Sentences with phrase «most urban classrooms»

Not exact matches

«Reducing stress and establishing a positive emotional climate in the classroom is arguably the most essential component of teaching,» writes Mariale Hardiman, a former teacher and administrator and current assistant dean of the Urban Schools Partnership at Johns Hopkins University's School of Education.

According to the Urban Institute's Matthew Chingos, «the fact that teachers with master's degrees are no more effective in the classroom, on average, than their colleagues without advanced degrees is one of the most consistent findings in education research.»

If you are dedicated to and excited about working with today's diverse adolescent population; committed to pursuing equity and excellence in urban classrooms; and deeply curious about curriculum, teaching, and learning, then we hope you will join us as you prepare to enter one of today's most critically important professions.

Most math education analyses in urban high school classrooms focus on delivery of content: What content to deliver, when to deliver it, how to explain it, what textbooks to use, how much home work to assign, and more.

«Richard has done some of the most practical, insightful, and carefully crafted work on how to improve urban schools... not just in one or two classrooms and one or two schools, but in a systemic way,» says Knowles, now the executive director of the Center for Urban School Improvement at the University of Chiurban schools... not just in one or two classrooms and one or two schools, but in a systemic way,» says Knowles, now the executive director of the Center for Urban School Improvement at the University of ChiUrban School Improvement at the University of Chicago.

Like most urban school districts, about 20 % of our workforce leaves the classroom annually.

«Since most models of special education focus on pairing a special education teacher and a general education teacher in the same classroom to support student learning, the more exposure that special and general educators have to [social emotional learning] tenets, the more effective they are in supporting student needs,» said David Adams, director of social - emotional learning at Urban Assembly.

These students are reaching the halfway mark in their teacher education programs and one of my most important goals is to create a sense of energy and motivation as they — for the first time — take on the responsibility of working with small groups and organizing instruction for whole classrooms of students in Milwaukee's high needs urban schools.

Mr. Conley has 20 years of experience in urban education, and has been deeply involved in classroom teaching, school leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 million.

It was a wakeup call when teachers at Urban Assembly Academy of Arts & Letters middle school in Brooklyn jointly realized that their most struggling readers were the least engaged learners in all classrooms, not just language arts.

As a teacher educator and former classroom teacher, I have become increasingly concerned about the tenuous situation of the most vulnerable students in U.S. public schools — students who attend urban schools with crumbling infrastructures, few resources, and a highly mobile staff.

According to the Shanker Institute report, attrition is «the most significant impediment to increasing the diversity of the teacher workforce,» with minority teachers» strongest complaints related not to being concentrated in urban schools serving high poverty, high - need communities, but because of «a lack of collective voice in educational decisions and a lack of professional autonomy in the classroom.»

Despite the high interest in urban education and educational equality among Yale students, most «Yalies» (i.e. Yale students) who enter the classroom end up doing so through alternative teaching programs, favoring these programs over employment options in district schools with traditional recruitment tactics and teacher preparation programs.