Sentences with phrase «public education reform through»

Not exact matches

If not through conditionality of membership prospects, the EU should be involved at least in a number of politically - related and politically - neutral questions, from education reform to public control for tender procedures and anti-corruption measures with detailed benchmarks.

That is an aim we're fulfilling through public service reform — as in schools, where parents are getting more control than ever before over their children's education.

Mike Bloomberg built upon his predecessor's public - safety reforms; shepherded the city through two grave economic crises, the post-9 / 11 local contraction and the 2008 recession; and laid the groundwork for significant public - education reform.

ALBANY — More than 1,000 teachers and public education advocates marched through the Empire State Plaza concourse on Monday, clogging security checkpoints into the Capitol and rallying on the Million Dollar Staircase in a boisterous protest of Governor Andrew Cuomo's education reform proposals.

In «Learning from Rudolf Steiner: The Relevance of Waldorf Education for Urban Public School Reform,» a study published in 2008 in the journal Encounter: Education for Meaning and Social Justice, researcher Ida Oberman concluded that the Waldorf approach successfully laid the groundwork for future academics by first engaging students through integrated arts lessons and strong relationships instead of preparing them for standardized tests.

If the national movement to «reform» public education through vouchers, charters and privatization has a laboratory, it is Florida.

Rather than asking how reforms can encourage an array of options (public, private, or for - profit) to emerge that fit the needs of today's students, the free - public - college crowd wants to simply cram more people through the same old expensive, mediocre model of education.

Strong chapters on school desegregation, bilingual education, education for the disabled, and school finance all support Davies's argument that «in the 1970s, reform often emanated from... within the federal bureaucracy, from the lower federal courts, and through the energetic efforts of congressional staffers, lobbyists, and public interest law firms.»

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 oeducation 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 oEducation, 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 oEducation, 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 oeducation 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 oeducation 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 oeducation 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 oEducation, 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 oeducation 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 oeducation 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 oEducation, 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 oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

The seminar — promoted through a collaboration between HGSE and the Center for Public Policy and Educational Evaluation (Centro de Políticas Públicas e Avaliação da Educação, or CAEd) of the Federal University of Juiz de Fora in Brazil — focused on education reform, specifically U.S. efforts to develop 21st - century skills through teacher education, leadership development, and the definition of standards for teachers and school leaders.

School choice reforms, which comprise a broad category of policies aimed at improving public education through the introduction of market forces that may stimulate customer choice and competition between schools, have grown particularly popular since the 1990s.

Since the Milliken ruling, there has been a vast effort to improve public education for students from kindergarten through high school with an extensive range of reforms.

As I look out over the current school reform landscape I see it is categorized by policies that seek to standardize, homogenize, and corporatize public education through the use of one - size - fits - all curriculum standards, high stakes testing, micro-management of school operations from distal bureaucrats, teacher evaluation policies based on mis - interpretations of current research, and heavy reliance on corporate education providers camouflaged as non-profits operating via charter schools.

If sending kids to virtual classrooms without telling them, and funding public education through vouchers, are part of the reform model in question, Floridians can keep it to themselves.

He then spent seven years dedicated to education reform and working to improve our public education system through his strategic, analytical, and operational expertise.

As Founding Director of the new Research Center for Learning Through Music, he is designing and implementing music and music integration school programs in public schools and, most recently, became the Founding Principal Investigator for the National Music - in - Education National Consortium, a coalition of schools of music and education, arts organizations, and school reform organizations through thThrough Music, he is designing and implementing music and music integration school programs in public schools and, most recently, became the Founding Principal Investigator for the National Music - in - Education National Consortium, a coalition of schools of music and education, arts organizations, and school reform organizations through Education National Consortium, a coalition of schools of music and education, arts organizations, and school reform organizations through education, arts organizations, and school reform organizations through ththrough the arts.

Andrew Blumenfeld, a 20 - year - old member of the La Canada, Calif. school board (and a public face of Students for Education Reform), offering reasons why it is so hard to transform education through the traditional district model — and why it must be abandoned for the Hollywood Model of Education that will allow for the creation of schools fit for the futures of the children they are supposed Education Reform), offering reasons why it is so hard to transform education through the traditional district model — and why it must be abandoned for the Hollywood Model of Education that will allow for the creation of schools fit for the futures of the children they are supposed education through the traditional district model — and why it must be abandoned for the Hollywood Model of Education that will allow for the creation of schools fit for the futures of the children they are supposed Education that will allow for the creation of schools fit for the futures of the children they are supposed to serve.

The Corporate Education Reform Industry, with the help of elected officials likes of Dannel Malloy, Andrew Cuomo, Jeb Bush and others, have used the problems facing public schools in poorer communities to institute an agenda of more standardized testing, inappropriate teacher evaluation programs and the privatization of public education through the creation of privately owned, but publicly funded charterEducation Reform Industry, with the help of elected officials likes of Dannel Malloy, Andrew Cuomo, Jeb Bush and others, have used the problems facing public schools in poorer communities to institute an agenda of more standardized testing, inappropriate teacher evaluation programs and the privatization of public education through the creation of privately owned, but publicly funded chartereducation through the creation of privately owned, but publicly funded charter schools.

But, The Philadelphia Daily News reports, some critics say Broad's education reform efforts through the Broad Foundation may be harming the kinds of schools he's trying to help — the public schools that once trained first - and second - generation Americans like him.

AUGUSTA — After a survey of members of the Commission to Reform Public Education Funding and Improve Student Performance in Maine, Commission Chair Bill Beardsley is announcing the meeting schedule through the end of the year.

