Sentences with phrase «of urban classrooms»

More than any other school show, it attempted to reflect the realities of an urban classroom during years of radical change.

Afforded the influence of bourgeois peers, they transcend the limits of the urban classroom — and they do so without systematic injury to their middle - class schoolmates; the poor win, and the rich don't lose.

Successful manager of an urban classroom who has used structure, incentives, and high expectations to drive student success.

Not exact matches

In addition to creating new local jobs, Starbucks will work with nonprofit partners like the Urban League of Metropolitan St. Louis to provide a robust, multi-week job skills training program for local youth, using a specially - designed classroom space within the store.

A former inner - city high school teacher, Farrington left the classroom after 15 years to get a Ph.D. in urban - education policy from the University of Illinois at Chicago.

To remedy this problem, some districts, particularly those in large urban areas, have adopted universal, in - class breakfast programs whereby all students are able to obtain and eat a free breakfast in their classrooms at the start of the school day.

All of what I envision — the shiny classrooms, piles of books, and endless snack supply — lies in stark contrast to what I'm seeing on the ground in Ethiopia, whether at traditional schools or at the Population Council's safe learning spaces for girls suffering in urban slums.

The issue of safety and bullying, specifically, came under scrutiny since a student was fatally stabbed in a classroom at the Urban Assembly School for Wildlife Conservation last month.

The formerly weed - choked vacant lot will be a classroom for a new venture called Farm School NYC: The New York City School of Urban Agriculture.

A total of 120 kindergarten and first - grade classrooms across 22 urban, low - income elementary schools were included in the study.

Of course, if you sat my 7 - year - old nephew down in an urban studies classroom, he would be asleep in 10 seconds.

Given the potential of afterschool programs to support youth in urban, low - income communities, the researchers examined the role that the afterschool classroom environment plays in terms of academic outcomes for youth with and without social and behavioral difficulties.

Giving special treatment to young urban black males in the high school classroom runs the risk of shortchanging these students academically once they get to college, indicates a new study by a Michigan State University education scholar.

Duncan - Andrade explores the concept of hope as essential for developing effective urban classroom practice.

All three curricula have been piloted by teachers across America in a wide variety of K12 teaching environments, including rural, urban, and suburban; all grade levels; regular ed, special ed, and ESL classrooms.

«Reducing stress and establishing a positive emotional climate in the classroom is arguably the most essential component of teaching,» writes Mariale Hardiman, a former teacher and administrator and current assistant dean of the Urban Schools Partnership at Johns Hopkins University's School of Education.

She embodies the values of courage and commitment that are required to meet the daunting challenge that confronts urban school districts, making good teaching happen for every child, every day, in every classroom, to enable all children to learn and achieve at high levels,» said Professor Robert Peterkin, director of the Urban Superintendents Prourban school districts, making good teaching happen for every child, every day, in every classroom, to enable all children to learn and achieve at high levels,» said Professor Robert Peterkin, director of the Urban Superintendents ProUrban Superintendents Program.

According to the Urban Institute's Matthew Chingos, «the fact that teachers with master's degrees are no more effective in the classroom, on average, than their colleagues without advanced degrees is one of the most consistent findings in education research.»

«We have a diverse urban population, and the range of issues we have is pretty broad, whether in or outside the classroom,» says Dan St. Louis, University Park's principal.

«The goal of Pride is to help young men navigate through not only school, but also through being an adolescent male with the obstacles that they're facing, and then trying to lead them through college, add reinforcement outside of the classroom, and give them very clear insight as to what to expect in college,» says Dion Steele, Urban Prep, Englewood Campus» principal.

This 1 - acre urban garden and fully equipped kitchen are the home to a thoughtful, curriculum - based program designed to connect students with the earth, the environment, and an eclectic group of adults outside the traditional classroom.

with University of Pittsburgh Professor H. Richard Milner IV, Helen Faison Endowed Chair of Urban Education and director of the Center for Urban Education; editor of Urban Education; and author of Rac (e) ing to Class: Confronting Poverty and Race in Schools and Classrooms.

There are a growing number of grammar problems in American classrooms that affect not only a student's ability in math and English but also may contribute to the achievement gap according to the authors of Code - Switching: Teaching Standard English in Urban Cclassrooms that affect not only a student's ability in math and English but also may contribute to the achievement gap according to the authors of Code - Switching: Teaching Standard English in Urban ClassroomsClassrooms.

«Like many of our members who work in urban classrooms every day, Rod Paige has seen firsthand the challenges they face,» Bob Chase, president of the National Education Association said in a prepared statement.

Throughout the duration of the urban district's failed career, we've focused incessantly on the classroom — giving its teachers more money, reducing the number of kids sitting inside its four walls, adjusting what's taught, how it's taught, how we assess what's taught, and on and on and on.

What began as a poll of my own classroom has now become a survey that encompasses classrooms from all over the country, from every school model, from rural to urban schools, from coast to coast.

