Sentences with phrase «promoting character education»

Fifty - four people came to hear how we can make a difference by promoting character education and development here in the valley.

From promoting character education to organization and celebration we've got a banner or sign for your school.

«Hearing their stories, looking at the work they've done to promote character education and identify the values they want to embed in their schools and seeing how positive they are about this area of their school life has confirmed to me that focusing on character sits alongside gaining knowledge.

In a telephone interview with Education World this week, Baraquio exuded enthusiasm for her new responsibilities as Miss America and the opportunity she has to promote character education.

An analysis by the Institute of Education Sciences of seven schoolwide programs to promote character education finds that the programs don't produce improvements in student behavior or academic performance.

Scientifically proven programs are utilized by Harford County Public Schools» teachers that promote character education, build self - esteem, provide resiliency and protective factors as well as educate students and parents about the dangers of drugs and drug abuse.

To help the community understand that it is the responsibility of everyone to promote character education and development.

Attendees learned about the importance of character education and that it is the responsibility of everyone to promote character education and development.

Character Education Partnership (CEP) National non-profit organization that promotes character education in schools.

Not exact matches

Waldorf schools seek to develop students» humanity by offering an education that promotes academic excellence, cultivates artistic expression, develops practical skills, and strengthens moral character.

June 16th and June 17th Mainstage: Super Sprowtz Super Sprowtz is a children's education and entertainment media company that teaches and promotes healthy eating, fitness and sustainability through super-hero vegetable characters, books, a television series, on - line games and videos, live performances and educational products.

CEP describes character education not as an «add - on» to the curriculum, but as «a different way of teaching; it is a comprehensive approach that promotes core values in all phases of school life and permeates the entire school culture.»

They conclude that «effective character education supports and enhances the academic goals of schools: good character promotes learning.»

They concluded that performance on standardized tests from 1999 to 2002 was «significantly positively correlated» with «a school's ability to ensure a clean and safe physical environment,» «evidence that its parents and teachers modeled and promoted good character education» and opportunities «for students to contribute in meaningful ways to the school and its community.»

At the same time, a group of civic and education organizations formed the Character Education Partnership, which now functions as the movement's clearinghouse and professional organization (and promotes its own «Eleven Principles» of cheducation organizations formed the Character Education Partnership, which now functions as the movement's clearinghouse and professional organization (and promotes its own «Eleven Principles» of chCharacter Education Partnership, which now functions as the movement's clearinghouse and professional organization (and promotes its own «Eleven Principles» of chEducation Partnership, which now functions as the movement's clearinghouse and professional organization (and promotes its own «Eleven Principles» of charactercharacter).

If the Common Core is taught in a context of core values and quality character education, it can inspire hearts and minds, transform human relationships, promote both excellence and ethics, and move the work of the world forward.

«The students participate in character education assemblies and programs to promote academic, social, and personal well - being,» explains Dr. Doreatha White, principal of Dreamkeepers Academy.

Because many schools need help navigating in the sea of programs designed to promote these capacities — including youth development, character education, SEL, bullying and conflict resolution programs — the first phase of the work is devoted to developing a clear and cogent catalog of practices that have promise in 1) promoting caring school cultures, 2) developing specific emotional and ethical capacities in students such as self - regulation, and 3) responding to challenges such as sexual harassment and bullying.

This public, London - based, combined primary and secondary school earned a 2015 Character Award from the U.K. Department of Education in recognition of their work to promote student grit and resilience.

Try to imagine a school that did manage to stay out of the character education business, refraining from promoting virtues such as honesty and respectfulness.

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

A recent recipient of the Sanford McDonnell Award for Lifetime Achievement in Character Education, among Dr. Elias» numerous books are ASCD's Promoting Social and Emotional Learning: Guidelines for Educators, the Social Decision Making / Social Problem Solving curricula for grades k - 8, the new e-book, Emotionally Intelligent Parenting (via Kindle and Nook) and a book for young children: Talking Treasure: Stories to Help Build Emotional Intelligence and Resilience in Young Children (www.researchpress.com, 2012).

Effective school - based character education must promote the pursuit of excellence and the pursuit of ethical behavior.

Prosocial education is a term that more and more are using to refer to the array of overlapping instructional efforts that promote so - called «non-cognitive» aspects of learning: character education, social emotional learning, mental health promotion efforts and more.

