Sentences with phrase «on traditional academic»

According to researchers, success in college and adult life depends as much on self - control and other social and emotional abilities as on traditional academic skills (Savitz - Romer & Bouffard, 2013).

Formulas based on traditional academic teaching informed most art school curricula, including that of the Philadelphia School of Design for Women (now Moore College of Art and Design) where Neel studied in the 1920s.

As a student, he studied Fine Art at the Institute of Chicago, focusing on traditional academic art and figure drawing.

The school's course offerings are traditional academic with a focus is on traditional academic and it does an excellent job of getting preparing students into selective colleges.

Re-engage students who have not historically found success in school, or who can not attend classes on a traditional academic schedule due to personal circumstances.

But pupils from disadvantaged backgrounds focus this additional time «on traditional academic subjects such as English, science and mathematics», according to by Dr John Jerrim of the UCL Institute of Education, while their more advantaged peers opt for «music, sport and foreign languages».

The Ebacc focuses on traditional academic subjects: English, mathematics, history or geography, the sciences and a language.

Additionally, there are over 4,500 Montessori schools, based on the experiential approach designed by Dr. Maria Montessori, and hundreds of Waldorf schools, which put equal emphasis on traditional academics areas and the arts.

According to the 2017 poll, 82 percent of Americans support job or career skills classes even if it means some students might spend less time on traditional academics.

Not exact matches

«A lot of them are just tired of the bureaucracy and garbage that goes on in traditional academic environments.»

«Provocative and timely, Ellsberg lays bare what he sees as a giant hole in much of traditional education — a focus on «academic» knowledge and a de-emphasis on the knowledge and skills necessary to actually succeed in life.

We look beyond traditional credit scores and tap into student academic data to expand student lending opportunities that empower borrowers on the path to success.

Many of the books reviewed in the regular «Book World» column dealt with social issues, but the editors also included notices of academic theological monographs and of books on subjects not traditional for religious publications: literary criticism, philosophy and psychology.

As a progression from the purely academic types of traditional theological training, many applied theological courses now exist, in which hands - on ministerial experience is gained alongside theological learning.

At the same time, certain complaints recur: traditional curricula are rooted in precritical assumptions, serve academic guilds, pre-empt feminist or minority studies, and are built on unviable ways of relating theory and practice.

Such is the first, superficial impression: our schools, like our churches and our ministers, have no clear conception of what they are doing but are carrying on traditional actions, making separate responses to various pressures exerted by churches and society, contriving uneasy compromises among many values, engaging in little quarrels symptomatic of undefined issues, trying to improve their work by adjusting minor parts of the academic machine or by changing the specifications of the raw material to be treated.

Hsu insists that there are «a variety of studies conducted on the effects of homework in the elementary grades and not one of them could provide any evidence that directly links traditional homework practices with current, or even future, academic success.»

PS 116's principal Jane Hsu told DNA Info that the school «spent over a year «analyzing studies focused on the effects of traditional homework» and decided that it was more important for the Pre-K through fifth grade students to do activities that «have been proven to have a positive impact on student academic performance and social / emotional development» such as reading at their own pace and playing.»

Hickman, G.P., Bartholomae, S. & McKenry, P.C. (2000) Influence of parenting styles on the adjustment and academic achievement of traditional college freshman.

Encouraging the social - emotional development of students while teaching traditional academic subjects builds a positive school climate focused on fairness and caring about others — and helps to foster healthy, confident adults.

I LOVE evernote for my academic work: I have several notebooks that constitue my traditional «lab notebook» where I take notes on experiment methods and results including figures.

When it finally accepts students in 2012, the Okinawa Institute for Science and Technology (OIST) aims to provide a new model of a Japanese research university, scrapping the division into traditional academic departments, focusing on interdisciplinary research, conducting business in English, and drawing roughly half of its faculty members from overseas.

Meanwhile, teamwork between academics and companies offers the potential for cross-fertilization, especially on costly research proposals that won't win funding from traditional sources such as NIH.

Traditional science publishing relies on institutions and libraries buying subscriptions and site licences to academic journals.

At this year's EuroScience Open Forum in Manchester, U.K., the session on how trainees can engage their supervisors in their career development, whether they aspire to a traditional academic career or not, drew many eager young scientists.

Second, it permits 50 BP employees to lease commercial research space on campus, side by side with Berkeley's traditional academic labs.

