education that are so important in helping children blossom.

She is also on the faculty of Sunbridge's and Sound Circle's teacher education programs, and formerly directed the Waldorf teacher training program in Xi'an, China.

In a pilot venture with SiriusXM Satellite Radio, Stanford is launching two talk programs hosted by faculty members: The Future of Everything, focused on engineering, science and technology, and School's In, focused on teaching, learning and education.

Because of the close relationship between SFUSD officials and faculty researchers from Stanford Graduate School of Education (GSE), projects can be launched and completed quickly, with the findings then put into action in classrooms and schools without delay.

Employed by Seton Hall University since 1985, I worked as an ATC in the Department of Athletics and Recreational Services as head athletic trainer and assistant director of athletics for medical services.In 2000, I accepted a faculty position with the School of Health and Medical Sciences and served as director of clinical education for the Department of Athletic Training.

Currently, she serves on several boards of consultants and editorial boards and serves as senior faculty at the Simkin Center for allied Birth Vocations at Bastyr University which was named in her honor.Today her practice consists of childbirth education, birth counseling, and labor support, combined with a busy schedule of conferences and workshops.

In 2009 the Pueblo City School district was recognized with an award by the Colorado Legacy Foundation and the Colorado Department of Education in the area of Nutrition, in honor of their work to better the health and wellness of students, faculty and staff through the district's innovative universal breakfast prograIn 2009 the Pueblo City School district was recognized with an award by the Colorado Legacy Foundation and the Colorado Department of Education in the area of Nutrition, in honor of their work to better the health and wellness of students, faculty and staff through the district's innovative universal breakfast prograin the area of Nutrition, in honor of their work to better the health and wellness of students, faculty and staff through the district's innovative universal breakfast prograin honor of their work to better the health and wellness of students, faculty and staff through the district's innovative universal breakfast program.

In addition to being a master adult education teacher, Jana is a highly experienced class and music teacher and is a longtime faculty member of Green Meadow Waldorf School, where she currently teaches lower school music and singing and is lower school chair and co-chair of the Festival Committee.

Promoting inclusive education means ensuring that curriculums include the voices of marginalised or historically marginalised populations; ensuring that the academy speaks to and with people, not just about them; enabling classrooms to be spaces in which all voices are heard and valued; and creating faculties that recruit fairly and inclusively.