Sentences with phrase «of learners in our schools»

Maker approach, interactive technologies, connectivity, choice and comfort, project / problem / project based learning, universal design for learning, and instructional tolerance - are all pathways to transforming the user experience of learners in our schools.

While students are empowered to lead their education and accept responsibility for the community of learners in the school, teachers at Avalon are similarly empowered.

Understanding and Leveraging 50 Shades of Learners in Schools: The learning landscapes of schools are diverse and can challenge even the most seasoned professional learning facilitator.

Teams of teachers that are enthusiastic about learning and see themselves as responsible for the outcomes of every learner in the school, not just the ones they teach

The unobstructed entrance into, involvement of and full participation of learners in schools, programs and activities within those schools.

Not exact matches

Even though Pioneer is considered a «high - needs school» and enrolls a large number of English language learners and children of immigrants, every student gets a chance to learn in Jones» high - tech classroom.

whatever a school's commitment to a particular theological tradition may mean, therefore, insofar as it is a school, it can not entail restrictions on the freedom of teachers and learners to differ and be in error.

Conversely, does the specific way in which this school «has to do with God» have the effect of minimizing the role of the disciplines and their ability to nurture in learners» capacities for independent and rigorous critical thinking?

When communication is a one - way process, proceeding from an authoritative person to an immature learner who is not in direct relation to the object of the study, intellectual activity is at a minimum in both parties; such a school is not a community of students but a propaganda or indoctrination institution.

In any case, a theological school according to this utopian proposal would reject central features of the Berlin model by denying that the capacities it cultivates in its learners are capacities for «theory» (in the «Berlin» sense of the term) which are subsequently to be «applied.&raquIn any case, a theological school according to this utopian proposal would reject central features of the Berlin model by denying that the capacities it cultivates in its learners are capacities for «theory» (in the «Berlin» sense of the term) which are subsequently to be «applied.&raquin its learners are capacities for «theory» (in the «Berlin» sense of the term) which are subsequently to be «applied.&raquin the «Berlin» sense of the term) which are subsequently to be «applied.»

In fact, some teachers and school staff worry so deeply about the negative impact of AP courses and feel so strongly that it thwarts their ability to develop deep thinkers and engaged learners, they've dropped their AP program in favor of home grown honors / advanced courses that are not affiliated with AP testing.In fact, some teachers and school staff worry so deeply about the negative impact of AP courses and feel so strongly that it thwarts their ability to develop deep thinkers and engaged learners, they've dropped their AP program in favor of home grown honors / advanced courses that are not affiliated with AP testing.in favor of home grown honors / advanced courses that are not affiliated with AP testing...

That's because Smith has since learned more about the negative impact of technology on young learners — thanks in part to her position as a marketing and communications consultant for the Toronto Waldorf School, a private school that famously eschews technoloSchool, a private school that famously eschews technoloschool that famously eschews technology....

She has taught middle school English for the last 10 years and is passionate about instilling a love of writing and literature in the hearts of young learners.

Suspensions of children in kindergarten through second grade have dropped in New York City public schools after City Hall's push to keep the littlest learners in their classrooms.

The majority of the programs focus on in - state high school students and / or adult learners.

But SUNY Chancellor Kristina Johnson, in a hearing on the budget before state lawmakers Tuesday, pointed out that while full - time enrollment may be down at SUNY's community colleges, a large chunk of their population is made up of adult learners, who are far more likely than fresh - out - of - high - school students to study part time and require more services.

The U.F.T. report found that in Manhattan's District 5, for example, English language learners make up 6 percent of the charter school enrollment compared to the district average of 14 percent.

«It is heartening to see that the most recent data shows a narrowing in the gap between learners eligible for free school meals and those who aren't, and this data supports the findings of the survey we undertook in the summer which showed how students from poorer backgrounds are benefiting from this important Welsh Liberal Democrat policy.

«Michael Gove has suggested that he wishes teachers to be «free from stifling bureaucracy» and yet at the same time plans to put in place a curriculum that will force all schools to teach the same subjects regardless of the needs individual learners, employers and their local communities.

In a letter to Congressmembers Lowey, Engel and Maloney, and Senators Schumer and Gillbrand, Latimer wrote: «It has recently been brought to my attention that the United States Department of Education denied the request of the New York State Education Department to provide a waiver which would allow our schools to better meet the needs of children with disabilities and those who are English Language Learners.»

With 46 schools across Brooklyn, the Bronx, Manhattan, and Queens, Success Academy enrolls 15,500 students, primarily low - income children of color in disadvantaged neighborhoods: 75 % of students receive free or reduced - price lunch, 87 % are children of color, 16 % are children with disabilities, and 8 % are English language learners.

Here in the Ctiy of Buffalo this year a report from the Council on Great City Schools on Improving the Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.

«Class size is a major issue, for example at School # 6 they have class sizes in elementary level of over 30 - students with students that have a high amount of students with special education needs, ELL - English Language Learners, and so lowering class size is something that has been priority and that's been a part of those plans.»

«Our new school in District 6 will absolutely serve children in the district and we have an excellent track record of educating students with disabilities and [English language learners],» Lyon said.

Mavrogordato and Rachel White, a MSU doctoral candidate in education policy, observed eight Texas elementary schools while educators conducted annual meetings required to determine the status of English learners.

The researchers point to the importance of understanding how learning happens in online schools, much of which is self - directed and independent, but may not be suitable for many learners.

Implementation in five Saint Paul Public Schools serving high proportions of dual language learners led to gains in literacy of nearly a half a year at the end of preschool.

Michael Orosco, associate professor of special education, said the findings are important, as they can help schools differentiate English - language learners with reading disabilities from those who are simply struggling with learning in a second language.