Our children, parents, and staff are involved in activities that promote self - esteem, academic success, and character education.

Our mission through our instructional programs, professional learning community (PLC), and mentoring programs is to help educators and administrators promote an organized and effective implementation of social - emotional learning (SEL), school culture and climate, and character education initiatives and programs in their K - 12 schools and districts.

With expertise in Differentiation, Standards - Based Teaching Activities, Creative and Critical Thinking, Assessment, Underachievement, and Gifted and Talented Education, we publish supplemental Activity Books to improve student thinking and questioning skills, encourage creativity in the language arts, promote critical thinking in math and science, explore character education, present research skills and provide enrichment in socialEducation, we publish supplemental Activity Books to improve student thinking and questioning skills, encourage creativity in the language arts, promote critical thinking in math and science, explore character education, present research skills and provide enrichment in socialeducation, present research skills and provide enrichment in social studies.

Character education is good education as such it promotes healthy schools, the positive development of students, and academic excellence.

Center for the 4th and 5th Rs Founded by education professor, psychologist and CEP Board member Dr. Thomas Lickona, the Center is a part of the State University of New York at Cortland and aims to promote the development of moral and performance character in schools, families, and communities.

In addition to promoting citizenship and character education, the activities reinforce language arts (speaking, listening, reading, and writing) and social studies curricular standards.

Center for the 4th and 5th Rs Founded by education professor, psychologist and Character.org Board member Dr. Thomas Lickona, the Center is a part of the State University of New York at Cortland and aims to promote the development of moral and performance character in schools, families, and communities.

The Education Secretary has unveiled plans to allow schools and organisations that promote character in pupils to bid for a share of the # 3.5 million from early next year.

The Character Based Literacy Program is a character education project, and it is a literacy project which promotes school practices by which school pupils become good people, good Character Based Literacy Program is a character education project, and it is a literacy project which promotes school practices by which school pupils become good people, good character education project, and it is a literacy project which promotes school practices by which school pupils become good people, good citizens.

IPEN is an organization that aims to promote positive education that includes both academics and character / well - being through collaboration and changes in practice and policy.

Either we define our efforts to promote children's social and moral development as an alternative to «character education,» thereby ceding that label to the people who have already appropriated it, or we try to reclaim the wider meaning of the term by billing what we are doing as a different kind of character education.

By establishing a strong behavioral management program that promotes joy in learning and creates a team - based atmosphere, we have built a culture in which students internalize the value of education and the importance of good character.

Wisconsin Character Education Partnership (Wisconsin) Wisconsin Character Education Partnership promotes an intentional, proactive effort to instill in students core universal values such as integrity, fairness, responsibility and respect.

Although many schools believe that their primary responsibility is to teach academic subjects such as reading, writing, math, and science, including character education can actually promote academic achievement.

Character education programs promote these virtues, not for rewards or reputation or to avoid punishment, but because it's the right thing to do.

«The mission was to have fun, to build strong, positive relationships, and to promote the guiding principles of respect, kindness, integrity, responsibility, self - discipline and courage of the «Do the right thing» character education program from the Clayton City Council,» said Kat Marzel, who coordinated the four - day program.

School for Ethical Education Organization promoting effective strategies for teaching character, promoting service - learning, and building caring communities.

The Ministry of Education stresses that the curriculum is humanitarian and promotes moral character.

The time has come for federal and state education leaders to ask themselves, If social - emotional and character development (SECD) is as important as researchers and employers are telling us, then what can we do to promote such development in our schools?

Concepts learned through humane education promote and encourage further development of important character and life - building skills including empathy, sensitivity, responsibility, respect, compassion and kindness to all living beings.

Promoted character growth of students through role play, mock trials and legal analysis education.

James is also leading plans to create a global network that promotes the character + academics approach to education.

The time has come for federal and state education leaders to ask themselves, If social - emotional and character development (SECD) is as important as researchers and employers are telling us, then what can we do to promote such development in our schools?

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

In promoting academic, career, and personal / social development, school counselors provide support to students in every grade level by providing comprehensive and proactive lesson plans surrounding character development, relationship education, conflict resolution, and much more.

Either we define our efforts to promote children's social and moral development as an alternative to «character education,» thereby ceding that label to the people who have already appropriated it, or we try to reclaim the wider meaning of the term by billing what we are doing as a different kind of character education.