Sentences with phrase «potential at home and at school»

Not exact matches

The chancellor and mayor launched the scheme today (Monday 16 June) at Meridian Water, an 85 - hectare former industrial site in Enfield with the potential for 5,000 new homes, new schools, a library and commercial space, linking to nearby Lea Valley regional park.

While your child might show some warning signs at home, chances are that he or she spends more time at school (and is tired out when he or she gets home), so your child's classroom teacher can provide specifics about potential areas of concern.

This can lead to potential challenges at home and at school, and can be exhausting for anyone who cares for them.

Things aren't great at the new, much smaller school, and White chooses to switch sports and coach a young group of Latino kids in cross-country running, after seeing the potential in a few of them as they balance a troubled home life, a near - full time job picking fruit in the surrounding fields, and getting an education.

This fact sheet provides information on the characteristic traits that high learning potential children with Asperger Syndrome share, problems which may arise at home or at school and useful strategies and ideas to help deal with those issues.

Students familiar with using their own devices at home have the potential to relate much better to these rather than to the school's technologies, and that familiarity can extend their skills for comprehension and the creative use of apps to literacy, numeracy and other school subjects.

They include Jim Barksdale, the former chief operating officer of Netscape, who gave $ 100 million to establish an institute to improve reading instruction in Mississippi; Eli Broad, the home builder and retirement investment titan, whose foundation works on a range of management, governance, and leadership issues; Michael Dell, the founder of Dell Computers, whose family foundation is valued at $ 1.2 billion and is a major supporter of a program that boosts college going among students of potential but middling accomplishment; financier and buyout specialist Theodore J. Forstmann, who gave $ 50 million of his own money to help poor kids attend private schools; David Packard, a former classics professor who also is a scion of one of the founders of Hewlett - Packard and has given $ 75 million to help California school districts improve reading instruction; and the Walton Family Foundation, which benefits from the fortune of the founder of Wal - Mart, and which is the nation's largest supporter of charter schools and private school scholarships (see «A Tribute to John Walton,»).

We estimate that private school choice and intradistrict choice (allowing families to choose any traditional public school in their district) have the largest potential to expand the sets of schools to which families have access, with more than 80 percent of families having at least one of these «choice» schools within five miles of home.

Jane Winterbotham, Publishing Director at Walker Books said: «We're delighted to be working with the National Literacy Trust and Facebook on the welcome return of Alex Rider — Anthony has long been acknowledged as key force in getting reluctant readers excited about stories and we hope that by teaming up with Facebook we'll engage many more potential readers both in schools and at home.»

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

Growing Up Gifted: Developing the Potential of Children at Home and at School.

The potential problem with calculating income - based program eligibility using this table — as the Friedman Foundation team had for several years — is that the estimate could end up including parents who no longer have any children at home, young families that don't yet have children, couples who have chosen not to have children and anyone else who simply does not have school - aged children.

The organisation's services are aimed at unlocking potential, raising the awareness of these conditions and providing support to enhance lives whether it is within the workplace, school setting or at home.

Target Population: Youth who are referred by teachers, counselors, probation officers, county mental health workers, Children's Protective Services, and other youth professionals as being at - risk of not reaching their full potential due to challenges at home, at school, or in their neighborhood

The Home School Community Liaison Scheme is targeted at children in primary and post-primary schools who are at risk of dropping out of school or of not reaching their potential in the education system because of economic or social disadvaSchool Community Liaison Scheme is targeted at children in primary and post-primary schools who are at risk of dropping out of school or of not reaching their potential in the education system because of economic or social disadvaschool or of not reaching their potential in the education system because of economic or social disadvantage.

The court considers all relevant factors including the wishes of the child's parents, the wishes of the child, the relationship of the child with the parents, siblings, and any other person who significantly affects the child's best interest, the child's adjustment to home, school, and community, the mental and physical health of everyone, any physical violence by the child's potential custodian, whether directed at the child or at another person, episodes of repeated abuse whether directed at the child or directed at another person, and the willingness and ability of each parent to encourage a close relationship between the other parent and the child.

A child who has been rejected by potential social partners in several different contexts may be shy in all of them, just as a child who has learned that English is understood both at home and in school will speak English in both places.

Candidate explanatory factors were chosen on the basis of empirical studies suggesting their potential contribution to the gradient and data availability.2 The ECLS - B data set contains rich longitudinal data on various family, health, and home environment variables, along with direct measures of cognitive abilities at school entry.