Sentences with phrase «in high expectations for all children»

We were consistent in our high expectations for the children's learning and behavior, and lovingly firm in keeping them to those goals.

Not exact matches

Just as Linus had high expectations for the arrival of The Great Pumpkin who would generously give gifts to children around the world, I anticipated an abundance of brown sugar and spice in the pumpkin cinnamon rolls I baked for this Halloween.

The new system could be an opportunity to make a clear new cultural statement about fatherhood, with higher expectations on their involvement — akin to the expectation on mothers — in a way that would make it less acceptable for fathers to drift out of their children's lives.

Specifically, for fathers, higher expectations about their children's educational level, and greater level / frequency of interest and direct involvement in children's learning, education and schools, are associated strongly with better educational outcomes for their children, including: • better exam / test / class results • higher level of educational qualification • greater progress at school • better attitudes towards school (e.g. enjoyment) • higher educational expectations • better behaviour at school (e.g. reduced risk of suspension or expulsion)(for discussion / review of all this research, see Goldman, 2005).

expectations are very high; the physiology of addiction is running on overdrive; and you have the added nuance that this is an addiction that was created for children by their parents in the first place (children would not know candy if adults did not introduce them to it).

Rather than setting such high expectations with no room for failure, how about having faith in our children to do their best?

Known as the really strict parents, authoritarian parents hold high expectations for their children and believe that parents are, and should be, in complete control.

It involves a child - centric approach in which parents hold high expectations for their children.

When you are shopping with PoshTots, you can rest assured that you are investing in a thoughtful and safe experience for your child that lives up to the highest expectations of the CPSC, JPMA and mothers themselves.

That doesn't mean that an activity will always be full of fun or totally interactive — we can set high expectations for children and their behavior regardless of the environment and, let's face it, time in won't always be a party.

My children are not in Bais Medrash but my friends and community have every right and expectation to receive the same opportinities that city college offers to any college student if they choose to send their children to chaim berlin, mir, tv, etc for their higher education.

• Parents» supportive interactions, expectations for their child to earn a college degree and child's preschool attendance were higher among families in the higher socioeconomic groups.

To accommodate that, we need high expectations for all children, married with accountability and transparency in results so parents can make informed decisions.

However, high hopes and high expectations for immigrant children often run headlong into hard realities in the educational system.

A Department for Education spokesperson said that recent reforms placed high expectations at the heart of the school system in England: «We are determined to ensure that every child, regardless of background is given an education which allows them to realise their potential.

Parents in this niche are more likely to let their children develop at their own pace and less likely to set high expectations for them.

At De La Salle Academy, a private school in New York City for high - performing low - income children profiled in today's New York Times, rules are strict and expectations are high, but the school becomes like a family for students.

We wanted parents to know the truth about how their children were faring in school — and wanted educators to aim for higher expectations in their teaching.

It's how far we still must go to provide preschool for millions of our children, and to commit ourselves to high expectations that will prepare them to graduate and succeed in life.

At an international education conference, Gove said that migrant parents had «high expectations» for their children and that London school's have performed better than the rest of England in exams as a result of this.

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.

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.

«In education today, we have to set high expectations for our children,» Furia says.

The Attack With the advent of the No Child Left Behind Act, higher standards and expectations, growing pressure for preparing children for global competition, and an increasing need to address the whole child on behalf of 50 million children I ask you to join me in «The Attack.&rChild Left Behind Act, higher standards and expectations, growing pressure for preparing children for global competition, and an increasing need to address the whole child on behalf of 50 million children I ask you to join me in «The Attack.&rchild on behalf of 50 million children I ask you to join me in «The Attack.»

Author of the article, Geoff Masters, argues that high expectations model the outcome of hard work for students and show a belief in the child's abilities.

The expectation is that the resulting intervention, titled «SECURe for Parents and Children (SECURe PAC)» is feasible to implement within existing school - and community - based services in urban areas with a high concentration of families and children living in Children (SECURe PAC)» is feasible to implement within existing school - and community - based services in urban areas with a high concentration of families and children living in children living in poverty.

Yet, we do know that teachers who lack sufficient time with students, and students who spend too much time away from productive learning, are fighting an uphill battle in an environment where we hold increasingly high expectations for our children.

