Sentences with phrase «promote teacher and child»

Her research focuses on identifying effective social - emotional teaching practices and the formation of educational environments that promote teacher and child well - being.

I. Effective Models of Professional Development Interventions in Promoting Teacher and Child Outcomes

Not exact matches

In her latest book, The Death and Life of the Great American School System, she charges that the state reading and math tests mandated by the No Child Left Behind Act lower the bar, produce inconsistent results, lack content, promote cheating, and encourage teachers to waste time on test - taking strategies.

If the family really is the domestic church and parents the primary educators and protectors of their children, then we must be more creative in promoting and supporting them as the first and best of teachers in the home, the school of human virtues.

The school promotes balanced learning by integrating child - initiated and teacher - initiated activities.

Parents, teachers, and health care professionals will brainstorm challenges they face when promoting healthy child development

«A teacher can support your child in the classroom by promoting positive social skills and helping her develop a broad range of friendships,» says Schenck.

«A teacher can support your child in the classroom by promoting positive social skills and helping him develop a broad range of friendships,» says Schenck.

Promote the parent as the child's first most important teacher for helping children not only acquire necessary academic skills and knowledge as well as teaching and sharing values, encouraging and supporting creativity and fostering curiosity and a love for learning.

Worse, my children's previous elementary school once promoted «family dinner night» at McDonalds, where the energetic teachers donned aprons and served fast food to the kids and their families to collect 10 % of profits from every transaction that night.

Pamela Protheroe is a secondary school teacher and author of Vexed Texts: How Children's Picture Books Promote Illiteracy (Book Guild, Sussex).

Project READS (Reading Enhances Achievement During the Summer) is designed to improve reading comprehension by providing children with books and promoting summer reading with teachers and parents.

Those books provide teachers, parents, and school nurses with the tools for promoting among children an understanding and acceptance of other kids» health conditions.

The Project — called READS (Reading Enhances Achievement During Summer)-- provides children with books during the summer and promotes summer reading with teacher and parent «scaffolding.»

I hope the Bush administration will provide the resources needed to prepare teachers to implement effective teaching practices and develop an accountability approach that will promote effective teaching rather than teaching that will turn children off from learning before they even start school.

Together, they bring decades of experience promoting the social and emotional welfare of children as classroom teachers, developmental psychologists, pediatricians, nonprofit leaders, and leading voices in public education policy.

Since the 1980s, teachers and science educators in Australia have promoted the importance of children learning to work and think scientifically including being able to conduct research, compile data, analyse data etc?

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofchildren's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofChildren's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

values of consciousness to promote democratic and accountable education in schools, where teachers attitude plays a very important role as actors in development cooperation and thus are agents of awareness and training of the educational community and especially children and youth.

Another important factor that can help schools promote parental involvement and sharing responsibility for the performance of their children are trusting relationships between teachers and parents.

It sounds like the sort of story that would promote empathy in teachers who work with neglected and disadvantaged children.

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker Network

Teaching Students to «Go Fourth» Peacefully Go Fourth, an anti-bullying program based on classroom discussions and exchanges among children around the globe, recently brought teachers, parents, and fourth grade students from East Greenwich, Rhode Island, school to Shaoguan, Guandong province, China, on a mission to promote respect for cultural diversity.

[174175176] This research suggests that in order to achieve its mission, the Office of Head Start must ensure that programs are addressing the mental health needs of enrolled children and that programs promote Start Printed Page 35478healthy emotional well - being through all program services, especially through teachers.

For that reason, our work part from a new ethical approach based on the Freirean values of consciousness and it promotes a democratic and accountable education in schools, where teachers attitude plays a very important role as actors democratization of responsibility and sustainability, they are agents of awareness and training of the educational community, and especially for children and young people.

These requirements reflect what research and practice demonstrate are central to implementing effective teacher - child relationships and learning experiences that promote children's growth and later school success, [115116117118119] and retain long - held Head Start philosophies that research continues to support.

Three areas are pivotal to achieving that end: (i) early access to programs that serve children age 0 - 3; (ii) working with parents (direct practice of skills and intensive home visiting); and (iii) high quality programs entailing teacher - child interactions that promote higher - order thinking skills, low teacher to child ratios, and ongoing job - embedded professional development.

Advocacy Institute American Federation of Labor and Congress of Industrial Organizations American Association of University Women (AAUW) American Civil Liberties Union American Federation of Teachers Autism National Committee (AutCom) Center for American Progress Action Fund Center for Law and Education Children's Defense Fund Collaboration to Promote Self - Determination (CPSD) Council of Parent Attorneys and Advocates, Inc. (COPPA) Democrats for Education Reform Easter Seals The Education Trust Educators for Excellence Gay, Lesbian & Straight Education Network (GLSEN) The Lawyers» Committee for Civil Rights Under Law The Leadership Conference on Civil and Human Rights League of United Latin American Citizens (LULAC) MALDEF (Mexican American Legal Defense and Educational Fund) Mental Health America NAACP NAACP Legal Defense and Educational Fund, Inc..

