Sentences with phrase «poor school experiences»

The only way to get parents, particularly those who as children had poor school experiences, to hear and to trust you is to build strong relationships.

The young men in the study had high rates of adverse family experiences, poor school experiences, poor social functioning and poor relationships with parents.

Not exact matches

A society in which married couples are expected to be faithful to their marital vows «for better or worse, for richer or poorer, in sickness and in health» is a society that assumes all people, regardless of class, can experience marriage as a «school of love»» no matter what economic hardships may confront them.

And yet most of our schools, especially schools educating poor kids, operate in ways that steer children away from those experiences.

Fathers will undertake learning activities that they perceive will benefit their children through: ««a desire to build stronger relationships with their children ««a belief that helping their children to learn is important for their children's success (even when their own school experience was poor) ««a strong desire for their children to do better than they did (Fletcher, 1997).

Finally, some studies find that girls who experience early puberty do poorer in school compared to their peers.

Adolescents or young adults with an FASD and who never received services or were older when diagnosed can be at very high risk for psychosocial issues, such as dependent living conditions, disrupted school experiences, poor employment records, substance use, and encounters with law enforcement.

Now we are seeing many more students eating lunch, and less of the «school food sucks» complaints too, which reinforces my belief that half the time, «school food sucks» really means «the whole experience of getting a free lunch at school, where everyone then knows that you are poor, sucks.»

But she also has experience with failing schools in poor neighborhoods — similar to those currently called «community schools» — by providing social services like mental health and eye checkups.

Children born before 34 weeks gestation have poorer reading and maths skills than those born at full term, and the difficulties they experience at school continue to have effects into adulthood: by the age of 42, adults who were born prematurely have lower incomes and are less likely to own their own home than those born at full term.

The fact of the matter is, those who do not eat breakfast tend to exhibit lower productivity, they have poorer grades in school and ultimately end up experiencing higher unemployment rates than their breakfast noshing counterparts (fastcoexist.com).

Children in married households are less likely to be poor, suffer abuse, experience depression or be involved in risky behaviors, and more likely to do well in school.

... Many students who have spent too much time in car seats and not enough time on swings, merry - go - rounds, and seesaws... experience poor school readiness.

Some 70 per cent of ambassadors (those who have completed the programme) who are in teaching today are still teaching in schools that meet our eligibility criteria — evidence of their ongoing commitment to ending the education inequality experienced by poorer pupils.

That's in large part owing to a provocative body of research showing that students who don't read with proficiency by the end of 3rd grade are far more likely to experience poor academic outcomes, including leaving school without a diploma.

But any state choosing this option would experience changes in how Title I funds get divided among and within its school districts — even if all poor students were to attend public schools.

Stefan: Even in the poorer developing countries, the children in schools now will grow up in a far more connected, complex world than they are experiencing today.

Secondary school pupils may continue to experience the same problems as at primary school, such as continuing to read inaccurately; confusing places, times and dates; have difficulty planning and writing essays, and suffering poor confidence and low self esteem.

Typically, urban and rural schools serving poor and minority students have the highest turnover rates, and as a result they have the highest percentages of first - year teachers, the highest percentages of teachers with fewer than five years of teaching experience, the lowest paid teachers, and the lowest percentages of accomplished teachers.

It's significant and not commented upon further than mentioning it, that Shanghai teachers spend 4 % less of their class teaching time maintaining order - we in many Australian schools experience poor student respect for authority and a poor respect for education itself.

Secondary school pupils may continue to experience the same problems as at primary school, for example: still read inaccurately; confuse places, times and dates; have difficulty planning and writing essays; and suffer poor confidence and low self esteem.

One wonders if those who brought this suit are willing to press their equality claims to their logical conclusions and challenge the vast array of inequalities poor and minority children might experience in public school systems.

The challenge, then, becomes finding opportunities for those students to have a positive school experience, despite poor grades.

She suspects it is because those living in poor families today have «poor health, limited access to home environments with rich language and experiences, low birth weight, limited access to high - quality pre-school opportunities, less participation in many activities in the summer and after school that middle class families take for granted, and more movement in and out of schools because of the way that the housing market operates.»

In in - depth interviews, the teachers said they contend daily with the obstacles their students face — obstacles caused by previous negative experiences in school, unequal opportunities, and limited services and poor support outside of school.

The notion that the poor stand to benefit from the return of grammar schools strikes me as quite palpable tosh and nonsense — and is very clearly refuted by the London experience.»

The nature of instruction in schools continues to be «information rich and experience poor» with teacher directed, didactic transfer of knowledge being the predominant pedagogy.