Advocates for Children of New York (AFC) leads a statewide coalition of educational and advocacy organizations and families who have come together to urge the creation of multiple pathways to a diploma in New York State, each of which holds all students to high expectations, provides them with quality instruction, and opens doors to career and post-secondary education opportunities.

Unfortunately, this belief about setting high standards and expectations for poor children and children of color, upon which decades of research is based, is being systematically discarded by Educrats throughout the country to make the system more fair to the adults working in schools.

The parents and guardians in our District have high expectations for their children and take an active role in their children's education.

As with so much public policy, it is a clear communication in action of the expectations we have for our society, especially when it comes to ensuring that every child gets a high - quality education.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

In this A Word conversation, he defends the importance of setting high expectations for all students, measuring to make sure that students are on track, and preparing educators with actions and interventions designed to support the success of all children.

«In response to the need to improve state standards and create a common set of expectations for children across the country, Wisconsin was among the first of 48 states and territories to adopt the Common Core State Standards, a set of rigorous new standards that are benchmarked against the standards of high performing countries.»

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

Our approach to working with children and families is based on high expectations for future success in school and in life.

Christina maintains high levels of expectations for these children and spends time instructing them and assessing them (they are not «off in a corner working on challenge folders» and / or «assigned to help struggling classmates») in meaningful and challenging ways.

The implication drawn in the media coverage was that intellectual differences among children are mostly an illusion, and an illusion that can be dispelled if teachers have high expectations for all their students.

Levesque said that similar to the situation in Arizona, higher expectations for proficiency will help children succeed in the long run.

But other reformers have sat on the sidelines, cowardly silent about the problems of the waiver gambit, inexcusably failing to remember that education policymaking is about clear communication in action of the expectations we have for our society to ensure that every child is provided high - quality education.

When schools focus on just the educational aspect of giftedness and the general expectation for the gifted student is to be high - achieving and receive high scores, then gifted children are seen only in light of what they can achieve academically and not who they truly are.

This transparency, in turn, can help reformers and their allies in state houses set high proficiency targets, and in turn, leverage an important tool for holding districts and schools accountable for providing all children with comprehensive college - preparatory content, for evaluating how well teachers and school leaders are doing in helping all students in their care succeed, and for providing all children with the high expectations they need to thrive in an increasingly knowledge - based economy.

Whether in its Promise Academy charter schools or public schools, HCZ's high standards and expectations are the same for all its children — ensuring that all of them are on track to attend college and successfully graduate.

This setting of low expectations by the state, which has been criticized by reformers in the state such as former Commissioner for Higher Education Stan Jones (now the head of College Complete America), makes a mockery of the otherwise strong efforts by the state to transform education for children.

Paul Tough, author of a book about the Harlem Children's Zone, describes the philosophy behind «no excuses» secondary schools that target at - risk students: «The schools reject the notion that all that these struggling students need are high expectations; they do need those, of course, but they also need specific types and amounts of instruction, both in academics and attitude, to compensate for everything they did not receive in their first decade of life.»

That many states continue to define proficiency down, condemning our children to done poorly in setting proficiency levels are as much a part of setting the high expectations demanded for ensuring that every child gets a high - quality education.

As I have argued back in July, the levels of proficiency set by states, like other aspects of public policy, are clear communications in action of the expectations we have for our society, especially when it comes to ensuring that every child gets a high - quality education.

Transformational school leaders hold unwaveringly high expectations for all children, but also challenge those we work with in their beliefs about our students.

High Expectations Enlace Academy believes that all children can and will learn, and we expect students to grow one and a half years for each year until they are on grade level and on a course for success in high school, college, and beyHigh Expectations Enlace Academy believes that all children can and will learn, and we expect students to grow one and a half years for each year until they are on grade level and on a course for success in high school, college, and beyhigh school, college, and beyond.

Confronted by the dominant attitude that demographics were destiny, a group of committed educators, led by Dacia Toll and Doug McCurry, set out on a mission to provide equal education access to all America's children and conceived of a school in which high expectations and strong student outcomes were the norm — where access to four - year college for low - income students and those of color was a right, not a privilege.