Sentences with phrase «learning in schools equally»

Not exact matches

Suggesting that if their kids learn about Christianity in school they should be equally exposed to information on other religions 4.

My colleagues and I have now shown repeatedly that students who believe their intelligence can grow learn more, acquire deeper knowledge and do better — especially in hard subjects and in negotiating difficult school transitions — compared with equally able students who believe their intelligence is a fixed trait.

«All the kids [in primary school] had learned, but they had learned [those concepts] equally,» says Duflo, who is a co-founder of MIT's Abdul Latif Jameel Poverty Action Lab (J - PAL), which conducts field experiments, often in education, around the globe.

05, principal of KIPP Ascend, a charter school in Chicago, are just as important as academics, which is why all 66 KIPP schools across the country operate on longer days — her school from 7:25 a.m. until 5 p.m. «Expanded learning time provides more time for students to work on academic skills, but also other skills that are as equally important to develop their sense of self — the arts or a language, for instance,» she says.

Rather than requiring all students to move lock - step with their age peers on the assumption that they are more or less equally ready for the same school curriculum, this approach would recognise that students are at very different stages in their mathematics learning and would be designed to challenge and extend every student.

In school education, an «equitable» system could be defined as one in which all students are treated equally — for example, a system in which all students are given the same opportunities, exposed to the same school curriculum, taught by teachers with equivalent expertise, held to the same learning expectations and provided with equivalent levels of resourcing and supporIn school education, an «equitable» system could be defined as one in which all students are treated equally — for example, a system in which all students are given the same opportunities, exposed to the same school curriculum, taught by teachers with equivalent expertise, held to the same learning expectations and provided with equivalent levels of resourcing and supporin which all students are treated equally — for example, a system in which all students are given the same opportunities, exposed to the same school curriculum, taught by teachers with equivalent expertise, held to the same learning expectations and provided with equivalent levels of resourcing and supporin which all students are given the same opportunities, exposed to the same school curriculum, taught by teachers with equivalent expertise, held to the same learning expectations and provided with equivalent levels of resourcing and support.

The prize money is shared equally between the recipients and the schools in which they teach — the schools» share must be used to enhance student learning.

While formal learning can also happen in both spaces, as classes are brought in to work toward more prescribed learning objectives, most school libraries and makerspaces are equally as supportive of non-curricular, student - driven, independent explorations.

During the final years of secondary school, students must be prepared for life beyond the school gate and able to collaborate with and learn from other boys and girls equally, in their day - to - day interactions.

I am very conscious that understandings of leadership work undertaken by teachers typically reinforce those with formal positional roles at the expense of other forms of leadership which I believe are equally important for the improvement of student learning and achievement in schools.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

They're assured that charters won't be engaging in the systematic inclusion or exclusion of kids, that special needs kids and English language learners will be equally served and embraced by everyone, and that both district and charter schools get opportunities to learn from another.

If we were having a conversation, as teacher 6402 avers, about «what's important for students, wouldn't we be talking about what the actual state of affairs is in public education and how to learn from its successes to address and correct its weaknesses instead of arbitrarily latching on to the «our schools are all failures» mantra of NCLB and Rhee's equally arbitrary popourri of corporate / market - based «ideas» that go along with it?

Beginning in the 2014 - 2015 school year, for grades and subjects not assessed by statewide assessments but otherwise assessed as required under s. 1008.22 (8), each school district shall measure student learning growth using an equally appropriate formula.

In the 2010 — 2011 school year, the combination of targeted intervention services and DreamBox Learning's adaptive online program was equally powerful with intervention students moving from the 1st percentile to the 50th percentile nationally in a single school yeaIn the 2010 — 2011 school year, the combination of targeted intervention services and DreamBox Learning's adaptive online program was equally powerful with intervention students moving from the 1st percentile to the 50th percentile nationally in a single school yeain a single school year.

If there's a great emphasis on continuous learning environments for students, it stands to reason that equally important is the professional development and continued education of the adults in the school, too.

Equally important, as a constituent, I am deeply disappointed that our elected officials are standing in the way of our children's right to be educated by charter public schools that provide the learning environments they need and deserve.

What makes a good school is when the teachers engages in each student equally and gives out the right punishments for the actions the student and or norm they didn't follow and also when they have a great learning environment.

School leaders and those who support teacher learning can benefit from the experiences in ExCELS by including teachers in a meaningful way in the ongoing conversations about what quality teaching looks like, and equally as important is how to get there together.

If well - managed schools foster better teaching and learning than do poorly - managed schools, then teachers in well - managed schools will outperform equally able teachers in poorly - managed schools.

More importantly, that research details that deeper learning (a) starts with intentional adoption of select best practices (b) works equally well to raise content achievement enabled by the four Cs, (c) develops sharper interpersonal skills (d) increases readiness for advanced study and sends more students off to rigorous colleges without crimping the possibilities to those blocked in traditional schools because of background or income.

Charter schools are typically hypersegregated by race / ethnicity and, in Connecticut's four largest cities, actually offer students, on average, a learning environment that is more or equally segregated by race and ethnicity than local public schools.

In discussions of school and teacher effectiveness, our narrow focus on the official and tested curriculum neglects the equally important taught and learned curricula.

In January 2010, we launched a new small - group 8 - day Study Trip, which is primarily geared to school classes, but equally fitting for active seniors or any adults who love to learn.

Consistent with this, Leah Christensen's study of law students showed that learning goal - orientation, which is sometimes called «mastery goal - orientation,» correlates positively to law school class rank (i.e., learning - goal oriented law students are more likely to achieve high class rankings).108 However, the relationship between goal orientation and performance is complex.109 Illustrating this complexity, in addition to revealing a positive correlation between learning - goal orientation and law school rank, Christensen's study also revealed a positive correlation between performance goal - orientation and LSAT scores (i.e., performance - goal oriented students were more likely to achieve high LSAT scores) and no correlation between performance goal - orientation and law school class rank (i.e., performance - goal oriented students were equally likely to have high or low class ranks).110

How, then, should we strike the balance between the schoolchild's legitimate expectations of privacy and the school's equally legitimate need to maintain an environment in which learning can take place?

Studies such as the one conducted by Robert Coplan for the Ottawa Carleton District School Board from 1995 - 1999 validate the ability of Early Childhood Educators with recognized post secondary credentials in early childhood education to deliver equally successful learning outcomes for junior and senior Kindergarten children.

The school's project - based, progressive curriculum was grounded in the belief that social and emotional development is equally as important as, and inherent in, developmentally appropriate academic learning.

Starting out my social work career as a young woman working in a residential school in the West of Scotland in 1990, I quickly learned that the levels of distress in young people being acted out in behaviour, and my interventions attempting to help were not equally matched.

«As we know, teaching Indigenous content in schools is particularly important, not just for Aboriginal and Torres Strait Islander children who need to see their culture respected and valued in the classroom; but equally for all children to learn the true history of this country.