Public education hasn't been supported, funded or allowed the autonomy of innovation as radical reforms seen through school choice.

A month ago, the Republicans in charge of both houses of Minnesota's Legislature seemed to be working their way systematically through a national party playbook full of moves designed to turn a bipartisan push for education reform into a stealth attack on public - sector unions.

Through this work, ConnCAN has emerged as a leading voice for education reform, built a base of thousands of supporters across the state and secured dozens of policy wins including: the adoption of rigorous education standards, more flexibility to recruit great new teachers and a 50 - percent increase in the number of students enrolled in public charter schools.

In 1999, Pete established Excellent Education for Everyone, to reform urban public schools in New Jersey through parental school choice.

It has existed during the past two presidencies with the privatization of public education through the taxpayer funding of charter schools, the dominance of the standardized testing industry, and education standards determined by the man with the most money, but that oligarchy was hidden under the misnomer of «education reform.»

The Corporate Education Reform Industry and their political allies like Governor Dannel Malloy are undermining our public education system and among their victims are Connecticut's children who are working their way through their junior year in higEducation Reform Industry and their political allies like Governor Dannel Malloy are undermining our public education system and among their victims are Connecticut's children who are working their way through their junior year in higeducation system and among their victims are Connecticut's children who are working their way through their junior year in high school.

This package of emails is yet another reminder of just how committed the Malloy administration has become in their effort to silence parents, teachers and public school advocates as part of their ongoing effort to push through their corporate education reform industry agenda.

The platform will now read: «We oppose making Colorado's public schools private or run by private corporations or becoming segregated again through lobbying and campaigning efforts of the organization called Democrats for Education Reform and demand that they immediately stop using the party's name Democrat in their name.»

The charter school front groups, ConnCAN and the Connecticut Council for Education Reform, with the help of the Connecticut School Finance Project, the Connecticut Association of Boards of Education (CABE) and the Connecticut Association of Public School Superintendents (CAPSS)-- the latter two groups which are funded through local school budgets and are supposed to be advocating for public schools — have proposed a set of principles for a new school funding formula for Connecticut that will undermine the state's public school districts and drain local municipal buPublic School Superintendents (CAPSS)-- the latter two groups which are funded through local school budgets and are supposed to be advocating for public schools — have proposed a set of principles for a new school funding formula for Connecticut that will undermine the state's public school districts and drain local municipal bupublic schools — have proposed a set of principles for a new school funding formula for Connecticut that will undermine the state's public school districts and drain local municipal bupublic school districts and drain local municipal budgets.

Allen informed attendees that education reform stumbled in the early 1990s because of what she called a «top - down error,» because efforts to improve public schools were addressed through administrators, not parents.

Years before Louisiana's post-Hurricane Katrina education reform movement and the establishment of the Louisiana Scholarship Program, a New Orleans businessman would ride through the public housing developments of city.

Shortly after he was elected with CEA's first endorsement in 2010, the governor of this state disrespected every teacher with his «tenure» comment, then promoted Common Core, supported the corporate education movement through charter schools, advocated for more and more standardized testing, hired an education commissioner who had absolutely no public school experience (in fact had ties to charter schools), chipped away at teacher security through negative tenure reform, and championed the complete elimination of the state contribution to the retired teacher's health insurance fund.

The series is named to honor Edward F. Reidy, Jr., a lifelong educator who played a significant role in improving public education in the state of Kentucky and in the country, as a whole, particularly through standards - based reform.

School reformers have rushed to push through huge changes in public education in recent years without sufficient thought about the reforms themselves, implementation issues and unintended consequences.

Under the Promoting Real Opportunity, Success and Prosperity Through Education Reform (PROSPER) Act, student loan debt would no longer be forgiven for workers after they spend 10 years in the public sector.

Other policy options could also be suggested, including: strengthening education level of farmers, facilitating cheap technologies, spurring irrigation investment through public - private partner, and supporting the land reform such as farmers» cooperation in large - scale production.

Since then, through its public education, direct advocacy, and law reform initiatives, CAMWL has endeavoured to help shape a legal profession that is responsive to our collective obligation to promote substantive justice and equality.

We have assisted tens of thousands of British Columbians over the years through law reform, test case litigation, systemic advocacy, delivery of public legal education, summary advice, workshops and representation of clients before administrative tribunals and the courts.

West Coast LEAF's mission is to achieve equality by changing historic patterns of systemic discrimination against women, through BC - based equality rights litigation, law reform and public legal education.

The report goes on to say that «although Justice Camp made significant efforts after complaints were made to the Council to reform the thinking and the attitudes which influenced his misguided approach to the Trial, in the particular circumstances of this inquiry, education — including social context education — can not adequately repair the damage caused to public confidence through his conduct of the Wagar Trial.»

For 40 years Maliiganik Tukisiiniakvik, through its legal aid clinic in Iqaluit, has focused on public legal education, law reform and client representation.

Clinics provide these services through a variety of methods, including traditional casework, summary advice, self help, public legal education, community development and law reform initiatives.

West Coast LEAF's mission is to achieve equality by changing historic patterns of discrimination against women through BC - based equality rights litigation, law reform and public legal education.

West Coast LEAF has been working since 1985 to end discrimination against women through equality rights litigation, law reform, and public legal education.

The American Tort Reform Association, based in Washington, D.C., is the only national organization dedicated exclusively to tort and liability reform through public education and the enactment of legislReform Association, based in Washington, D.C., is the only national organization dedicated exclusively to tort and liability reform through public education and the enactment of legislreform through public education and the enactment of legislation.