Not exact matches
I have also learned not to take for granted students» knowledge
in some general
academic areas that may have been
expectations at the
high school, or dare I say, even junior
high level,
in my generation.
It is not clear, however, whether Brown's constant stress on
high academic expectations simply assumes the canons of critical, orderly, disciplined inquiry that the research university model had made commonplace
in the 1930s
in American graduate education outside of theological schools, or whether he is rather calling for theological school teachers who are very learned but are not necessarily themselves engaged
in original research.
It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty
in certain fields (say, church history, or biblical studies) but not
in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated
in relation to the school's official «
academic» program, including both classroom
expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a
high premium is placed on the school being a residential community.
As the Bears try to navigate some of the country's
highest academic expectations and financial obligations, football's fit
in a highly unique environment will be better managed by Wilcox.
Public and Private schools on Monday resumed for the 2nd term
academic session
in Osun State, with
high expectations from stakeholders, DAILY POST observes.
So, thank you to those students who understand that the
expectations in the library are there for me to enforce to provide an
academic place for
high school students, yet as an individual, aside from my role
in the library, I may be someone to get to know.
These kinds of
high expectations, along with adequate support structures
in place, have been shown to be some of the most impactful strategies for improving
academic achievement.
Because
academic resources are relatively scarce
in higher - poverty schools (e.g., there are more disruptive peers, lower
academic expectations, fewer financial resources, and less - competent teachers), parents
in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.
In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model:
High Expectations (for
academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).
New York State Commissioner of Education Thomas Sobol has proposed doubling the number of students who master three years of
high - school mathematics as one of 12 strategic objectives for the year 2000 designed to raise
academic expectations in the Empire State.
With extended school days, rigorous
academic standards, and a firm disciplinary code,
expectations are
high, but so is the commitment to help every student succeed
in school,
in college, and beyond.
The study also revealed that Latino parents had
high expectations of their children's
academic achievement and wanted to be more involved
in their education, but felt excluded from the school community.
Stipek found that children
in didactic, content - centered programs generally do better on measures of
academic skill than do children
in child - centered classrooms, while children
in child - centered classrooms worry less about school and have
higher expectations for success than children
in content - centered classrooms.
In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learnin
In Kelly School, which is discussed
in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learnin
in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's
academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing
high expectations, cultural responsiveness, and teachers» responsibility for student learning.
Their children attend schools that are close to their homes, have
high academic expectations and provide the environment for student success, and often enjoy a
high rate of parental involvement
in the life of the school.
The
highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit
expectations for both
academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for
academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially
in the early grades; and are increasingly focused on comprehensive student assessment systems.
The first track is standards - based: Set clear,
high expectations in core
academic subjects; test students regularly to see which schools and students are clearing the bar; and hold schools (and perhaps also educators and pupils) to account for the results.
The athlete, we discover, is relegated to dead - end remedial courses and is allowed to persist
in his delusion that his athletic prowess will win him a full ride through college; his experience prompts Maran to explore
in some detail how
academic tracking and other more subtle differences
in teachers»
expectations contribute to a situation where 60 percent of white Berkeley
High graduates attend a four - year college, while only 14 percent of black students earn enough credits to do so.
«Job one
in a school like this is to establish a culture of peace and
high academic expectations and do rigorous social supports,» says John Horan.
For example, the report says, «Ohio recently enacted a provision requiring e-schools to offer an orientation course — a perfect occasion to set
high expectations for students as they enter and let them know what would help them thrive
in an online learning environment (e.g., a quiet place to do schoolwork, a dedicated amount of time to devote to
academics).»
At the very least, states with fully online schools should adopt a policy like the one
in Ohio, which requires such schools to offer an orientation course — the perfect occasion to set
high expectations for students as they enter and let them know what would help them thrive
in an online learning environment (e.g., a quiet place to study, a dedicated amount of time to devote to
academics).
Ray Pasi,
in his book,
Higher Expectations: Promoting Social Emotional Learning and
Academic Achievement
in Your School, tells how he has intra or extra-mural athletes
in his schools create contracts, where they set and are held accountable to three goals
in each of three areas: how will they make themselves better, how will they make their team better, and how will they make their school or community better.
This is supported by Psychologists, Weihua Fan and Christopher Wolters, who state that «Students who are confident
in their learning abilities and are intrinsically interested
in learning activities are more likely to have
higher expectations for obtaining desired
academic goals.»
Could a charter middle school with
high academic expectations and an emphasis on project - based STEM learning find footing
in the district?
