Sentences with phrase «positive change in education»

Learning networks are one way to bring people together around common goals and advance positive change in education.

«It is our strong belief that positive change in education must be driven by the profession and shaped by the invaluable experience of teachers working in classrooms.

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

There's still a long way to go, but I'm happy knowing that people are initiating important positive changes in education across this country, and that with the help of this film there will be more.

After one year of operation, these partnerships have resulted in a number of positive changes in the education of our preservice teachers, including

Not exact matches

Whether they're tackling world hunger, improving education or helping people rent out the things they aren't using, companies of all sizes are seeking ways to make positive change in the world.

America needs to ween itself from this huge government jobs bailout and invest in positive investments like infastructure, Space exploration, subsidizing more clean energy programs and manufactures, changing our energy grid to be more flexible to different kinds of input, and education.

It honours chefs who have a positive impact on society as a whole, showing how gastronomy can be a driver for change in spheres such as innovation, education, the environment, social and economic development and health.

In addition to strengthening their ability to support and nurture their children, parents often discover how to make positive long - lasting changes that will allow them to improve their education and their employment.

I wish that book was required reading at a public education level, because I think it has the potential to change our society in such a positive way.

The Foundation's mission is to «create awareness, education and promote positive change to children, parents and educators in response to the ongoing bullying and cyberbullying in our children's daily environment.»

, this year has brought some very positive changes in terms of food education.

Clea's background in Higher Education and medicine has shaped her belief in the importance of using research to create positive change.

It is not yet possible to tell whether the government's flagship academies policy has been «a positive force for change» in the English education system.

The study also finds that Tea Party supporters with higher levels of education are less likely to trust scientists or accept scientific consensus on topics like evolution or climate change, which runs opposite to the positive effect education has on trust in science among Independents and Democrats.

Teaching and celebrating the engineering method is a positive change in K - 12 science education, and Science Buddies can help teachers sort out the differences between scientific and engineering methods — and how the methods may play out in student projects and at the science fair.

IIN is dedicated to changing the face of nutrition on a global level, through positive change, balance and the highest standards in education.

Jenn's journey from special education teacher to professional dating authority is far from typical, but the transition felt natural to her because it all had to do with sharing knowledge and inspiring positive changes in people's lives.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

In a new article for Education Next, Richard Lee Colvin reports that Anderson's replacement, Chris Cerf, is effecting positive change for students and leaders in a district previously plagued by conflict through his commitment to listen before actinIn a new article for Education Next, Richard Lee Colvin reports that Anderson's replacement, Chris Cerf, is effecting positive change for students and leaders in a district previously plagued by conflict through his commitment to listen before actinin a district previously plagued by conflict through his commitment to listen before acting.

In «A Strong Start on Advancing Reform,» Burke argues that the administration has already made some positive strides in improving K — 12 and higher education through policy changes, rescissions of Obama - era regulations, and rhetorical support of school choicIn «A Strong Start on Advancing Reform,» Burke argues that the administration has already made some positive strides in improving K — 12 and higher education through policy changes, rescissions of Obama - era regulations, and rhetorical support of school choicin improving K — 12 and higher education through policy changes, rescissions of Obama - era regulations, and rhetorical support of school choice.

With regular changes to the curriculum and prescribed thinking on teaching strategies, as well as the more prominent role of IT in classrooms, retraining schemes were cited by 27 % of teachers, while a quarter (25 %) answered that a change in attitude within the education sector to become more accepting of older teachers would have a positive impact.

The national Centre of Excellence for Mental Health in Schools aims to improve the mental health of the next generation by supporting schools in making positive changes at all levels of the UK's education system.

We talked to Love about why hip - hop shouldn't be treated as mere entertainment, how civics education can be integrated into curricula to power positive change, and why she doesn't think there's a crisis in black education.

There's no shortage of bad news in education these days, nor any dearth of stasis, but at least education reform is a lively, forward - looking enterprise that gets positive juices flowing in many people and that is leading to promising changes across many parts of the K — 12 system.

While some apprehension can be positive, it can also hinder progress at a time when our efforts in education, domestically and internationally, demand that change.

Now, a new study from researchers at Harvard University's Center for Education Policy Research suggests that effort led to positive growth in student achievement in English, with no significant changes in math.

Clearly, when a drastic, systemic alteration doesn't change the course of education outcomes in any positive way — and appears to cause harm instead — one would suspect some sort of systemic failure.

The Educating for Democracy in the Digital Age (EDDA) initiative is seeking to leverage web 2.0 tools and civic education best practices to provide all Oakland Unified School District high school students civic learning opportunities that prepare them to make positive change in their communities.

As described in further detail in the discussion of the proposed rule for § 1302.92, this proposed change will ensure teaching staff receive effective professional development, based on a growing body of research demonstrating the effectiveness of intensive professional development for improving teacher practices in early care and education settings [301302303] and research demonstrating that such strategies support are associated with improved teacher practice in the classroom and a positive increase in classroom quality.

While it may not be widely known, many of the positive changes seen in education reform over the past few decades — from replication of high - quality charter schools to expansion of teacher residency programs — have been made possible, at least in part, through partnerships with AmeriCorps and other national service programs.

Passionate teachers, parents and leaders from the community often choose to open charter public schools in order to drive positive change in public education.

In Education Week, Larry Ferlazzo blogged about his radio interview with education leaders on whether ESSA will bring positive changes to the cEducation Week, Larry Ferlazzo blogged about his radio interview with education leaders on whether ESSA will bring positive changes to the ceducation leaders on whether ESSA will bring positive changes to the classroom.

