Sentences with phrase «many schools and educators»

He and Nicole Hockley, who lost her 6 - year - old son Dylan at Sandy Hook, pressed Mr. Trump to consider prevention programs that train schools and educators to identify students in crisis and intervene before they attempt to harm themselves or others.

This plan restores stability to education funding now and in the future, ensuring that our schools and educators have the resources they need.

By partnering with schools and educators from throughout New York, we can teach students about the challenges we face and help them learn how to work together to solve them.»

We want the gap between rich and poor school districts to close and all school and educators be treated fairly.»

«We see a solid base of schools and educators committed to using those important tools for improving their students and the communities in which they live.»

It is seen as effectively pushing undocumented immigrants from the state by curtailing many of their rights, putting the state's public schools and educators squarely in the middle of the human fallout.

«The Review panellists are ideal advisers on the best evidence - based practices for our students that will help guide how our schools and educators focus resources in classrooms.

Learn about the systems states are designing and the changes coming up for schools and educators.

As the American economy worsens, both schools and educators will be forced to face many difficult decisions.

«While schools and educators have a key role to play in tackling bullying, we also know the important role parents and families play,» Mr Turnbull wrote.

The government has assembled a panel of education and policy experts to recommend how schools and educators can better focus resources in classrooms.

Today, as has been widely noted, U.S. schools and educators discourage competition in favor of «collaboration» (which has its place, albeit a limited one).

Those who are already skeptical about using tests to judge schools and educators will find a lot to like, while those in favor of the practice will be challenged by the evidence presented that test - based accountability can lead schools to engage in unproductive practices.

For schools and educators, how do we merge school programs and curriculum with student interest, passion, advocacy, and engagement when so much of their learning is happening beyond the walls of the school?

It is reasonable, then, to wonder whether we need to abandon high - stakes testing altogether or whether better tests and smarter measurement of school and educator performance might help address the failings that Koretz describes.

There are many ways in which technology can improve education, as schools and educators are demonstrating worldwide.

He also tries to debunk some well - known examples of schools and educators that succeed with disadvantaged minority youngsters.

Yet in terms of attention and status, elementary schools and educators occupy the lowest rung of the educational ladder.

Microsoft, the front runner in software solutions, works with governments, communities, schools and educators to use the power of information technology to deliver services and programs that provide learning for all, anytime, anywhere.

Because the toolbox and similar approaches do not frontally address the capacity of the schools and educators to deliver an appropriate education.

What changes will Finnish schools and educators need to make to prepare for this?

Schools and educators are looking for ways to handle all the content their students create.

Which would also mean that implementation of the Common Core by states and districts could be distorted in the direction of the soft stuff that will be on the tests and for which schools and educators will be held to account.

But schools and educators also have to be willing to reach out.

In short, school and educator practice with respect to character skills is running far ahead of knowledge.

Courtesy of events like Bett, the EWF and associations such as Naace, which supports schools and educators in the best use of technology, the UK has long played a central role in developing the best pedagogies when it comes to using technology in the classroom.

Schools and educators have their own ideas about the proper goals of education and little can be done to force them to change their practice.

States, schools and educators must help each student learn to read by the end of third grade as soon as possible.

The central office is a «service provider» that seeks to free schools and educators from operational burdens and allow them to maximize the time and resources that are focused on student learning.

But we should not be using tests aligned with a set of standards to coerce schools and educators to change their practice.

If these new tests could detect whether schools and educators were changing their practices in the ways desired by Common Core and if rewards and punishments could be imposed on schools and educators for their compliance with the new standards, then perhaps the empty words of standards could be transformed into a real change in the education system.

Studies have repeatedly shown that students benefit when schools and educators are held accountable for student outcomes, as part of a multi-measure system.

Third, the lack of relationship between «better» standards and achievement might be caused by low levels of compliance by schools and educators rather than the unreliable judgment of experts.

And even if by some political miracle the new PARCC test could be used to impose tough sanctions on schools and educators who failed to comply with Common Core, it's a really bad idea to try to run school systems with a test.

Schools and educators are likely to narrow the curriculum by focusing on tested subjects at the expense of untested ones.

For that reason, even standards that are developed locally should be humble about what they can accomplish and the extent to which schools and educators ought to change their practice as a result.

And within tested subjects schools and educators are likely to focus narrowly on tested items at the expense of a more complete understanding of math and English.

JE: Now, obviously this work that you've done is in New Zealand... but I'm thinking that this has implications, of course, for schools and educators on the ground here in Australia?

We're looking forward to connecting with more schools and educators in 2016!

Missing was any explicit appreciation for the fact that time is one of most precious commodities that schools and educators have.

Schools and educators can explore the full catalog of Corwin books and resources online at au.corwin.com.

And as we are strive to evolve into trauma - informed schools and educators, we need to realize that the current model only allows a child to be labeled «a successful student» by how well she performs as a test taker and grade maker.

What do you see as being the implications for schools and educators in Australia then, of this research?

New research from the Center for Promise, the research arm of America's Promise Alliance, finds that schools and educators who want to boost the prospects for English - language learners should take stock of what is happening in their lives both inside and outside the classroom.

Rising racial tensions this year throughout America, El - Amin says, «reinforce the significance of schools and educators being able to prepare students of color to survive, thrive, and deconstruct a racist society.

Those years and countless hours of planning resulted in a unique platform for families, schools and educators, which delivers numerous easy - to - understand reports at the touch of a button, alongside full transparency and control with better value and better quality.

JE: And I guess that would be [your] recommendation for schools and educators?

The law was scheduled for revision in 2007, and, over time, NCLB's prescriptive requirements became increasingly unworkable for schools and educators.

All of which makes one thing obvious: The only system of learning compatible with a truly free society is not one of government domination, but one rooted in educational choice — public education, not schooling — in which the public assures that all people can access education, but parents are free to choose their children's schools and educators are free to educate how they wish.

Connections to data from other agencies that serve students, such as child welfare systems, help schools and educators better support students most in need of extra assistance by identifying their needs outside of the classroom.