This isn't something that just gets done in diverse classrooms, or classrooms that lack diversity, or urban classrooms — or any other special category of school.

Chris Emdin developed the idea of reality pedagogy for urban classrooms, where «teaching and learning [are] based on the reality of the student's experience.»

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Students learn how theory and practice inform each other through coursework that investigates adolescent development; race and power in urban classrooms; social - emotional learning; and methods of teaching particular subject matter, special education students, and English - language learners.

If you are dedicated to and excited about working with today's diverse adolescent population; committed to pursuing equity and excellence in urban classrooms; and deeply curious about curriculum, teaching, and learning, then we hope you will join us as you prepare to enter one of today's most critically important professions.

The core curriculum addresses topics like the development of adolescents living in urban contexts; classroom dynamics of race and class; and strategies for teaching students with diverse academic and social - emotional needs.

In the period of time that I have been an adjunct instructor in various schools of education ~ I have witnessed and participated in on - going debates and discussions concerning how prospective teachers should be prepared for the urban classroom.

Harvard's Teacher Program Moves to Urban Focus Students at the Harvard Graduate School of Education now step in front of a classroom before they sit down in one.

This is the case in classrooms across the country, but especially so in urban settings, where many students need literacy instruction that addresses their difficulties while still nurturing their love of reading.

«In the Urban Scholars Program, I got to connect with people who are passionate about equity in education and reflect together on our experiences in and out of the classroom.»

In an excerpt from his new memoir This African - American Life, former president of the National Urban League Hugh B. Price describes his elementary and secondary education in Washington, D.C. Price focused on his studies and dreamed of playing major - league baseball — all while he and his schoolmates made history in some of the city's first integrated classrooms after the Supreme Court's landmark 1954 Brown v. Board of Education decision.

We can also describe instruction as it exists across a wide variety of U.S. classrooms, for example, asking whether — as is often assumed — instruction in urban districts is inferior to those in other areas and whether differences in instructional or teacher quality by academic track (honors, general, or remedial) exist.

Her current research focuses on market - based education reforms in urban communities, and its cultural and pedagogical impact on teacher dispositions, teacher professional autonomy and identity, and the development of inclusive classroom practices.

In urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125 classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared for?

Most math education analyses in urban high school classrooms focus on delivery of content: What content to deliver, when to deliver it, how to explain it, what textbooks to use, how much home work to assign, and more.

The competition generated hundreds of ideas for building better classrooms around the world — from upgrading overcrowded urban schools in India to re-imagining smarter, more sustainable portable classrooms here in the United States.

The program's unique blend of theory and practice, combined with an emphasis on collaborative learning and peer support, gives you a field - tested foundation for success in an urban classroom.

«Richard has done some of the most practical, insightful, and carefully crafted work on how to improve urban schools... not just in one or two classrooms and one or two schools, but in a systemic way,» says Knowles, now the executive director of the Center for Urban School Improvement at the University of Chiurban schools... not just in one or two classrooms and one or two schools, but in a systemic way,» says Knowles, now the executive director of the Center for Urban School Improvement at the University of ChiUrban School Improvement at the University of Chicago.

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

Previously, Castenzio was the Director of Teacher Development at the Center for Urban Teaching (CfUT) in Milwaukee, WI, where he served as a resource for aspiring urban teacher candidates and beginning teachers, equipping them with the training necessary to be highly effective in the urban classUrban Teaching (CfUT) in Milwaukee, WI, where he served as a resource for aspiring urban teacher candidates and beginning teachers, equipping them with the training necessary to be highly effective in the urban classurban teacher candidates and beginning teachers, equipping them with the training necessary to be highly effective in the urban classurban classroom.

Researchers David Blazar (Doctoral Candidate at Harvard), Erica Litke (Assistant Professor at University of Delaware), and Johanna Barmore (Doctoral Candidate at Harvard) examined (1) the comparability of teachers» value - added estimates within and across four urban districts and (2), given the extent to which variations observed, how and whether said value - added estimates consistently captured differences in teachers» observed, videotaped, and scored classroom practices.

NBFA is a tuition - free, public charter school, proudly distinguished by: • A progressive educational model that weaves trauma - sensitive, emotionally responsive practice into every classroom • Social emotional learning steeped in child development best practices • Parental involvement, in and outside of the classroom • Consistent, competitive high - school placement at such schools as Kolbe Cathedral, Hopkins and Fairfield Prep NBFA is located on an «urban campus» at 184 Garden Street, Bridgeport, CT (within a mile of the University of Bridgeport and the beach at Seaside Park).

With behind - the - scenes reporting, observations in classrooms and conversations with teachers, parents, reformers, funders and others with a stake in Newark schools, Russakoff tells the tale of how moneyed outsiders failed in the end to turnaround a failing urban school district.

Daniel Moirao, EdD Dan has served as a classroom teacher and site and district administrator in a variety of school districts ranging from rural to urban to suburban, representing every level of the socioeconomic spectrum.