Naffziger, Richardson - Stovall, Williams, McGee, Beyond Mentoring — Academic Career Coaching as a Supplement to the Traditional Training of Biomedical PhD Students, 5th Annual Conference on Understanding Interventions that Broaden Participation in Research Careers, May 2012

Susan Amara, USA - «Regulation of transporter function and trafficking by amphetamines, Structure - function relationships in excitatory amino acid transporters (EAATs), Modulation of dopamine transporters (DAT) by GPCRs, Genetics and functional analyses of human trace amine receptors» Tom I. Bonner, USA (Past Core Member)- Genomics, G protein coupled receptors Michel Bouvier, Canada - Molecular Pharmacology of G protein - Coupled Receptors; Molecular mechanisms controlling the selectivity and efficacy of GPCR signalling Thomas Burris, USA - Nuclear Receptor Pharmacology and Drug Discovery William A. Catterall, USA (Past Core Member)- The Molecular Basis of Electrical Excitability Steven Charlton, UK - Molecular Pharmacology and Drug Discovery Moses Chao, USA - Mechanisms of Neurotophin Receptor Signaling Mark Coles, UK - Cellular differentiation, human embryonic stem cells, stromal cells, haematopoietic stem cells, organogenesis, lymphoid microenvironments, develomental immunology Steven L. Colletti, USA Graham L Collingridge, UK Philippe Delerive, France - Metabolic Research (diabetes, obesity, non-alcoholic fatty liver, cardio - vascular diseases, nuclear hormone receptor, GPCRs, kinases) Sir Colin T. Dollery, UK (Founder and Past Core Member) Richard M. Eglen, UK Stephen M. Foord, UK David Gloriam, Denmark - GPCRs, databases, computational drug design, orphan recetpors Gillian Gray, UK Debbie Hay, New Zealand - G protein - coupled receptors, peptide receptors, CGRP, Amylin, Adrenomedullin, Migraine, Diabetes / obesity Allyn C. Howlett, USA Franz Hofmann, Germany - Voltage dependent calcium channels and the positive inotropic effect of beta adrenergic stimulation; cardiovascular function of cGMP protein kinase Yu Huang, Hong Kong - Endothelial and Metabolic Dysfunction, and Novel Biomarkers in Diabetes, Hypertension, Dyslipidemia and Estrogen Deficiency, Endothelium - derived Contracting Factors in the Regulation of Vascular Tone, Adipose Tissue Regulation of Vascular Function in Obesity, Diabetes and Hypertension, Pharmacological Characterization of New Anti-diabetic and Anti-hypertensive Drugs, Hypotensive and antioxidant Actions of Biologically Active Components of Traditional Chinese Herbs and Natural Plants including Polypehnols and Ginsenosides Adriaan P. IJzerman, The Netherlands - G protein - coupled receptors; allosteric modulation; binding kinetics Michael F Jarvis, USA - Purines and Purinergic Receptors and Voltage-gated ion channel (sodium and calcium) pharmacology Pain mechanisms Research Reproducibility Bong - Kiun Kaang, Korea - G protein - coupled receptors; Glutamate receptors; Neuropsychiatric disorders Eamonn Kelly, Prof, UK - Molecular Pharmacology of G protein - coupled receptors, in particular opioid receptors, regulation of GPCRs by kinasis and arrestins Terry Kenakin, USA - Drug receptor pharmacodynamics, receptor theory Janos Kiss, Hungary - Neurodegenerative disorders, Alzheimer's disease Stefan Knapp, Germany - Rational design of highly selective inhibitors (so call chemical probes) targeting protein kinases as well as protein interaction inhibitors of the bromodomain family Andrew Knight, UK Chris Langmead, Australia - Drug discovery, GPCRs, neuroscience and analytical pharmacology Vincent Laudet, France (Past Core Member)- Evolution of the Nuclear Receptor / Ligand couple Margaret R. MacLean, UK - Serotonin, endothelin, estrogen, microRNAs and pulmonary hyperten Neil Marrion, UK - Calcium - activated potassium channels, neuronal excitability Fiona Marshall, UK - GPCR molecular pharmacology, structure and drug discovery Alistair Mathie, UK - Ion channel structure, function and regulation, pain and the nervous system Ian McGrath, UK - Adrenoceptors; autonomic transmission; vascular pharmacology Graeme Milligan, UK - Structure, function and regulation of G protein - coupled receptors Richard Neubig, USA (Past Core Member)- G protein signaling; academic drug discovery Stefan Offermanns, Germany - G protein - coupled receptors, vascular / metabolic signaling Richard Olsen, USA - Structure and function of GABA - A receptors; mode of action of GABAergic drugs including general anesthetics and ethanol Jean - Philippe Pin, France (Past Core Member)- GPCR - mGLuR - GABAB - structure function relationship - pharmacology - biophysics Helgi Schiöth, Sweden David Searls, USA - Bioinformatics Graeme Semple, USA - GPCR Medicinal Chemistry Patrick M. Sexton, Australia - G protein - coupled receptors Roland Staal, USA - Microglia and neuroinflammation in neuropathic pain and neurological disorders Bart Staels, France - Nuclear receptor signaling in metabolic and cardiovascular diseases Katerina Tiligada, Greece - Immunopharmacology, histamine, histamine receptors, hypersensitivity, drug allergy, inflammation Georg Terstappen, Germany - Drug discovery for neurodegenerative diseases with a focus on AD Mary Vore, USA - Activity and regulation of expression and function of the ATP - binding cassette (ABC) transporters

