Sentences with phrase «reduce classroom education»

The medical model and internships is a good one to emulate, but it should not reduce classroom education to a single year.

Not exact matches

If all children are to be given the chance of a good education, regardless of their background, the Government needs to ensure that classrooms are staffed by fully qualified teachers, class sizes need to be reduced and the poverty gap closed.

There are concrete lessons to be learnt from overseas, where tried and tested programmes aim to reduce alcohol and substance abuse through classroom - based education.

A new, in - depth report takes a look at how states spend education money and finds that the most cost - effective ways of increasing student achievement are by reducing pupil - teacher ratios, providing more prekindergarten programs, and providing teachers with discretionary classroom resources — not by raising teacher pay.

It has become a mantra in education that No Child Left Behind, with its pressure to raise test scores, has reduced classroom time devoted to the arts (and science, social studies, and everything else besides reading and math).

Following the violent murder of Lloyd Fouracre in 2005, the charity was formed to promote classroom education as a means of reducing and preventing youth violence.

«Reducing stress and establishing a positive emotional climate in the classroom is arguably the most essential component of teaching,» writes Mariale Hardiman, a former teacher and administrator and current assistant dean of the Urban Schools Partnership at Johns Hopkins University's School of Education.

In a new article for Education Next, Susan Payne Carter of the United States Military Academy, Major Kyle Greenberg of the Army's Human Resources Command, and Major Michael S. Walker of the Office of Cost Assessment and Program Evaluation within the Office of the Secretary of Defense report that allowing computer use in the classroom, even with strict limitations, significantly reduces students» average final - exam performance.

And yet, its proponents say the practice has a solid place in the 21st - century classroom because looping has been known to strengthen student - teacher bonds, improve test scores, expand time for instruction, increase parent participation, and reduce behavioral problems and placements in special education programs.

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 Connecticut State Board of Education has formed a committee to re-examine a 15 - year - old law aimed at reducing racial imbalance in state classrooms.

The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending at the district level; the percentage of per - pupil funding that goes to the classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that do not.

Rep. Bishop: Student Success Act Builds a Better Path Forward for Students Why America's Homeschoolers Support Reforms in #StudentSuccessAct Rep. Joe Wilson (R - SC): #StudentSuccessAct Gives Students «Fresh Start» Rep. Virginia Foxx (R - NC): Reduce the Federal Footprint in America's Classrooms Rep. Todd Rokita (R - IN): Why Americans need a new education law AEI's Rick Hess: Here's the Right Way for Conservatives to Start Fixing No Child Left Behind AEI's Max Eden and Mike McShane: Restore the Rule of Law to Education Thomas B. Fordham Institute's Michael Petrilli: Take Our Schools Back Thomas B. Fordham Institute's Chester E. Finn: The conservative case for H.R. 5 Daily Caller: No, Congress Isn't About to Mandate Common Core What They're Saying About #StudentSeducation law AEI's Rick Hess: Here's the Right Way for Conservatives to Start Fixing No Child Left Behind AEI's Max Eden and Mike McShane: Restore the Rule of Law to Education Thomas B. Fordham Institute's Michael Petrilli: Take Our Schools Back Thomas B. Fordham Institute's Chester E. Finn: The conservative case for H.R. 5 Daily Caller: No, Congress Isn't About to Mandate Common Core What They're Saying About #StudentSEducation Thomas B. Fordham Institute's Michael Petrilli: Take Our Schools Back Thomas B. Fordham Institute's Chester E. Finn: The conservative case for H.R. 5 Daily Caller: No, Congress Isn't About to Mandate Common Core What They're Saying About #StudentSuccessAct

I secured funds to reduce overcrowding and improve the quality of education by upgrading outdated classrooms and science labs, repairing deteriorating schools to improve student safety, and creating new, smaller neighborhood schools so students are better prepared for college and to get the job skills they need to work in a 21st Century economy.

The Education Equality Index relies on the performance of students in every classroom that receive free or reduced price lunch (FRL) through the National School Lunch Program.

