Sentences with phrase «particular schools tends»

Not exact matches

Christians have tended to concentrate on whether the court reached the right result (according to their view) on a particular issue, whether it's abortion rights or school prayer.

First, religious schools tend to breed idolatry, by identifying a particular tradition with the ultimate.

Kids in particular tend to adore juice, at breakfast, after school, with dinner, before bed... but you need to be careful of the sugar content.

Young pitchers in particular tend to stray from the fastball, a habit formed in high school and college where hitters whip 28 - ounce aluminum bats.

For students of color, in particular, this means that attendance at a desegregated school tends to make them more likely to enter and persist in white - dominated or racially diverse settings when they perceive opportunity there.

Christian schools run by a board of parents from several different churches tend to differ in important ways from schools subsidized and run by a particular church.

Personal information is that information or opinion that tends to identify a particular individual and ACER may collect your name and contact details (including email, role / title, school / organisation including phone numbers and addresses) and possible financial information, including credit card information.

«On the other hand,» Fager continued, «a K through 8 arrangement might not be able to tend as specifically to the developmental needs of a particular age group as schools with narrower configurations can.

When we think of charter schools as a reform, we tend to either praise or criticize, depending on the particular snapshot of charter schools we're discussing.

Interventions (both in - school and out - of - school) for any particular age group tend to be very similar in purpose, no matter what their label.

States with particular high stakes policies such as high school graduation tests tend to place students with disabilities in more restrictive settings.

States with particular high stakes policies tend to have higher discipline rates, defined as the unduplicated count of students removed from school by school personnel or hearing officers and students serving long - term suspensions.

The schools would still be public, governed by a special board in some cases, and tend to focus on a particular study area or learning method.

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

Finally, standardized test scores are strongly correlated with students» demographic characteristics, which means they tend to tell us more about the number of economically advantaged students in any particular school than what they are learning.

Teachers tend to think of their classroom decorations, and other back to school ideas, as ways to set a particular atmosphere in their rooms.

However, that particular focus tends to privilege certain voices and perspectives outside the school; the prescriptions of non-educators sometimes grate on the sensibilities of teachers whose view of students is

As teacher educators and researchers, we have had many opportunities to look closely at schools and districts that are implementing meaningful supports for ELL instruction, and we've found that effective teacher leadership in this area tends to involve two strategies in particular, which we illustrate with a pair of examples below.

In Indiana, Louisiana, and Ohio, researchers speculated that participating private schools may lack the immediate capacity and resources to educate students who are academically behind, who are English - language learners, or who have disabilities.50 This potential lack of capacity is of particular concern for the participating populations in all four contexts, because the students who tend to use vouchers are more likely to be behind academically.

In particular, low - income students and students of color tend to benefit more from using a school voucher than their more affluent, white peers.

The claimants tend to be less successful at claiming discriminatory treatment when their employment positions include a significant amount of communication with other individuals (Gajecki v Surrey School District (No. 36)(1989), 11 CHRR D / 326 (BCCHR)-RRB- and more successful in circumstances where speaking a particular language plays a minor role (Dhaliwal v BC Timber Ltd (1983), 4 CHRR D / 1520 (BC Bd of Inq)-RRB-.