Sentences with phrase «practice of alternative education»

Promoting ideas directly, via printed materials, and electronic media — especially the internet — is very helpful in promoting the idea and practice of alternative education — which is in fact produces good outcomes for the community and nation in a broader term.

Not exact matches

With investors, fund managers and prominent industry professionals coming together to promote education and best practices within the alternative investment industry, you get the opportunity to interact with some of the industry's most insightful leaders and experts — a group including Nobel prize winners, trendsetters, alternative investment fund managers, investment analysts, and philanthropists, among others.

Those who work in theological education are also aware, however, that we must also avoid intellectual or spiritual tourism — the tendency to explore the range and quaintness of the world's wondrous variety without asking about the truth - claims of various cultures, without attempting to discern the relative justice of alternative social practices, or without seeking commonalities that may overarch multiple lands and religions.

Furthermore, with the proliferation of alternative certification and programs like Teach for America, the practice of hiring teachers without formal degrees in education or classroom experience is fairly well established.

The essays have rightly suggested — whether arguing for or against alternative routes, for or against current practice in schools of education — that unless the present and growing shortage of good teachers is overcome, no other efforts at school reform can succeed.

However, while I was clearing my credential, working with mentor teachers to reflect on my practice, and finding out how real students differed from theoretical ones, I also spent long hours after school with the speech and debate team reading philosophy and theory and talking about innovative alternatives for national defense, natural resource allocation, and, of course, education.

If policies did result in disproportionality — and thus had an adverse impact on certain groups of students — schools would have to justify them by proving to the Department of Education that their policies were «necessary to meet an important educational goal» and that there's no «comparatively effective alternative policies or practices» that the schools could use instead.

In this webinar, presenters explored the challenges and opportunities of accountability for alternative education, along with promising practices from states and districts who have developed accountability measures and systems that are inclusive of all students in all types of educational settings.

In effect, the NDSG has been a kind of informed democratic conscience of U.S. education, constantly reminding the mainstream of alternatives and possibilities, and offering a criticism of educational reform and practice in the light of its enduring concerns with democracy and the estate of childhood.

The author describes innovative practices that teacher preparation programs — both those connected to traditional institutes of higher education and new, alternative programs — are pioneering that involve residencies in schools and that have teacher candidates learn alongside practicing teachers.

The American Youth Policy Forum (AYPF) hosted an invitation - only advisory meeting of key thought leaders across research, practice, and policy entitled ESSA and Understanding Accountability in Alternative Education.

The board also has worked to promote academic excellence by expanding STEM (Science, Technology, Engineering, and Math) education; promoting computer literacy, particularly among girls and minority students; and seeking alternative disciplinary practices to reduce the disproportionate suspension and expulsion of minority students.

Mr. DeMartin is currently pursuing his doctorate in educational leadership and management from Capella University with an action research professional curriculum project focused on the improvement of professional development practices for alternative education faculty and staff.

The People's Alternative is based on the principles written into law by the architects of the 1965 Elementary and Secondary Education Act with the addition of successful practices from the decades that followed.

This forum will feature an hour Panel Discussion and Question & Answer session examining student - centered learning at the levels of practice (traditional K - 12 and Alternative Education) and policy.

Among Losen's recommendations for the district are more regular monitoring of disaggregated data on identification, placement, and disciplinary action; training of adults in multi-cultural competence; and the use of intermediate interventions before special education placement and of alternatives to suspension (e.g., restorative practices).

Conveyance of identified best practices in special and alternative education, at both the macro and the micro level, complemented by strategies and steps to institute and replicate these practices at clients» own sites.

Themed training sessions for small or large groups of special education teachers, general educators, and related support staff that focus on such areas as leadership development, program development, group dynamics, essential tools instruction, advancements in special and alternative education practices, and the most effective methodologies and modalities for working with challenging populations of students.

Mari Luce Fernández is a teacher, consultant and mother of two who has been practicing alternative and democratic education for over 15 years.

Therefore, to advance the shift from evidence to practice, the EdCan Network would like to leverage the 2017 Indigenous «Innovation that Sticks» Dropout Prevention Case Study Research Program to help determine the long - term value of investing in alternative education programs, and explore the reasons why some school districts may hesitate to expand the availability of alternative programs despite their success.

An art educator throughout her career, Senatore dedicates her practice to activism, community empowerment, alternative education, building platforms, and through it all a historical study of the relationship between art and society today.

Founded in NYC in 1967 as an alternative forum for architectural research, education, and practice, the IAUS was a place of immense energy and effervescence, whose young founders and participants, while hardly known at the time, would shape architectural practice and theory for decades.

We expect our articling students to continue their formal education within the context of the law firm environment, and to become exposed to the widest possible range of legal subject matters, various alternatives for dispute resolution, appropriate business practices, and ethical standards.

Public interest work can be in any number of practice areas including: Administrative law, AIDS / HIV, Alternative Dispute Resolution, Animal Rights, Appellate, Arts, Bankruptcy, Children / Youth, Civil Rights / Civil Liberties, Community Economic Development, Constitutional, Consumer Law, Criminal Law, Death Penalty, Prisoners» Rights, Disability, Education, Elder Law, Employment Law, Environmental / Energy, Family Law, Gay / Lesbian Rights, Health / Medical, Homeless / Housing Law, Immigration, International Human Rights, Legislative, Litigation, Migrant Workers, Municipal Law, Native Americans, Public Benefits, Tax, Women.

The committee conducts professional education programs in alternative dispute resolution and studies and recommends standards of practice.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.