Sentences with phrase «policy focused curriculum»

Not exact matches

A report issued by Deloitte in 2011 called for revamping the K - 12 curriculum to expose kids to entrepreneurial concepts, and Stuart says government officials and policy experts are even considering the possibility of specialized, innovation - focused schools.Programs like the lecture series currently offered at Toronto French School that brings in entrepreneurs to talk to students can make a difference, he says.

Commenting on the plans, Paul Davies, Head of Policy at the Institution of Engineering and Technology (IET) said: «While it's great to see a big focus on science subjects in the new EBacc, we are concerned that the plans to narrowly prescribe the curriculum in this way will effectively drive subjects like design & technology (D&T), as well as creative and artistic subjects, from the curriculum.

The analysis of curricula looked at the entire range of subjects, while the analysis of textbooks focused on history, government / politics, native language and foreign languages, i.e. subjects that are of significance in matters of national identity and national policy.

Throughout his career he has worked extensively in higher education accreditation focusing on strategic planning, compliance, curriculum, assessment, policy development & administration.

These were: well - being and welfare — insisting upon the adoption of well - being policies in all education settings; empowering and enabling — identifying the balance between empowering and overburdening staff; freedom and flexibility - reversing the trend for testing and increasingly structured curriculum frameworks and trust and train teachers to do their job with a focus on reflective practice; and celebrating success — making sure we all better celebrate the amazing experiences and achievements of teachers to help stem a current tendency for public pessimism.

Without focused support and resources, military children face social and emotional challenges, difficulty understanding policies and adjusting to curriculum and school climate, difficulty qualifying for or continuing with special education services, and elevated stress and a risk of depression and anxiety.

The focus of the Crossroads curriculum policy is to cover a few topics in - depth rather than giving students a brief overview of many topics.

Given the greater focus being placed on LTLT competencies in national policy frameworks, curriculum, teachers and of course, at the international level, it seems this may be an area for further development across all ten countries.

One option is to focus on structural features of schools and classrooms, such as teacher education and certification, class size, and curriculum, and enact policies to ensure that these proxies for quality are uniformly in place.

The common shortcoming of these policies is that they focus on inputs — such as curriculum, faculty credentials, and student teaching hours.

If 11.124 focuses on policy and pedagogy, then 11.125 focuses on curriculum and assessment.

ASCD, a national association of education leaders focused on curriculum practices and policies, launched an initiative in 2007 called «Whole Child,» which calls for states to coordinate services, resources and data collection across school, social, health and safety sectors.

Sessions will focus on teachers, students, curriculum, policy and leadership and global issues.

These programs and policies may focus on a number of areas including curriculum, data and monitoring systems, student, teacher, and parent engagement, and broader community involvement.

During his tenure, he made the MTA the voice of the profession and established the teachers union as a partner in developing and implementing state and federal policy such as teacher - evaluation frameworks, new curriculum standards, district and school accountability measures, while strengthening labor - management collaboration focused on improving student achievement.

The policy discussions will focus on effective and scalable models, capacity building, professional development, funding, curriculum, instruction, innovative assessments, and data and reporting systems.

Even rigorous studies of programs designed to include the elements researchers have identified as essential to effectiveness — including inquiry - oriented learning approaches, a strong content focus, collaborative leadership, and coherence with school curriculum and policies — have yielded disappointing results (see Garet, Porter, Desimone, Birman, & Yoon, 2001; Penuel, Fishman, Yamaguchi, & Gallagher, 2007).

The EL collaborative explores issues of policy implementation, particularly focusing on college - and career - ready academic standards and state English Language Proficiency (ELP) standards, their aligned assessment and accountability systems, and state policies that affect instruction, curriculum, professional supports and leadership for ELs.

Gordon Lafer, in an in - depth report this year for the Economic Policy Institute (EPI), notes that Rocketship's educational model rests on four strategies: «the replacement of teachers with computers for a significant portion of the day; a reliance on young and inexperienced teachers for the rest of the day; narrowing the curriculum to math and reading with little attention to other subjects; and even within these subjects, a relentless focus on preparing students for standardized tests.»

It focus on four areas: Teacher Education History and Theory, Teacher Education Administration and Policy, Teacher Education Curriculum and Pedagogy, Teacher Leadership and Professional Development.

These new policy instruments are commonly thought to include: new content standards or instructional frameworks; assessments that focus students» and teachers» work on intellectually authentic tasks that are «aligned» with new content standards; more ambitious curricula that are consistent with new standards and assessments; and changes in teacher education that would improve enactment of the new standards (Cohen, 1995).

Participants noted that the comments from the staff and students showed a positive response to new policy initiatives and structural changes in the redesigned schools and research - based structural changes (small classes, focused curriculum, etc.) that supported improved student achievement and staff professionalism.

At SCOPE, her research focused on the school conditions and learning opportunities that support teachers in engaging in ambitious instruction, including opportunities for teachers to use curriculum, assessments, and inquiry - based practices to meet the goals of standards - based accountability policies.

In response to the negative impact on English Learners from over 10 years of «drill and kill», narrowly focused reading and math curricula and limited access to social science, science and the arts, Californians Together has issued a policy brief to delineate research - based teaching practices with policy recommendations for accelerating the language development and academic growth of English Learners.

Dr. Kirst is the author of numerous books and articles focusing on school finance, curriculum politics, intergovernmental relations and education reform policies.

I disagreed with many of the policies of our union including tenure, attacks on school choice, and the single - minded focus on raises at the expense of a more well rounded curriculum for the children.

But, when one examines the way in which the intense focus on teacher quality is matched to the Finnish approach to accountability, curriculum, instruction, and school management, then one begins to see that teacher quality in Finland is not the result of an unmatchable culture, but rather of a specific, integrated system of policies and structures that other nations can emulate.

Her research and publications focus on change paradigms in special education; inclusive education policy and practice; along with curricula and pedagogy for teacher education, with innovative research in working with systems and schools to establish sustainable inclusive education.

The goal of this study was to provide a robust, comprehensive analysis of policies and curricula regarding sexuality education in Kenya and their implementation in secondary schools, with a focus on three geographically and ethnically diverse counties: Homa Bay, Mombasa and Nairobi.

This report presents an analysis of policies and curricula on sexuality education in Ghana and their implementation in senior high schools, focusing on three geographically diverse regions: Greater Accra, Brong Ahafo and Northern.