A poor understanding of the needs and challenges being experienced in education in African countries lends itself to weak technology integration and edTech ineffectiveness in schools.

International studies showed total national spending on schools, average class sizes, formal teacher qualifications and teachers» years of experience were poor predictors of how well students performed on tests in key areas of the school curriculum.

«The research would suggest that there are a number of parents who start off with high aspirations for their children but gradually disengage, partly because the schools don't talk a language they understand, because they have poor experiences themselves with school and they find them frightening places to go to...»

But unless their experiences as migrants — sporadic schooling, language confusion, poor instruction, and discrimination, for instance — are understood, refugee children in the United States and elsewhere may continue to feel rootless.

The rationale for granting school choice special treatment is simple: without access to quality schools, students have a higher chance of dropping out, dealing with family dysfunction, committing crimes or going to prison, failing to find employment, abusing drugs and alcohol, experiencing poor health, and having to cope with a variety of other social ills.

Data have long indicated that teachers with the least experience and worst academic records are most often found in the poorest schools.

While having less experienced teachers probably didn't help these kids» academics, their poor behavior and lack of interest in school made these teachers» jobs harder and often caused them to move on to other schools.

Schools in poor neighborhoods have to pay as much for a teacher with weak preparation and no experience as schools in more upscale neighborhoods pay for a teacher with a doctorate and twenty years» expeSchools in poor neighborhoods have to pay as much for a teacher with weak preparation and no experience as schools in more upscale neighborhoods pay for a teacher with a doctorate and twenty years» expeschools in more upscale neighborhoods pay for a teacher with a doctorate and twenty years» experience.

Through a rich mix of essays, memoir, and poetry, the contributors describe the schooling experiences of poor and working class students, highlighting the resiliency, creativity, and educational aspirations of low - income families.

I do admit that, in general, the teachers in the wealthier areas of San Diego were more experienced than teachers in the poorer areas, but it's precisely because the students were well - behaved and motivated that the wealthier schools were able to attract these teachers.

Republican lawmakers don't like it, and the leading teachers» unions are not comfortable with it either fearing it could force transfers of experienced teachers from richer schools without doing anything to improve poorer schools.

But a vocal contingent from the roughly half of school districts that had elected to take the PARCC reported poor experiences in their first run, either with technological snafus or the content itself.

Or a district that previously chose to concentrate Title I funds in its poorest schools could instead distribute Title I to still eligible but less poor schools, if those schools have more experienced teachers which would pull up per pupil state / local spending average in its Title I schools.

Poorer schools struggle with fewer resources and less experienced faculty members than wealthier districts, making it harder for students to keep up, let alone excel.

Imagine a world where the summer, weekend, and after - school experiences of the poor aren't as radically different as they are for the rich.

Poor children are most likely to end up on the short end of experiences which support school readiness.

Gone were the three retired superintendents, all with extensive experience helping larger, poorer school districts.

Over at the State Department of Education, Stefan Pryor got rid of Connecticut's experienced Leaders in Residence and the team of experts who were dedicated to helping Connecticut's Priority School Districts improve educational opportunities in the state's poorest districts.

Carrie Tulbert, principal of Concord Middle School in Cabarrus County and North Carolina's principal of the year in 2014 - 2015, has intimate experience serving a school dominated by the children of poor famSchool in Cabarrus County and North Carolina's principal of the year in 2014 - 2015, has intimate experience serving a school dominated by the children of poor famschool dominated by the children of poor families.

Average district per - pupil spending does not always capture staffing and funding inequities.14 Many districts do not consider actual teacher salaries when budgeting for and reporting each school's expenditures, and the highest - poverty schools are often staffed by less - experienced teachers who typically earn lower salaries.15 Because educator salaries are, by far, schools» largest budget item, schools serving the poorest children end up spending much less on what matters most for their students» learning.

ATL general secretary, Dr Mary Bousted, will tell the Sub-Committee that schools» careers advice and education has been hit by a lack of funding following the Coalition Government's abolition of the Connexions service in 2010, there are too few apprenticeships and too many of those that exist are poor quality, and employers need to provide more work experience.

A new UCLA Civil Rights Project report focuses on «triple segregation,» or the experience of students who are in schools that are overwhelmingly poor, African American or Latino, and have large numbers of English Learner students.

For bsallamack — My other problem with yr idea is that IQ tests given to 2nd and 3rd graders, the usual way that gifted kids are designated in America, are in my experience poor predictors of school achievement for many kids.