Sentences with phrase «of high academic expectations»

Create a collaborative culture of high academic expectations and positive character expectations developed through the utilization of a rigorous research based curriculum.

Our Students develop academic and character habits to increase learning opportunities through embracing a culture of high academic expectations.

This school maintains a culture of high academic expectations and focuses on continuous improvement by defining measurable goals for all of its students.

This is not just in terms of high academic expectations but having a belief in the best of someone — perhaps seeing beyond poor attendance, uncooperative behaviour and erratic performance to a thread of gold potential.

culture,» a culture that took pity on these «poor little ones» by not heaping upon them the further «burden» of high academic expectations.

But they felt they got to a whole new place and turned a corner when they came to see they had a hidden commitment to what they called «a povrecito culture,» a culture that took pity on these «poor little ones» by not heaping upon them the further «burden» of high academic expectations.

I spoke of high academic expectations, respect for my children, and a positive school atmosphere.

Not exact matches

It is not clear, however, whether Brown's constant stress on high academic expectations simply assumes the canons of critical, orderly, disciplined inquiry that the research university model had made commonplace in the 1930s in American graduate education outside of theological schools, or whether he is rather calling for theological school teachers who are very learned but are not necessarily themselves engaged in original research.

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

As the Bears try to navigate some of the country's highest academic expectations and financial obligations, football's fit in a highly unique environment will be better managed by Wilcox.

Do parental high expectations get kids excited for a future of academic and personal achievement, or lead to other issues?

And that was on top of the stress of incredibly high academic expectations, which I was just encountering — that was my first semester.

The trend to learning centers is partly due to high parent and school expectations; it's also attributable to research that shows that kids are capable of learning early academics and other skills that previously were not taught until later.

However, Mendick proposes that to challenge the ever - increasing pace and expectation of the Higher Education sector, academics could treat their work more as a job and less as a vocation.

The combination of high expectations and adequate supports has been shown by several meta - analyses to be one of the most impactful strategies for improving academic achievement (Hattie, 2009).

These kinds of high expectations, along with adequate support structures in place, have been shown to be some of the most impactful strategies for improving academic achievement.

Similar to academic expectations, high behavior expectations are critical regardless of the learning environment.

Because academic resources are relatively scarce in higher - poverty schools (e.g., there are more disruptive peers, lower academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.

a set of extremely high expectations for students and families with regard to academic performance, a strong work ethic, appropriate behavior, and responsibility.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

New York State Commissioner of Education Thomas Sobol has proposed doubling the number of students who master three years of high - school mathematics as one of 12 strategic objectives for the year 2000 designed to raise academic expectations in the Empire State.

The study also revealed that Latino parents had high expectations of their children's academic achievement and wanted to be more involved in their education, but felt excluded from the school community.

This combination of sensitivity, caring, high expectations and structure has been shown to have the best consequences for children, who commonly display academic achievement, good social skills, moral maturity, autonomy and high self - esteem.»

Stipek found that children in didactic, content - centered programs generally do better on measures of academic skill than do children in child - centered classrooms, while children in child - centered classrooms worry less about school and have higher expectations for success than children in content - centered classrooms.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

Their children attend schools that are close to their homes, have high academic expectations and provide the environment for student success, and often enjoy a high rate of parental involvement in the life of the school.

The athlete, we discover, is relegated to dead - end remedial courses and is allowed to persist in his delusion that his athletic prowess will win him a full ride through college; his experience prompts Maran to explore in some detail how academic tracking and other more subtle differences in teachers» expectations contribute to a situation where 60 percent of white Berkeley High graduates attend a four - year college, while only 14 percent of black students earn enough credits to do so.

«Job one in a school like this is to establish a culture of peace and high academic expectations and do rigorous social supports,» says John Horan.

For example, the report says, «Ohio recently enacted a provision requiring e-schools to offer an orientation course — a perfect occasion to set high expectations for students as they enter and let them know what would help them thrive in an online learning environment (e.g., a quiet place to do schoolwork, a dedicated amount of time to devote to academics).»

At the very least, states with fully online schools should adopt a policy like the one in Ohio, which requires such schools to offer an orientation course — the perfect occasion to set high expectations for students as they enter and let them know what would help them thrive in an online learning environment (e.g., a quiet place to study, a dedicated amount of time to devote to academics).

Ray Pasi, in his book, Higher Expectations: Promoting Social Emotional Learning and Academic Achievement in Your School, tells how he has intra or extra-mural athletes in his schools create contracts, where they set and are held accountable to three goals in each of three areas: how will they make themselves better, how will they make their team better, and how will they make their school or community better.

Its key findings: employers» and colleges» academic demands for high school graduates have converged, yet states» current high - school exit expectations fall well short of those demands.

Parents cited high test scores as evidence that charter kids were shedding negative expectations and conceiving of academic progress as inevitable.

Oakland Unity High School is a high expectation school with a safe environment, rigorous curriculum, and intensive supports that are responsive to the individual needs of students and allow them to achieve academic success and positive social and cultural developmHigh School is a high expectation school with a safe environment, rigorous curriculum, and intensive supports that are responsive to the individual needs of students and allow them to achieve academic success and positive social and cultural developmhigh expectation school with a safe environment, rigorous curriculum, and intensive supports that are responsive to the individual needs of students and allow them to achieve academic success and positive social and cultural development.

Most notably, schools with higher levels of per - pupil GCSE arts entries got above average results in the EBacc, Progress 8 and Attainment 8, suggesting that the best state secondary schools in England are those that combine high expectations in a core of academic subjects with a strong focus on the arts.

Academic excellence and the pursuit of higher education are expectations for all students.

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).

And education studies have shown Black and Latino students taught by teachers who share their racial background have improved academic results, benefit from a culture of higher expectations and fewer discipline referrals.

Those schools that combine high expectations in a core of academic subjects with a strong focus on the arts have consistently been getting above average results.

They also assign mountains of homework, set high expectations, and pursue academic achievement for all students, regardless of background, with a secular religious zeal.

I focus on academic expectations, communication, parental engagement, student engagement, and school safety, finding suggestive evidence that after charter school entry, parents report significantly higher student engagement and parents in co-located schools also report significantly higher perceptions of school safety.

Never in a million years were we going to see forty - five states truly embrace these rigorous academic expectations for their students, teachers, and schools, meet all the implementation challenges (curriculum, textbooks, technology, teacher prep, etc.), deploy new assessments, install the results of those assessments in their accountability systems, and live with the consequences of zillions of kids who, at least in the near term, fail to clear the higher bar.

The latest draft of proposed common academic standards offers more - detailed expectations of what students should know and be able to do by the end of high school in math and language arts, but also notes that some decisions about curricula should be left to individual states and schools.

Decades of research on effective schools conclusively demonstrates that setting high standards and expectations for all children, but especially those most at - risk of academic failure, creates a more positive, inclusive school culture and raises their level of achievement.

Character and Leadership Development — Character development is considered a fundamental purpose of education and will be fostered through a child - centered educational model built on high behavioral and academic expectations.

With high academic expectations, we build on the strengths of each child.

KIPP schools have clearly defined and measurable high expectations for academic achievement and conduct that make no excuses based on the background of students.

A highly effective school results from a rigorous academic program in a culture of trust and high expectations, led by a visionary instructional leadership team and implemented by talented, dedicated teachers.

In addition, a dedicated team of counselors, intervention specialists and administrators takes a deeper look at data for students that are struggling and creates support plans and a culture of high behavioral and academic expectations tailored to their needs.

Celebrating its 15th year of success, this STEM - focus charter school has high academic rigor and expectations for students while providing a well - rounded college - preparatory education.