Sentences with phrase «professional identity of student»

According to the scholar's social model based on mental health study can be found, personal career choices will have an impact on people's mental health, therefore, the weak professional identity of the student teachers will also determine whether they will have a negative impact on mental health because they were about to become an educator, such as anxiety.

To understand the relationship between professional identity of student teachers and anxiety, and to explore the moderating effect of campus pressure after controlling demographic variables.

Not exact matches

In theological school, the task of education is to enable the students to lay hold of the resources of the just - described professional identity and to overcome any major impediments that prevent them from assuming this identity with courage and dignity.

In consecutive core courses on «Learning in and through the Arts» and «Research, Policy, and Practice,» students build the foundation for their professional identities as advocates for the multidisciplinary application of the arts, building on this groundwork with courses from other programs at HGSE and other schools at Harvard.

Therefore, question 1 is: What can I learn from the Finnish model to help me think of ways make both our program and our students» success included in the professional identity of my colleagues?

In accordance with Title VI of the Civil Rights Act of 1964 («Title VI»), Title IX of the Education Amendments of 1972 («Title IX»), Section 504 of the Rehabilitation Act of 1973 («Section 504»), Title II of the Americans with Disabilities Act of 1990 («ADA»), and the Age Discrimination Act of 1975 («The Age Act»), applicants for admission and employment, students, parents, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Capital City Public Charter School («Capital City») are hereby notified that Capital City Public Charter School does not discriminate on the basis of race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, political affiliation, source of income, or disability in admission or access to, or treatment or employment in, its programs and activities.

The Notre Dame Center for STEM Education seeks to increase student interest in, identity with, and learning of the STEM disciplines through unique programs, such as the Trustey Family STEM Teaching Fellows, summer camps, and professional development.

The central task of teacher induction as outlined by Feiman - Nemser (2001) involves gaining local knowledge of students, curriculum, and context; designing responsive curriculum and instruction; enacting a beginning repertoire in purposeful ways; creating a classroom learning community; developing a professional identity; and learning in and from practice (pp. 1028 - 1030).

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

They also do real harm to youth — when an education professional, a counselor or a nurse, refuses to deal with an LGBT student, simply because of their sexual orientation or gender identity / expression, it sends a horrific message.

The intent of these questions is to force school leaders to look within themselves with a critical eye toward how their leadership identity, presence and impact in their buildings translate into the academic growth of their students and the professional growth of their staffs.

Student's from different countries of the world get in the professional and the degree courses which are offered by these prestigious universities to groom their career and to make their own identity.

We strongly believe that Pioneer Works will further contribute to the unique identity of 1:54, and prove highly engaging for art collectors, curators, directors, art professionals, artists, students, and the wider public.

Using Jacob Lawrence's The Migration Series (1940 — 41) as a catalyst for conversation about the power of storytelling through art, emerging artists, middle and high school students, art educators, and museum professionals worked together to create visual narratives about identity, personal struggle, and Pakistani history.

a special responsibility to respect the requirements of human rights laws in force in Ontario and, specifically, to honour the obligation not to discriminate on the grounds of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, record of offences (as defined in the Ontario Human Rights Code), marital status, family status, or disability with respect to professional employment of other lawyers, articled students, or any other person or in professional dealings with other licensees or any other person [emphasis added].

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

--[L] aw schools should shift in assessment from the conceptual knowledge accumulated by students... to the assessment of practical competencies (professional skills) and the development of professional identity.

The third is the apprenticeship of identity and purposes, which introduces the student to the values required of the professional community.

The obligation not to discriminate on the grounds of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, record of offences, marital status, family status, or disability with respect to professional employment of other lawyers, articled students, or any other person, or in professional dealings with other licensees or any other person (Rule 6.3).

Courses at the Windsor Clinical Law program are designed to incorporate reflective practice, helping students to develop their own sense of professional identity and to better understand their relationship with clinical practice.

Carole Silver, Indiana University Maurer School of Law, Unpacking the Apprenticeship of Professional Identity and Purpose: Insights from the Law School Survey of Student Engagement, 17 Journal of the Legal Writing Institute --(forthcoming)(co-authored with Amy Garver and Lindsay Watkins)

But students also have to develop their legal reasoning skills, a moral and professional identity, and an understanding of the access to justice issues that plague our society.

But when law school continues to use the «doctrine focused» method of teaching in the second and third year it loses the opportunity to teach critical lawyering skills and to help students form their professional identity as ethical lawyers.

Many students are having professional «identity» problems because they are more anxious than previous generations of students not to ignore or perpetuate injustices.

«I enjoy working with folks who need support in managing a wide variety of issues from self - esteem and identity concerns to the stress of dealing with multiple roles, relationships, and life demands (as students, partners, friends, parents, new professionals, family members, community activists, etc.) My clinical interests include multicultural and women's issues, racial / ethnic identity development (especially among biracial / multi - racial / ethnic / cultural individuals), sexual and gender identity development, adjustment and transition issues, and building healthy relationships through assertive communication and positive self - esteem.»

That is to say, the campus pressure plays a role similar to «catalyst» in the influence of the students» professional identity on the anxiety.

Therefore, research and analysis of the relationship between professional identity and anxiety and to explore the effect of campus pressure on its moderating role, which will help to understand the influence of the professional identity status of student teachers on their anxiety, and will put forward concrete countermeasures for the effective training and intervention of student teachers.

More importantly, the campus pressure on the student teachers of professional identity and the relationship between anxieties has a moderating role.

Student teachers» professional identity can negatively predict the degree of anxiety of student teachers, and the pressure of campus plays a moderating role in the relationship between professional identity and anxiety in student teachers, and has a reduced effect on the influence between professional identity and aStudent teachers» professional identity can negatively predict the degree of anxiety of student teachers, and the pressure of campus plays a moderating role in the relationship between professional identity and anxiety in student teachers, and has a reduced effect on the influence between professional identity and astudent teachers, and the pressure of campus plays a moderating role in the relationship between professional identity and anxiety in student teachers, and has a reduced effect on the influence between professional identity and astudent teachers, and has a reduced effect on the influence between professional identity and anxiety.

In this study, the interaction between individual and the environment is discussed, and the condition of professional identity to anxiety is given to the student teachers.

We promote a strong professional identity through members (professional counselors, counselor educators, and students) who contribute to the realization of a healthy society by fostering wellness and human dignity.

Chi Sigma Iota promotes a strong professional identity through members (professional counselors, counselor educators, and students) who contribute to the realization of a healthy society by fostering wellness and human dignity.

We'll tour the school's new campus and learn how d.tech is combining personalized learning, design thinking, and maker activities to reach their goal of helping students forge identities as caring citizens and young professionals.

This article shares how school counselors - in - training are oriented to cultivate strengths - based professional identities based on culturally relevant and evidence - based practices that support the developmental learning abilities of all students.

Ms. Freed's interests and experience in counselor training, clinical education and supervision, and professional identity development have led her to serve as a clinical supervisor of practicum students in the counseling program for the past three years.