«New York Assembly Bill 3873 will change the course for a generation of students by ensuring schools work with families to promote positive discipline strategies and social emotional learning; practices collectively known as restorative justice,» said Claudia Whittingham, special education teacher at PS 59 in Brooklyn and member of E4E - New York.

I ask not that public school special educators and administrators circumvent special education guidelines and laws but that they approach the process with their brains and put their hearts in their practices to allow for positive changes in special education.

Last year's education select committee report into academies and free schools put it baldly: «Current evidence does not allow us to draw conclusions on whether academies in themselves are a positive force for change.»

Kopp talks about the incredible momentum in positive change the education world has seen that has changed the paths of students» lives, whether through policy and / or truly exceptional education.

As with any innovation in education, we have encountered obstacles along with positive changes in implementation.

The goal of my education career has been to work for positive changes in curriculum, instruction and educational management that result in improving the quality of student achievement, school climate, and professional expertise and culture.

She holds a bachelor's degree from Aquinas College, a master's degree in Higher Education and Administration from the University of Akron, and master's degree in Positive Organizational Development and Change from Case Western Reserve University.

The document addresses changes needed at the institutional levels kindergarten through grade 12 and higher education to bring positive practice to scale in high - need communities.

Lisa works with other professionals in education to understand what is changing in their environments and what she can do to help, and she leads her organisation to develop solutions and support that will help make a positive difference in the academic outcomes of learners across Australia.

If your desire is to make positive sustainable change in special education law, there is no better place to gain the proper foundation than the ISEA!

IPEN is an organization that aims to promote positive education that includes both academics and character / well - being through collaboration and changes in practice and policy.

For over 10 years, The Wonderful Company, founded by Lynda and Stewart Resnick, has been working side - by - side with the residents of the Central Valley to impact positive, lasting change in the community, with education at the center of multi-generational change.

Hence, we need organizations such as the NEA and the UFT to challenge the presidential candidates in order to make the necessary changes that will make a positive difference in the education our nation's children are receiving.

We call on President Obama and other Democrats to reject these policies and join parents and education experts in support of a more positive set of changes that includes small classes, a well - rounded curriculum, more meaningful parent involvement and greater investment in teachers and families.

For the sake of this article, governance efficacy is defined as the power of school boards, among others, to change the face of education in their communities through positive and appropriate policymaking, equitable resource allocation and transparent accountability for all stakeholders.

On Tuesday, March 3, Engaging Schools Executive Director Larry Dieringer played a key role in «From the Police Precinct to the Principal's Office: The Challenges Facing School Districts One Year After the Release of Federal School Discipline Guidance,» a Congressional briefing that explored changes underway and challenges remaining more than a year after the U.S. Departments of Education and Justice released guidance to help school districts develop discipline policies that keep students in school, eliminate racial disparities, and increase positive behavioral supports.

(2017) Learning outside the classroom, Issue 302, p38 Frauman, E. (2010) Incorporating the concept of mindfulness in informal outdoor education settings, Journal of Experiential Education, Vol.33, Issue 3, p225 - 238 Humberstone, B; Stan, I. (2009) Well - being and outdoor pedagogies in primary schooling: The nexus of well - being and safety, Australian Journal of Outdoor Education, Vol.13, Issue 2, p24 - 32 Marzano, R., Pickering, D. (2007) The case for and against homework, Educational Leadership, Vol.64, Issue 6, p74 - 79 Moffett, P. (2012) Learning about outdoor education through authentic activity, Mathematics Teaching, p12 - 14 Mudd, A. (2007) Outdoor learning in the school grounds (primary), Environmental Education, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary Geograeducation settings, Journal of Experiential Education, Vol.33, Issue 3, p225 - 238 Humberstone, B; Stan, I. (2009) Well - being and outdoor pedagogies in primary schooling: The nexus of well - being and safety, Australian Journal of Outdoor Education, Vol.13, Issue 2, p24 - 32 Marzano, R., Pickering, D. (2007) The case for and against homework, Educational Leadership, Vol.64, Issue 6, p74 - 79 Moffett, P. (2012) Learning about outdoor education through authentic activity, Mathematics Teaching, p12 - 14 Mudd, A. (2007) Outdoor learning in the school grounds (primary), Environmental Education, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary GeograEducation, Vol.33, Issue 3, p225 - 238 Humberstone, B; Stan, I. (2009) Well - being and outdoor pedagogies in primary schooling: The nexus of well - being and safety, Australian Journal of Outdoor Education, Vol.13, Issue 2, p24 - 32 Marzano, R., Pickering, D. (2007) The case for and against homework, Educational Leadership, Vol.64, Issue 6, p74 - 79 Moffett, P. (2012) Learning about outdoor education through authentic activity, Mathematics Teaching, p12 - 14 Mudd, A. (2007) Outdoor learning in the school grounds (primary), Environmental Education, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary GeograEducation, Vol.13, Issue 2, p24 - 32 Marzano, R., Pickering, D. (2007) The case for and against homework, Educational Leadership, Vol.64, Issue 6, p74 - 79 Moffett, P. (2012) Learning about outdoor education through authentic activity, Mathematics Teaching, p12 - 14 Mudd, A. (2007) Outdoor learning in the school grounds (primary), Environmental Education, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary Geograeducation through authentic activity, Mathematics Teaching, p12 - 14 Mudd, A. (2007) Outdoor learning in the school grounds (primary), Environmental Education, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary GeograEducation, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary GeograpChanging spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary Geograpchanging relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary GeograEducation, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary GeograEducation, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary Geography, Vol.