Sentences with phrase «learning needs of youth»

Not exact matches

By ensuring that students across India have the nourishment they need to be able to learn, the foundation plays an integral role in the education of Indian youth, and we are honored to help them execute on their mission.»

We need something that can fire contemplatives and other religious, priests, preachers, teachers, catechists, theologians, parents, youth leaders, «the men and women in the pew» and the youth of today's Church as they all do their bit to learn from God's Word and announce the Good News revealed by Jesus Christ in His words, miracles, Passion and Resurrection.

I've seen a bit of Reiss Nelson and I see him as a No10 in a free role.He will find it very tough to claim that spot for a few seasons but this boy does have tremendous ability and potential.We need to get him as much game time in the League as just being in the team will help his learning curve.Next season in the Europa and Carabao Cup is when we can give him a run out centrally as an attacking midfielder.This is a serious talent who will be a tremendous footballer.Lets hope we can bring him on like we used to in the past with our young players coming up through the youth ranks.It seems too long since we have done this.

In an editorial accompanying the study, Russell Pate and Dr. Jennifer O'Neil of the Department of Exercise Science at the University of South Carolina said the study showed the «need to learn ways in which the doses of physical activity provided during youth sports and activity programs can be most effectively increased by modifying the manner in which the practices and contests are conducted... [such as] by changes in instructional practices that produce greater emphasis on keeping youth active while they learn individual skills and team strategies.»

«Teamwork is one of the great lessons that needs to be learned, and we want youth to learn it as they give back to the community and take pride in their own efforts,» Picente said.

«This summer opens the door for youth to learn what work is all about, to learn some lessons about what employers will want, to learn what types of skills youth will need to achieve success, and to use this summer as a first step on the ladder of success.

Legislator Baskin is dedicated to using creative learning methods as a platform for equipping under - served youth with the tools they need to fully take advantage of the educational opportunities available to them.

She is founder of The College Simulation Experience in 2015, which helps underprivileged youth learn about life skills needed to succeed in college.

[BOX 7] Center for MultiSensory Learning, Lawrence Hall, Berkeley (SAVI / SELPH) Little Rock Museum of History and Science: Summer Programs, 1984 «Within Reach» (copy of original book with photographs) Wallops Island Program for Handicapped Youth - Ed Keller Film We Can With Reach: Design and Layouts of Book Within Reach: Blueline Copy of the Book Out of School Science Programs, Summer 1985 Out of School Programs in Science: Blueline copy of the book Out of School Programs in Science: Design and Layouts OOPS Reception for Slide Premiere GW University, Follow up with Programs, Dec. 1981 Science Education - Special Needs and Curriculum of the Handicapped Students, Colorado Out of School Science Proposal and Final Report

In this week - long program, the founders of the Holistic Life Foundation — Ali Smith, Atman Smith, and Andres Gonzalez — show attendees how to teach yoga and mindfulness to today's youth, gain a deeper understanding of the needs of today's youth in diverse environments, and learn new yoga and mindfulness skills to help fulfill those needs.

Sri Lanka's National Institute of Education, is honoured for its «Open School Programme», which addresses the learning needs of disadvantaged groups and offers an alternative route for out - of - school youth and adults to resume academic or technical and vocational training.

They reaffirmed the vision of the World Declaration on Education for All (EFA) adopted ten years earlier (Jomtien, Thailand, 1990) and committed to the attainment of six EFA goals, supported by 12 strategies, in order to meet the basic learning needs of all children, youth and adults by 2015.

There is growing national discussion about the need to create a more expansive definition of learning to include all the ways that youth can access educational opportunities — not just through the traditional school model, but also through afterschool activities, time spent with the family, and increasingly, through interaction with digital media.

The general computer skills a youth needs to enter the workplace or college can easily be learned in one year of instruction during high school.

Meeting the Needs of Immigrant Youth Faribault Daily News (Minnesota), 1/27/16 «Without strong socio - emotional supports, students can not learn.

With technological advancements continuing to change our world and daily lives, the need for more focus on the socioeconomic, political, and environmental trends youth will face in the future is a critical part of the discourse on the learning that matters most.

Mariam Durrani, an expert on Islamophobia and Muslim youth and a lecturer at the Harvard Graduate School of Education (HGSE), says that even if there are no Muslim students in a class, «changing educational and society - wide demographics suggest that as young people come of age, we'll have even greater need for conversations about learning across difference and about addressing systemic inequalities,» whether about religion, race, gender, sexual orientation, or other identifiers.

«Even though I was always really gung - ho about my youth - serving projects and programs — and they got done, with varying levels of success — I knew that I needed to learn more of the theory and research to improve my practice, and gain the skills to develop programs that would effectively serve the unique needs and assets of the kids I work with, many of whom come from pretty tough circumstances,» she says.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

A state plan shall describe how the state will assist LEAs in: (1) providing early childhood education programs, (2) improving school conditions for learning and meeting the needs of students, and (3) serving homeless children and youths.

These laboratories, Reville hoped, would work to reimagine and implement new, personalized systems of education and youth development, focusing on expanding access to out - of - school learning, integrating health and social services into schools, and individualizing education to suit the needs of every child.