By the time they reach third grade, English - language learners may begin to struggle with a more challenging reading curriculum, and because of this, their school may examine them more closely for comprehension challenges and may eventually refer them to the school's special education team for a learning disability diagnosis in their second language without fully assessing them in their native language.

In a 7 - year study at a Boston elementary school where half the students are English Language Learners (ELL), setting a school - wide goal of improved writing skills and using a genres - based instructional method improved the performance of ELL students on state and internal assessments, according to Boston College Lynch School of Education Professor Maria E. Brisk, who presents her findings today at the American Educational Research Association annual meschool where half the students are English Language Learners (ELL), setting a school - wide goal of improved writing skills and using a genres - based instructional method improved the performance of ELL students on state and internal assessments, according to Boston College Lynch School of Education Professor Maria E. Brisk, who presents her findings today at the American Educational Research Association annual meschool - wide goal of improved writing skills and using a genres - based instructional method improved the performance of ELL students on state and internal assessments, according to Boston College Lynch School of Education Professor Maria E. Brisk, who presents her findings today at the American Educational Research Association annual meSchool of Education Professor Maria E. Brisk, who presents her findings today at the American Educational Research Association annual meeting.

A fourth challenge is to provide more flexible learning arrangements in schools to better meet the needs of individual learners.

Unfortunately, charter schools and regular public schools have some information recorded differently in the New York City database, and these differences cause charter schools» numbers of special education and English language learner students to be understated.

A maximum of 20 minutes for high school students and probably most adult learners, including those in graduate school, is appropriate.

All kinds of research are being produced that could count as «instructionally relevant,» after all, from studies of systems - level factors like curriculum quality and school operations to those focused on what's happening in learners» heads, to those examining classroom - level techniques.

In this direction lie proposals for building schools around learners, gearing instruction to individual goals and learning styles, pointing education toward developing an ever - broader range of human capacities, and phasing in assessment tools that get at ever - subtler nuances of achievemenIn this direction lie proposals for building schools around learners, gearing instruction to individual goals and learning styles, pointing education toward developing an ever - broader range of human capacities, and phasing in assessment tools that get at ever - subtler nuances of achievemenin assessment tools that get at ever - subtler nuances of achievement.

The schools in the study use either the model from Linked Learning Alliance or Envision Schools — both of which show clear evidence of engaging and developing high levels of proficiency for students of color, English learners, and low - income students — at levels that far exceed traditional schools serving similar stschools in the study use either the model from Linked Learning Alliance or Envision Schools — both of which show clear evidence of engaging and developing high levels of proficiency for students of color, English learners, and low - income students — at levels that far exceed traditional schools serving similar stSchools — both of which show clear evidence of engaging and developing high levels of proficiency for students of color, English learners, and low - income students — at levels that far exceed traditional schools serving similar stschools serving similar students.

Mary: Even when the legislative environment is inclusive and extends educational opportunities to refugee learners, as we see in the Kenyan context, national security threats can roll back any progress made by refugee students in gaining access to national schools, as fear and xenophobia trigger government crackdowns on relocating urban refugees back to the camps or their countries of origin under the guise of «voluntary repatriation.»

To keep up with changes in education, studying, collaborating, and learning, schools are looking to re-imagine the role and structure of libraries to best support today's learner.

A larger challenge for policymakers and education leaders is to rethink the specialist model as the panacea for augmenting instruction for English language learners in today's linguistically diverse schools, many with large concentrations of Hispanic students.

Do you remember a time when non-traditional learners struggled, and absenteeism meant a high likelihood of students doing poorly in school, and possibly having to retake the course?

When I meet parents with children in Years 5 and 6 who are starting to plan their child's senior school, I try and paint a picture of the choices a learner will need to make for Year 12 study; six years into the future.»

To develop these guidelines, the various international partners created opportunities for representatives from the Ministry of Education to visit schools in the refugee camps as well as schools in Nairobi that have been accommodating significant numbers of refugee learners in their classrooms.

At present, many senior leaders in education see VR, AR and MR as a distraction, because the learning benefits are yet to be proven, but what is clear, is that there will be a push ‑ pull effect that makes their introduction into mainstream teaching almost inevitable; the «push» from the software giants, wanting to promote the take - up of their products, and the «pull» of learners keen to use «cool stuff» in their school.

Pupils are more motivated, attention spans increase (especially amongst boys), teachers can tailor a pupil's programme to their specific abilities and needs, learners can be supported outside the classroom as well as during lessons, and pupils are leaving schools with a set of ICT skills that are absolutely vital to the world of work in the 21st century.

For two weeks at the end of every trimester, normal classes are suspended while the whole school participates in the Boss Level design challenge, and students effectively become experts, teachers and learners in a complex problem - solving space.

A government framework to encourage the investment of the technology in schools included training in terms of how to switch the technology on and link up the projector, but failed to address the importance of high quality end ‑ user learner application training.

One of the 2015 EPPC Award winners at a large scale was the Empowering Local Learners Project, a collaboration between 17 schools and pre-schools in Port Augusta and Quorn (South Australia) and the Flinders University Centre for Science Education in the 21st Century.

The 309 schools included in the study differed from other city schools in the following ways: They had a higher proportion of English Language Learners (ELL), special education, minority students, and students eligible for the Title I free or reduced - price lunch program, as well as lower average math and reading scores.

And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English - language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.

Lecturer David Rose, Ed.D.» 76, hopes and believes that he and his colleagues are part of a revolution — a revolution called Universal Design for Learning (UDL), which is increasingly taking hold in schools and school districts across the country and seeks to design curriculum from the outset that can accommodate all types of learners, rather than retrofitting existing curriculums on an ad hoc, as needed basis.