However, a declining interest in a faculty research career may also imply a greater divergence between students» interests on the one hand, and the academic orientation of traditional PhD curricula as well as advisor expectations on the other [8].

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

With a mission of «high - performing public schools, inside and out,» EdBuild sought to provide both facilities renovations and academic support to a group of low - performing schools in the District of Columbia, with a vision of eventually taking on a large swath of D.C. schools and creating space that could be used flexibly by both traditional district and charter schools.

In this randomized controlled study on the impact of the arts on performance in traditional academic subjects, theater arts were integrated into language arts and social studies curricula for fourth - and fifth - grade students (14 experimental classrooms, 14 control classrooms).

One significant payoff: students on the traditional side of Northbrook have adopted a new attitude about academic success.

Secretary Bell conceded that the report of the excellence commission «didn't touch enormously on vocational education» because vocational courses are not considered part of the traditional «academic core» subjects.

Cultural activity may also increase graduation rates by giving students more ways to be engaged with school on top of traditional academic coursework.

The key question is whether KIPP's positive effects on learning are attributable to a peer environment that is more conducive to academic achievement than the peer environment found in traditional public schools.

In the year - round program at Fairview Elementary School, in Modesto, California, for example (see «Power to the People,»), students benefit from an emphasis on civic literacy and responsibility in addition to a regular academic program with about the same number of school days as traditional schools.

But while today's high - achieving schools for low - income students (Knowledge Is Power Program [KIPP], for instance) are passionate about cultivating both character and traditional academic skills, schools built around the 7 Habits are focused on training confident kids who are good at planning, goal setting, and decisionmaking.

Based on comparative study of curriculum innovations, I can point out six «beyonds,» where educators are venturing beyond the traditional disciplines, in brief: beyond content, infusing 21st century skills, competences, etc.; beyond local, embracing global perspectives, problems, and studies; beyond topics, transforming topics into tools of broad understanding; beyond the traditional disciplines, renewing and extending those disciplines; beyond discrete disciplines, embracing interdisciplinary topics and problems; beyond academic engagement, fostering personal significance, commitment, and passion.

Central to the new approach is the notion that this group of young people are turned off by traditional academic education with a focus on pathways into higher education and that these young people need to be energised by a different approach to education which sees the world of work at its core.

We wouldn't necessarily expect CTE students to show as much academic progress as their peers in traditional high schools because they are spending less of their time on academics!

Advocates on one side believe teachers should prepare for their classroom careers in the traditional way: attending schools of education where they learn a lot about teaching technique (but often spend too little time learning academic content).

This means that if you take the right online courses, they can also help you in a traditional degree program as well, and you might be able to skimp on a few courses and a semester or two from your academic program altogether, making your education even easier on the pocket.

In his talk on «Fresh approaches to assessment», Miles Berry, principle lecturer at the University of Roehampton, explored some of the alternatives to the traditional essay for assessing the academic side of teacher training courses at undergraduate and postgraduate level.

Known as the CREDO study, it evaluated student progress on math tests in half the nation's five thousand charter schools and concluded that 17 percent were superior to a matched traditional public school; 37 percent were worse than the public school; and the remaining 46 percent had academic gains no different from that of a similar public school.

Rocketship is transforming elementary public education with strong academic results, while operating its schools solely on traditional public funding.

The authors found that even in districts that were identified by NCPI as having merit pay plans, «most were so weak that they represented no meaningful change from traditional compensation systems,» which typically are based on the number of years on the job and academic credentials.

Students in KIPP schools may be surrounded by classmates who are, on the whole, more supportive of academic achievement than peers in traditional public schools with similar poverty rates.

This pressure will also affect university libraries and other academic resources, and the accelerating «open access» movement will do the rest.These developments amount to a «writing on the wall» for our traditional, universities.

Whether competition from charter schools can eventually spur academic improvements in traditional public schools also depends on the academic performance of the charter schools themselves.