Sentences with phrase «of school excellence»

The New York City Department of Education (NYCDOE), winner of the 2007 Broad Prize for Urban Education, has recently implemented a new definition of school excellence in the form of its School Progress Report.

However, this shift has not been reflected in schools, where ATAR is often seen as the ultimate goal for students and their families, a marker of school excellence and an indicator of course quality at universities.

Not exact matches

The growing desire for academic excellence and lack of resources in our school systems are the drivers behind today's boom.

Four years after Mark Zuckerberg made his $ 100 million donation to help the Newark, New Jersey, school system, most of the money is gone and critics say the city has not turned into the «symbol of educational excellence» he had hoped for.

The Rotman School of Management at the University of Toronto is the # 1 ranked business school in Canada and consistently ranks in the global top 10 for faculty and research excelSchool of Management at the University of Toronto is the # 1 ranked business school in Canada and consistently ranks in the global top 10 for faculty and research excelschool in Canada and consistently ranks in the global top 10 for faculty and research excellence.

MAX award winners must have demonstrated service to the Haskayne School of Business; embrace the values of leadership, commitment, excellence, integrity and dedication; be an advocate of higher education; have positively influenced the lives of others, and have made significant contributions to his or her profession.

The School's vision is to be a centre of excellence for business education, research and community outreach.

Award winners have demonstrated exceptional service to the Haskayne School of Business and embrace the values of leadership, commitment, excellence, integrity and dedication; are advocates of higher education; have positively influenced the lives of others, and have made significant contributions to his or her profession.

Award recipients embrace the Haskayne School of Business values of leadership, commitment, excellence, integrity and dedication.

The Management Alumni Excellence Award recognizes individual excellence in innovation, support of business education, service to the university and Haskayne School of Business, community involvement and business success.

Accreditation by the AACSB is a mark of excellence earned by fewer than five per cent of the world's business schools.

Energy / CleanTech - Through our planned specialized stream launching in the Fall of 2018, CDL - Rockies will advance the Canadian energy tech industry through the Haskayne School of Business's deep connections with the resource - based industries headquartered in Western Canada, as well as its centres of excellence in energy, entrepreneurship, innovation, and leadership.

The senior management team of the Rotman School consists of leaders who are accountable for ensuring high standards of excellence across academic, program, operations and advancement functions.

AACSB accreditation is the hallmark of excellence in business education, and has been earned by less than 5 % of the world's more than 16,000 business schools.

The centres of excellence are essential to the ongoing development of the School's academic programs.

Many conservative commentators point, as the icon for all that went wrong, to the 1967 Land O» Lakes statement, in which the presidents of Catholic colleges declared that their pursuit of academic excellence served a high Catholic goal and thus exempted Catholic schools from direct obedience to the hierarchy and magisterium of the Catholic Church.

Though acknowledging significant divergences between the Thomist schools and Holloway's thought, the editorial argued that Holloway had remained faithful to both the intentions of the Magisterium, which looks to St. Thomas as the theologian and philosopher par excellence, and to the essence of St. Thomas» project because he had attempted to synthesise theology with the scientific culture of his day.

I get confused about what excellence can mean from institution to institution, given the American practice of grading colleges; even the much less than superlative schools claim to be excellent.

They schooled me according to a black folk tradition that taught that trouble doesn't last always, that the weak can gain victory over the strong (given the right planning), that God is at the helm of human history and that the best standard of excellence is a spiritual relation to life obtained in one's prayerful relation to God.

Christian theological schools have always aspired to meet the going standards of excellence.

Cultures tend to adopt some model of schooling as the standard of excellence in schooling.

In current discussions of the nature and purpose of theological education Edward Farley has invoked the older of these two models of excellence in schooling when he describes his book Theologia as an essay «which purports to promote a Christian paideia.»

The excellence of its schooling, we said, depends on how far all the practices that comprise the school are governed by the central end of the school to understand God truly.

This generates two sets of marks of excellence in theological schooling.

That which ultimately makes a theological school theological and provides the criteria of its excellence as a school is not the structure of its curriculum, nor the types of pedagogical methods it employs, nor the dynamics of its common life, nor the structure of its polity, nor even the «sacred» subject matters it studies; rather it is the nature of its overarching end and the degree to which that end governs all that comprises its common life.