I am hopeful that, as technologies such as these continue to develop exponentially, so will our ability to collaborate across all boundaries for the purpose of helping all children, youth and adults learn what they need to make the world better and to live fulfilling lives.

Teachers who work with youth at high risk of academic failure need to feel supported and need to have an avenue by which they continue to develop skills, techniques, and learn about innovative strategies.

Teachers who work with youth at high risk of academic failure need to feel supported and have an avenue by which they can continue to develop skills, techniques, and learn about innovative strategies.

The organization recently evolved toward a personalized case management approach, with staff collaborating to meet the various needs and goals of youth members - from educational enrichment and services, to leadership, to service - learning, to even school placement.

Youth voice and civic engagement happen when students learn to identify a community to be served, assess community needs and opportunities with the assistance of community partners, and relate community needs to underlying societal issues.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Equity in education, teacher education, content and / or disciplinary literacy, content and language integrated learning (CLIL), multi-lingualism and schooling, evaluation of learning, Systemic Functional Linguistics and educational linguistics, discourse analysis, queer theory, linguistic diversity among students with special needs, (auto) ethnography, and youth culture

We realize that home and community, as well as school, need to be part of a comprehensive plan for helping children and youth learn.

Maker Ed is a national nonprofit organization that provides educators with the training, resources, and community of support they need to facilitate engaging learning experiences with youth through maker education — a hands - on, youth - driven, and open - ended learning approach.

The California Way engages students, parents, and communities as part of a collaborative decision - making process around how to fund and implement these improvement efforts, and provides supplemental resources to ensure that California's English learners (ELs), foster youths, and students in poverty have the learning supports they need.2

This symposium serves to highlight five core themes emerging in the out - of - school time (OST) field: positive youth development as a key frame for child and youth engagement and learning both in school and beyond; the role of mentors and authentic contexts in supporting diverse populations, in particular, traditionally underserved and underrepresented children and youth; the need for meaningful professional development of youth - serving professionals; and the rise of social - emotional skills as a vehicle for 21st century learning.

In 2015, we brought together a diverse group of housing agencies and educators to meet an ambitious goal: establish standards for quality expanded learning programs that speak to the unique needs and challenges of providing services to youth in public and affordable housing communities.

As an organization that doesn't represent any part of the system (school leaders, teachers, or program providers), rather just what's best, based on research, for kids, we are happy to see that more and more leaders and organizations are finally focusing on personalized learning, student - centered learning, individualized learning, and youth development approaches that consider the needs of each individual youth.

Support organizations in providing quality afterschool, summer, and expanded learning experiences so that Vermont's children and youth have the opportunities, skills, and resources they need to become healthy, productive members of society.

This conference offers educators to learn suicide prevention skills; understanding of and appreciation for the history and culture of the Eastern Shoshone and Northern Arapaho tribes; cultural sensitivity for educators and other adults who impact Native American students; emotional and social needs of Native American students; empowering youth to develop leadership skills and choose healthy lifestyles; and promoting understanding, building relationships and generating ideas for engaging families and the community in education of the whole child.

The main goal should be to provide pupils with the suite of relationships they need, including helping families and communities integrate support for learning into their relationships with youth.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Gifted E525: Blending Gifted Education and School Reform (1994) E492: Career Planning for Gifted and Talented Youth (1990) E359: Developing Individualized Education Programs (IEPs) for the Gifted and Talented (1985) E485: Developing Leadership in Gifted Youth (1990) E514: Developing Learner Outcomes for Gifted Students (1992) E510: Differentiating Curriculum for Gifted Students (1991) E484: Fostering Academic Creativity in Gifted Students (1990) E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students (1990) E427: Giftedness and Learning Disabilities (1985) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted Students (1990)

Our vision is a place where generations of adults and youth can learn and grow while creating habitat needed by animals that once thrived here.

MOSTYN produces a very wide and highly imaginative programme of learning and engagement activities aimed at school, college, university, youth and special needs groups as well as individuals and lifelong members.

And on Wednesday — the day we learned that Donald Trump would be the next president of the U.S. — youth climate activists at COP22 were desperately in need of a hug.

When I learned of your need for a Youth Specialist to join your team at CareWorks, I was eager to submit my resume for your review.

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The Peaceable School Schools need to pay attention — not reactively, but proactively — to developing youth's social and emotional competencies, that is, their ability to understand, manage, and express the social and emotional aspects of their lives in ways that enable them to learn, form relationships, solve everyday problems, and adapt to the complex demands of growing up.

Make learning make a difference: Many of our courses incorporate practical learning experiences that serve real needs in the community, from working on violence - reduction strategies to consulting on prevention services for local youth.

The Indiana Early Childhood and Out of School Learning Career Pathways tool will help practitioners plan their training, education and career development goals so they may be well - prepared to educate, nurture and meet the needs of infants, children, youth, and their families.

Moreover, the need for the identification of incarcerated youth with ADHD and / or learning disabilities as well as prison staff training are discussed.

To help address the needs of some students in the state, Voices for Vermont's Children works with Parents for Change to support families and youth from historically marginalized backgrounds to help shape equitable learning reforms in Burlington and Winooski.