Voucher students themselves also had to adapt to the
higher academic and behavioral
expectations in their new private schools.
This is not just
in terms of
high academic expectations but having a belief
in the best of someone — perhaps seeing beyond poor attendance, uncooperative behaviour and erratic performance to a thread of gold potential.
Teachers must learn to be comfortable facilitating learning
in this environment and creating a culture that sets
high academic expectations and encourages students to own their learning.
Most notably, schools with
higher levels of per - pupil GCSE arts entries got above average results
in the EBacc, Progress 8 and Attainment 8, suggesting that the best state secondary schools
in England are those that combine
high expectations in a core of
academic subjects with a strong focus on the arts.
According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources
in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5)
high expectations for
academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).
Those schools that combine
high expectations in a core of
academic subjects with a strong focus on the arts have consistently been getting above average results.
Another irony is that the best charters themselves copy from the classic Catholic - school model — uniforms, firm discipline,
high academic standards and
expectations, plus a schoolwide ethic grounded
in clear values.
I focus on
academic expectations, communication, parental engagement, student engagement, and school safety, finding suggestive evidence that after charter school entry, parents report significantly
higher student engagement and parents
in co-located schools also report significantly
higher perceptions of school safety.
Never
in a million years were we going to see forty - five states truly embrace these rigorous
academic expectations for their students, teachers, and schools, meet all the implementation challenges (curriculum, textbooks, technology, teacher prep, etc.), deploy new assessments, install the results of those assessments
in their accountability systems, and live with the consequences of zillions of kids who, at least
in the near term, fail to clear the
higher bar.
The latest draft of proposed common
academic standards offers more - detailed
expectations of what students should know and be able to do by the end of
high school
in math and language arts, but also notes that some decisions about curricula should be left to individual states and schools.
A highly effective school results from a rigorous
academic program
in a culture of trust and
high expectations, led by a visionary instructional leadership team and implemented by talented, dedicated teachers.
In addition, a dedicated team of counselors, intervention specialists and administrators takes a deeper look at data for students that are struggling and creates support plans and a culture of
high behavioral and
academic expectations tailored to their needs.
It goes hand -
in - hand with any other discipline programs a district implements because it is
high expectations for the entire learning community and builds a culture of respect and
academic excellence that our students deserve.»
We set
high academic expectations for every student at GPS with strong foundations
in math and literacy.
Predictors of Change
in Academic Expectations of Hispanic
High School Students.
Research behind VAL - ED (the Vanderbilt Assessment of Leadership
in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for
high academic standards would, for example, map out rigorous targets for improvements
in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers
in meeting the goals (supporting), challenge low
expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41
In MPS, the teachers and leaders are committed to the vision of
high expectations for achievement, equal access to
high levels of instruction, the achievement of
academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.
The mission of East Light Academy is to prepare its students for success
in the modern society through English - Mandarin bilingual education that features language immersion,
high academic expectations, and cultural diversity awareness.
Schools that have lower suspension rates and,
in turn,
higher academic rates, share common characteristics, including positive teacher - student relationships,
high expectations of students, and well organized routines.
It seems, then, that teachers think that
high expectations are important, but they are not always confident that everyone
in their classrooms can achieve
academic success.
Our mission is to provide a caring environment of
high expectations, individualized attention, and great teaching via a distance learning delivery system that is sufficiently adaptable to help K - 12 students
in traditional and non-traditional educational settings achieve their maximum
academic potential and life goals.
When teacher teams believe that they can positively impact student learning, it results
in a number of productive patterns of behavior: deeper implementation of
high - yield strategies, increased teacher leadership,
high expectations, and a strong focus on
academic pursuits.
Eight schools
in the east Denver area — including Denver Discovery School, Hill Campus of Arts and Sciences and George Washington
High School — did not meet
expectations for
academic gaps, but none lost a green rating based on the indicator alone.
When teachers believe that, together, they can positively impact student learning, it results
in a number of productive patterns of behavior: deeper implementation of
high - yield strategies, increased teacher leadership,
high expectations, and a strong focus on
academic pursuits.
Known
in education research literature as the «Pygmalion effect,» a teacher's
higher or lower
expectations of a student are significantly predictive of the student's future
academic outcomes.25
As a member of the task force, I am excited for the opportunity to join my colleagues
in making recommendations to craft a new structure to improve California's education system focused on inclusive education practices,
high expectations for students and education leaders, and providing evidence - based instruction and learning supports so that all students have an opportunity to learn the standards
in all core subject areas, which will ultimately lead to increased accountability and
academic success for all.