Union officials have blamed the drop on reduced education spending, the growth of charter schools — which are largely not unionized — and the increased use of technology in the classroom.

Their approach is to reduce special education staffing, add special education to the work of regular classroom teachers, and exclude high - needs students from regular classrooms and schools.

Although the coalition's stated policy was to protect education funding, the reality has been that funds reaching classrooms have been significantly reduced by unfunded pay rises for both teachers and support staff, a rise in contributions to teachers» pensions and general inflation.

Even worse, with the revenue caps proposed in Gov. Scott Walker's budget, MPS will now have to take these funds directly out of the classroom, further reducing the ability of MPS to provide a competitive education.

Cities from Los Angeles to Chicago to New York provide evidence that reducing school suspensions has increased classroom disorder, which works to the detriment of those minority students who are in school to get an education, not make mischief.

They are designed to help reduce disparities in the classroom by ensuring that all students have access to a robust and high - quality education.

A spokeswoman for Alexander told The Washington Post that «The Trump Administration has a prime opportunity to significantly reduce the intrusion of the Education Department into our local schools and classrooms... When the Trump Administration enforces the Every Student Succeeds Act as written, the size of the Education Department will be necessarily and appropriately diminished.»

As Senior Director of the Initiative on Contemplative Teaching and Learning at the Garrison Institute, Dr. Jennings led the faculty team that developed Cultivating Awareness and Resilience in Education (CARE for Teachers), a mindfulness - based program for teachers designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes.

The Liberian Ministry of Education planned to disrupt the status quo in Liberian classrooms by 1) lengthening the school day; 2) reducing class sizes; 3) holding teachers accountable for attendance; and 4) tackling the issue of teacher literacy.

The education commissioner and I have already been meeting with Connecticut's teacher unions and today I'm proud that we are putting forward a major reform plan that will significantly reduce the timeline and the cost of getting under - performing teachers out of the classroom.

«The President's Testing Action Plan encourages thoughtful approaches to assessments that will help to restore the balance on testing in America's classrooms by reducing unnecessary assessments while promoting equity and innovation,» said U.S. Secretary of Education John B. King Jr. in a news release.

Teachers in the CPC program have at least a bachelor's degree along with a certification in early childhood education.18 Staff compensation is relatively high compared to most preschool staff, mirroring the salary schedule of the Chicago Public School system, which reduces teacher turnover.19 In addition to teachers and classroom aides, students also are monitored by parent volunteers, home visit representatives, clerks, nurses, speech therapists, and other administrative staff who are associated with the public school program.

As the list grew on the white board, so too did my confidence that collaboration of educators could enhance the education of our students — and that our collective action to assert the power of authentic assessment could serve as a beacon to educators around the country looking to reclaim classrooms from a Testocracy intent on grafting a business model onto education that reduces the intellectual process of teaching and learning a single score.

«The Trump Administration has a prime opportunity to significantly reduce the intrusion of the Education Department into our local schools and classrooms,» the spokeswoman said.

The purpose of this study was to examine the impact of both functional behavior assessment - based interventions and targeted classroom interventions for reducing problem behaviors of children with emotional / behavioral disorders (EBD) in special education classrooms.Specifically, this study was interested in how interventions based on changes in classroom routines and instructional behaviors compared with interventions based on functional behavior assessment.Results demonstrated the effectiveness of incorporating effective classroom practices in reducing problem behaviors in special education classrooms for students with EBD.

A whole - child perspective acknowledges that a child's supportive and enriching experiences in homes and early education classrooms are as integral to a child's lifelong health as care received in pediatricians» offices in reducing young children's risks of toxic stress, disease, injury, preventable disability and premature death and giving every child a fair chance at health.

Jackie's professional and research interests include evidence - based interventions for reducing the challenging behaviors and improving the social - emotional competence of young children in home settings and in early education and care classrooms.

In particular, educational programming that supports attachment during the transition from elementary to high school through bridging programs that connect youth with teachers, structuring of schools and classrooms to encourage connection (eg, «school - within - the - school» programs), and parent education would go far in reducing school dropout rates during this sensitive developmental period.