Sentences with phrase «narrow academic focus»

«All those hours spent on one narrow academic focus!

Lord Baker, who served as Education Secretary in the Conservative government from 1986 - 89, has questioned the government's target for 90 per cent of pupils to study the English Baccalaureate (Ebacc), claiming that it has a «narrow academic focus».

Not exact matches

Byrne Creek Secondary School was the 2012 winner of the ASCD Whole Child Award that recognizes schools that move beyond a narrow focus on academic achievement to take action for the whole child.

Whole Child Award that recognizes schools that move beyond a narrow focus on academic achievement to take action for the

He followed the prescribed path for an academic scientist: narrowing his focus first in graduate school, then identifying original avenues of research to pursue in his postdoctoral fellowship, and finally landing a tenure - track assistant professorship.

Relaxed, thoughtful and highly literate — in a recent academic article he cited Hume, Joyce and Beckett along with Nobel Prize - winning physicists Richard Feynman and Niels Bohr — McEuen is a man of wide - ranging interests who has narrowed his scientific focus to the very, very small.

Quaglia: A narrow focus on the academic and the lack of attention to the affective and social causes of academic achievement is having a detrimental effect on both boys and girls.

As evidence has mounted showing that failure is often determined by what happens in the toddler years, educators have converted kindergarten and preschool from «playful social experience to a more narrow educational opportunity focused on so - called cognitive and academic skills.»

«This law calls for a well - rounded education and a shifting away from the narrow focus on academics,» said Ulrich Boser, senior fellow at the Center for American Progress (CAP), which hosted a panel discussion at its headquarters in Washington, D.C., to coincide with the release of the reports.

That narrowing refers to a focus solely on academic goals, with the abandonment of civic goals — like fostering ties that bind Americans as «We the People.»

This means early childhood education for all children, funding all schools so they can better serve those with special educational needs, access to health and well - being services for all children in all schools, and a national curriculum that insists that schools focus on the whole child rather than narrow academic achievement.

Some argue that the real problem with annual state tests of grade - level reading and math skills is that they force teachers to narrow their focus, distracting teachers from other subjects and the more sophisticated academic skills they would otherwise engender in students.

Co-principal Pat Finley says schools have become much too focused on teaching a narrow set of academic skills, the kinds of skills that can help kids do better on standardized tests.

This annual award recognizes schools that have moved beyond a narrow focus on academic achievement to take action for the whole child, creating learners who are knowledgeable, emotionally and physically healthy, civically active, artistically engaged, prepared for economic self - sufficiency, and ready for the world beyond formal schooling.

Early childhood educators are justifiably concerned that demands for academic standards in preschool will result in developmentally inappropriate instruction that focuses on a narrow set of isolated skills.

Major changes to the test include incorporating more relevant words such as «empirical» — which the Common Core State standards call «academic vocabulary» — instead of the traditional «SAT words» such as «sagacious;» including an evidence - based reading section; narrowing the focus on math topics to allow for deeper knowledge testing; and eliminating the previous penalty for wrong answers.

According to the California Department of Education news release, «The 2013 California Distinguished Schools Program directly focuses on the right of California's students to an equitable and rigorous education, and recognizes those schools that have made progress in narrowing the academic achievement gap.»

With the adoption of our Kansas College and Career Ready Standards (KCCRS), we've seen a narrowing as everyone is focusing their professional learning on these higher academic standards.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

With these tenets, ASCD hopes to change the conversation about education from a narrow focus on academic achievement to one that promotes the long - term development and success of children.

When James Coleman, the great sociologist of education, analyzed the school characteristics that had the greatest impact on educational achievement and equity, he found that schools with greater academic intensity — a persistent, goal - directed focus on academics — produced not only greater learning, but also narrowed the achievement gap between ethnic groups.30 That such academically focused schools would raise general achievement is obvious since an intense focus on academics is self - evidently the most likely means to raise academic achievement.

* over-emphasizing standardized testing, narrowing curriculum and instruction to focus on test preparation rather than richer academic learning;

But — mirroring a nationwide shift away from a narrow focus on tests — it offers special help to ones with sagging academics only if they also suspend a high number of students or graduate too few of them.

But a large part of her business were narrow - scope histories, local, institutional and company, which were so very narrow in focus that they could never have attracted the attention of even an academic publisher.

This will likely go contrary to the specialization and narrow foci that define our academic comfort zones.

It also pleased the universities by allowing them to narrow their focus to the purely academic teaching they preferred» [1].

The ideology that so often went with them, however, narrowed their focus and undermined the academic legitimacy of practical knowledge.»