No accredited theological school in North America escapes the probably unresolvable tension created within its common life by trying to assimilate itself simultaneously to both models of excellence and their inconsistent demands.

A second set of marks of excellence in theological schooling comes into view when we turn to reflect on the concreteness of a theological school: Its concreteness consists in part in its having institutionalized practices of governance, and its schooling is excellent to the extent that its polity leaves room so that the effort to understand God can be genuine by being free to err.

It can not be stressed too much that paideia as a model of excellence in theological schooling continues to be very powerfully influential in theological schooling today.

The other model of excellence in schooling is the modern research university, for which we may let the founding of the University of Berlin in 1810 serve as the emblem.

That too is a criterion of excellence in schooling.

That is a criterion of excellence in schooling.

Schleiermacher had arranged them in precisely that fashion, and ever since then, that picture of the essential movement of theological schooling has ruled wherever the «Berlin» model of excellence in theological education has been adopted.

At the same time, Catholic professors criticized their institutions for intellectual mediocrity, redefined «academic excellence» in line with the standards of leading graduate schools, and turned (with equivocal success) to theology to provide what Holy Cross historian David O'Brien has termed «the bridge between the older Catholic identity and the newer, more excellent version of Catholic higher education.»

Many of these institutions are known for excellence: seven of the leading 25 part - time law school programs in America are Catholic (five are run by Jesuits).

By long tradition the schools are deliberately responsive to the claims of truth and of other ideals of excellence.

Yet, given the excellence of Cardinal Vaughan School, perhaps it might be preferable if a twin school could be set up in a Borough such as Brent, improving education in a deprivedSchool, perhaps it might be preferable if a twin school could be set up in a Borough such as Brent, improving education in a deprivedschool could be set up in a Borough such as Brent, improving education in a deprived area.

Yet despite the upheaval in the education system from the 1960s onwards some schools have managed to maintain high academic levels of excellence.

Were Burtchaell's proposals followed, he suggests, Catholic schools would not be «centers of excellence» but «backwaters, curious reminders of a conservative critique of the 1990s American Catholic Church and of some aggressively secularizing forces in American society.»

The schools sell themselves on the basis of academic excellence, programs offered, small classes, personalization of the educational process, teacher - student ratio, a «friendly atmosphere,» or location and environment.

This, in turn, has implications for the type of excellence in teachers that theological schools should seek.

It is the character of these studies» recommendations — and, just as revealing, the sorts of arguments made in support of the recommendations — that exhibit the changing shape of the «Berlin» model of excellence for theological schooling.

What is less clear is how this is understood to be related to the schooling in applicable skills that is required by their functionalist understanding of «professional»; thus the farther their approach in excellence is followed, the deeper theological schools are driven into internal incoherence and fragmentation.

His naive use of class differences to identify excellence («Ministers of the better class are not satisfied to accept the rural churches») and his explicit call for theological schools to train persons to minister specifically to the rich suggest that this interest in theology, which is otherwise so thoroughly underemployed in Harper's proposed reform of theological schooling, is vulnerable to ideological misuse as a «cover» that at once obscures and legitimates an underlying concern to secure the churches» social status.

There can only be various sorts of negotiated truces between the two incommensurate sets of criteria of excellence in schooling.

The current discussion of what's theological about theological education can be read as the first discussion of theological schooling in which both models of excellence are explicitly engaged.

Beyond that, they legitimated a particular model of excellence in theological schooling that deeply formed the ethos of the world of theological schools.

What we do have through the Niebuhr - Williams - Gustafson study, as through its predecessors, is clear evidence of the power of the «Berlin» Wissenschaft - cum - professional school model of excellence in schooling over North American theological schools.

And yet theological schools in North America are inescapably driven to try to meet standards set both by paideia and by the research university as models of excellence in schooling.

In particular, these studies of the «Berlin» model of excellence suggest several morals and cautions about any effort to analyze and understand a theological school:

It is the vehicle by which they are able to do what Kelly said was needed: define themselves and police their adherence to their own standards of excellence in schooling.