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

There's no single, healthy approach to promoting children's achievement — largely because how parents and teachers think about achievement may be rooted in widely different values concerning money, status, and accomplishment.

Teachers reported that administrators exploited this language and information barrier, telling parents that their children would not be promoted if they refused, or that they simply had no right to refuse.

NAEYC developmentally appropriate practices (DAP), including instructional practices to promote learning and development, teacher - child interactions, assessment practices, the use of materials and the physical environment, constitute the foundation of quality for all children, including children with disabilities.

Important characteristics of school culture include a caring atmosphere, significant family volunteering, and a supportive environment for teachers «work.158 Widespread trust among participants promotes collaboration within schools and communities.159 Parental involvement benefits students, particularly; it also seems to benefit families, enhancing their attitudes about themselves, their children «s schools, and school staff members.160

We believe the challenged statutes are promoting ineffective teachers, punishing good teachers, discouraging new and aspiring teachers, and most importantly, robbing Minnesota's children of the education they deserve.

And it's even more difficult when the Mayor, the City Council, the current Schools Chancellor and the city's leading newspaper do not have any real interest in knowing whether principals and teachers received hundreds of thousands of dollars in undeserved bonuses, or whether hundreds of children were inappropriately promoted or denied remedial attention, or whether their school system's dramatic improvement was a hoax and a lAnd it's even more difficult when the Mayor, the City Council, the current Schools Chancellor and the city's leading newspaper do not have any real interest in knowing whether principals and teachers received hundreds of thousands of dollars in undeserved bonuses, or whether hundreds of children were inappropriately promoted or denied remedial attention, or whether their school system's dramatic improvement was a hoax and a land the city's leading newspaper do not have any real interest in knowing whether principals and teachers received hundreds of thousands of dollars in undeserved bonuses, or whether hundreds of children were inappropriately promoted or denied remedial attention, or whether their school system's dramatic improvement was a hoax and a land teachers received hundreds of thousands of dollars in undeserved bonuses, or whether hundreds of children were inappropriately promoted or denied remedial attention, or whether their school system's dramatic improvement was a hoax and a land a lie.

The study suggests that long - term music education service learning partnerships benefit children, pre-service teachers, classroom teachers, and school administrators and promotes creativity, growth, and reflection at all levels of contact.

One of the Eight Big Ideas, «Educate the Whole Child,» has four lines of effort: providing social - emotional learning supports, promoting healthy choices, strengthening student - teacher relationships, and expanding early childhood opportunities.

By: Alexis Kiburis, Psy.D., NCSP Reading aloud to children is one of the most fundamental activities that parents and teachers can do to promote foundational literacy skills.

In addition, we seek to provide leadership, advocacy and technical assistance to promote collaboration between parents, teachers, students and the larger community to ensure that all children develop the academic and social skills that provide a foundation for the challenges of high school and the skills necessary for college and careers in the 21st century.

The author, a veteran school leader, offers invaluable advice on running a school, including how to promote collegiality, set goals, evaluate teachers, work with parents, manage meetings, support diversity, and make a difference in children's lives.

Paul's career has focused on providing teachers, program staff, and parents with tools and strategies to promote the social and emotional well - being of children, adolescents and the adults themselves.

Under ESSA, a new preschool program will, for the first time, «promote coordination in early learning among local communities; align preschool with early elementary school; and build the capacity of teachers, leaders, and others serving young children to provide the highest - quality early learning opportunities.»

Promoting Compassion and Acceptance in Crisis Tips for Teachers and Parents to help children understand the importance of treating all people with dignity and not judging entire groups of people for the actions of a few, when a crisis occurs.

Under the broad umbrella of «social and emotional learning,» hundreds of researchers, teachers, administrators, and policymakers around the country have been trying to promote the social and emotional development of children and adults.

MAP ®, or the Measure of Academic Progress, is a computerized adaptive test which helps teachers, parents and administrators improve learning for all students and make informed decisions to promote a child's academic growth.

Our well educated Head Start teachers and home visitors create high - quality learning environments and promote successful curriculum implementation that supports positive educational and social outcomes for children ages 2.9 to 5.

Furthermore, administrators, teachers, and students alike have noted how much Mr. Currie has done to «promote a safe, supported, and well - supervised place for all children to work and grow.»

Supervise directly all teacher assistants and teacher aides to: ensure all students experience appropriate and successful learning opportunities; utilize their special skills and abilities to promote positive instructional programs; delegate responsibilities to meet the children's daily health and management needs; assign other functions according to their certification to ensure the implementation of daily schedules

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

Instructional leaders guide teachers to consider children's progress towards those outcomes, and to design learning opportunities which effectively promote each child's learning, development, and kindergarten readiness.