Sentences with phrase «promote youth success»
In BERC's work with City Schools, researcher Rachel E. Durham and practitioner Rachel Pfeifer show the power of a Research Practice Partnership through a pair of blogs that discuss work to promote youth success.
https://baltimore-berc.org/ Not exact matches
ROCK aims to promote the positive development and long - term success of the youth that it serves through a combination of in - school and afterschool learning enrichment, sports and fitness, leadership training and outdoor adventure opportunities.
The better way to ensure the success is to promote talented youths that are accustomed to the team's football philosophy.
The foundation has awarded $ 1 million over two years to Ci3's Game Changer Chicago Design Lab (GCC Design Lab) to advance its work developing game - based learning experiences that promote sexual and reproductive health, academic success, civic engagement, and overall well - being among urban youth.
Xavier Guijarro, Director for Green Cross International's Value Change program, which promotes youth environmental education, said the success of Green Lane Diary is due, in large part, to the «children who are not just the recipients of this education, but are also the influencers.»
(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).
This two - page document outlines LCFF elements pertaining to foster youth and suggests next steps for LAUSD to promote the educational success of this vulnerable population.
PEAR partners with school districts, out - of - school - time programs and youth - serving organizations to promote social - emotional development in the service of student engagement, academic achievement, and life success.
In addition to collaborations with institutions of higher education and workforce, family and community engagement is essential to the alignment of programs that are designed to promote content interest and expertise, social and emotional growth, and other behaviors that contribute to postsecondary success (Forum for Youth Investment, 2010).
Project LIVE & Achieve is a comprehensive program bringing schools, community groups, and faith organizations together to promote non-violence, academic success, high expectations and community involvement, with the main goal being to decrease violence impacting New Orleans youth and to strive for higher academic outcomes for students.
For the first time, ESSA embeds in federal education law provisions that promote school stability and success for youth in foster care.
Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»
Promoting youth development in urban communities: Unprecedented success for the Quantum Opportunities Program.
Qualifications include: • Proficient in liaising with different agencies such as youth government programs to induct volunteers and reduce juvenile crime • Qualified to conduct training seminars, coaching clinics and community meetings with a view to promoting community recreational activities • Documented success in staying current on recreation program development and management through effective research activities
In September, two important pieces of legislation were introduced in Congress to promote higher education success for youth experiencing homelessness and youth in foster care, «Higher Education Access and Success for Homeless and Foster Youth Act» and «Fostering Success in Higher Education Act.success for youth experiencing homelessness and youth in foster care, «Higher Education Access and Success for Homeless and Foster Youth Act» and «Fostering Success in Higher Education Act.&ryouth experiencing homelessness and youth in foster care, «Higher Education Access and Success for Homeless and Foster Youth Act» and «Fostering Success in Higher Education Act.&ryouth in foster care, «Higher Education Access and Success for Homeless and Foster Youth Act» and «Fostering Success in Higher Education Act.Success for Homeless and Foster Youth Act» and «Fostering Success in Higher Education Act.&rYouth Act» and «Fostering Success in Higher Education Act.Success in Higher Education Act.»
Federal Legislation to Promote Access and Success in Higher Education for Youth in Foster Care and Experiencing Homelessness Date Recorded: September 27, 2017
Principles extrapolated from the theory are illustrated with the success of Wisconsin Youth Futures, a campus / community partnership that has built 18 community coalitions to promote positive youth development and prevent problem behavYouth Futures, a campus / community partnership that has built 18 community coalitions to promote positive youth development and prevent problem behavyouth development and prevent problem behaviors.
Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»
The Network is committed to building capacity of schools to prevent problem behaviors, promote positive school culture, and to evaluate the impact on both social and academic success of all youth, including those with the highest level of need.
Second, empirically - validated practices are described that can be used by families and other key stakeholders to guide assessment and treatment planning for children and youth to reduce impairment and promote success across the lifespan.