Sentences with phrase «nonacademic needs»

What are the best approaches to tapping community partners to help schools meet the wide range of nonacademic needs of students and their families?

Community schools purposefully partner with youth organizations, health clinics, social service agencies, food banks, higher education institutions, businesses, and others to meet students» and families» academic and nonacademic needs, so teachers are free to teach and students are ready to learn.

In that job, I was often confronted by the glaring disconnect between my school's academic priorities — I was charged with preparing students for the New York Global Studies Regents exam — and my students» nonacademic needs.

Several studies have shown that reforms have failed because we have ignored the nonacademic needs of children, because we have ignored school culture, because we have not evaluated reforms and insisted upon accountability, and because we have been too quick to pursue fads and gimmicks (small schools, technology, testing) while ignoring more substantive issues that support teaching and learning.

Not exact matches

So, although speakers agreed that the need for new approaches to graduate education is pressing, effective reform to prepare students for existing nonacademic opportunities will take strong action by entities that are currently finding it hard to work together.

And their professors, having spent entire careers in academe, often lack the knowledge and experience needed to advise them on finding nonacademic jobs.

Therefore, researchers in training need to consider and prepare for careers outside, as well as within, academia because «alternative» nonacademic careers actually represent the vast majority of career destinations for researchers nowadays.

Though the course's focus stood squarely on the needs of the academic scientist, many of the skills taught, such as time management, project management, collaborations, and mentoring, carry over to nonacademic jobs as well.

In service of that institutional need, academic culture has fostered the misleading narrative that graduate school and postdoc positions are solely intended to prepare young scientists for academic research careers rather than for a range of nonacademic and even nonresearch endeavors.

This is slowly changing, but we need to keep pushing to change the culture so that PIs think highly of not only the academic but also the nonacademic jobs that their trainees go on to take.

Acknowledging these various needs, a new report from researchers at the Harvard Graduate School of Education describes fundamental nonacademic skills, shows how they vary, and advises education stakeholders about how to think about these skills in their individual practices.

Help policymakers recognize the fundamental nonacademic skills children need for success throughout their lives

As more and more education leaders become cognizant of the importance of these fundamental nonacademic skills — and as more and more programs and funders seek to develop them — it is vital that we begin using a common language and understanding of what children need.

The children spend most of their day in a special classroom and join the regular classes for nonacademic activities (like music and gym) or in academic activities in which they don't need extra help.

In what ways can you help all employees in your school foster the development of nonacademic, self - regulating skills and character traits (e.g., trustworthiness, effort, responsibility, and respectfulness) that students need to succeed in life?

In her conversations with 65 students across the United States, the author got a clear idea of what high school students need to become engaged in their schools: a voice in determining course offerings; academic courses that relate to things they care about; respect for their nonacademic interests; inspiring role models; and opportunities to connect with the community.

Balancing the needs of these children against the mandate to educate and now to meet academic standards set by state agencies is a formidable task, and schools are finding their curricula bulging with special units on what are sometimes seen as nonacademic and irrelevant frills — social skills training, anger management, conflict resolution, and safe sex, to name a few.

Educators work to build students» strengths and proactively address nonacademic reasons why students fall behind in school as well as what they need to thrive.