Sentences with phrase «school cultural factors»

In last year's class, students pinpointed various leverage points throughout the system of bullying, from school cultural factors to counseling services offered.

Not exact matches

The extent to which the Bible is imbedded in our artistic and literary heritage would, even if no other factor were present, make a knowledge of the Bible imperative and highlight the cultural loss resulting from its exclusion from the public schools.

«While cultural background is always a significant consideration in making this decision, so too are other factors including remaining in the local area to promote contact with the child's family and for the child to continue at the same school in order to give them as much stability as possible.»

The popularity of the Meatless Monday campaign, started by Johns Hopkins Bloomberg School of Public Health, as well as other cultural factors, may have helped the popularity of vegetarian proteins.

«Interestingly, [our] study did not find significant clustering of muscle - enhancing behaviors within schools,» said Eisenberg, which suggests that, «rather than being driven by a particular sports team coach or other features of a school social landscape, muscle - enhancing behaviors are widespread and influenced by factors beyond school, likely encompassing social and cultural variables such as media messages and social norms of behavior more broadly.»

«It's a tremendous leap to draw these conclusions — that climate change is linked to violence — and factors such as economics, technology, poverty, group dynamics, cultural nationalism and personalities play significant roles in outbreaks of war,» says William Martel, an international securities expert at the Fletcher School of Law and Diplomacy at Tufts University.

Concern over U.S. students» middling test scores vies with caution about cultural and other factors that shape school improvement.

The advice here is that, while a certain school may seem like an academic match, it might not provide young people with the social, political or cultural experiences that can be the deciding factors on their persistence over the four to six years it may take to earn a degree.

Various literatures show that lack of awareness and understanding of education, conflict, cultural ethos, social customs, poverty and poor economic conditions, the gap between the home and the school etc. are the some of the factors which stand as obstacles in their path of attaining education.

Central to the concentration is research on the factors that put children or youth at a disadvantage, and those assets — family, community, or cultural — that support high levels of academic, social, and moral development; healthy individuals; and effective schools.

Economic, cultural, and demographic factors are all known to affect those outcomes, as are a panoply of educational policies besides school choice, such as curriculum, testing, staffing, discipline, etc..

A key challenge in drawing lessons from foreign studies is that there are many economic and cultural factors that also affect student achievement, besides the design of the school system itself.

Ferguson ranges well beyond schools into economic factors, teacher attitudes, parenting practices, cultural constructs, community views, and some interventions (such as his own «Tripod Project») designed to narrow the achievement gap.

The third factor is an exciting curriculum, which incorporates the use of the school grounds and local community alongside strong partnerships with LOtC providers, cultural exchanges abroad and a wide programme of musical and sporting activities.

The institutional dimension of culturally responsive pedagogy emphasizes the need for reform of the cultural factors affecting the organization of schools, school policies and procedures (including allocation of funds and resources), and community involvement.

Research suggests that EL families» socioeconomic status, lack of social connectivity, language barriers, differing cultural perspectives about family engagement in education, and lack of familiarity with U.S. school procedures are all factors that constrain EL families» awareness of school options and opportunities.

Lowered expectations and appeals to self - centeredness are among the cultural factors that feed into the demoralization of today's young people, writes the Brown University professor William Damon in Greater Expectations: Overcoming the Culture of Indulgence in America's Homes and Schools.

These factors help develop trusting teacher - student relationships.18 Minority teachers can also serve as cultural ambassadors who help students feel more welcome at school or as role models for the potential of students of color.19 These children now make up more than half of the U.S. student population in public elementary and secondary schools.20

But analysts and researchers caution that American elected officials and educators need to take a nuanced approach to interpreting test scores and lessons from abroad, one that considers the full basket of educational, societal, and cultural factors that shape school practices in top - performing nations, and in the United States.

Ensure your school is reaching out to a wide range of young people and considering socio - economic, health, cultural and geographical factors.

In California State Department of Education, Beyond language: Social and cultural factors in schooling language minority students (231 - 298).

School psychologists need to be aware of the various cultural, language, and systemic factors that uniquely influence ELL performance in the school - setting and be prepared to work with this growing populSchool psychologists need to be aware of the various cultural, language, and systemic factors that uniquely influence ELL performance in the school - setting and be prepared to work with this growing populschool - setting and be prepared to work with this growing population.

They discuss their plans for Inclusive Schools Week which has celebrated the progress that schools have made in providing a supportive and quality education to an increasingly diverse student population, including students who are marginalized due to disability, gender, socio - economic status, cultural heritage, language preference and other fSchools Week which has celebrated the progress that schools have made in providing a supportive and quality education to an increasingly diverse student population, including students who are marginalized due to disability, gender, socio - economic status, cultural heritage, language preference and other fschools have made in providing a supportive and quality education to an increasingly diverse student population, including students who are marginalized due to disability, gender, socio - economic status, cultural heritage, language preference and other factors.

Students build Smart Wish Lists that include at least nine possible schools — three likely, three target, and three reach schools based on the likelihood of admission, historic graduation rates, financial aid packages and fit (i.e geography, major, cultural factors, etc).

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

Reaching Out to Latino Families of English Language Learners helps educators understand the cultural factors that contribute to the incorrect perception that Latino parents have little interest in engaging with their children's schools.

Students may have developed this «us vs. them» mindset based on theirs or their family's past experience with school, other educators, or other cultural factors.

Describe the key dimensions of a positive school culture and climate, and how school and district factors, including safety, discipline, and cultural diversity affect a school's culture and climate.

They may also enter the school with varying degrees of cultural understanding and sense of identity, due to historical factors (such as the Stolen Generations).

Due to historical factors (such as the Stolen Generations), they may also enter the school with varying degrees of cultural understanding and sense of identity.

Due to historical factors, such as the Stolen Generations, they may also enter school with varying degrees of cultural understanding and sense of identity.

(1) the temperament and developmental needs of the child; (2) the capacity and the disposition of the parents to understand and meet the needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past and current interaction and relationship of the child with each parent, the child's siblings, and any other person, including a grandparent, who may significantly affect the best interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home, school, and community environments; (11) the stability of the child's existing and proposed residences; (12) the mental and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best interest of the child; (13) the child's cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent and another individual or between the parent and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors as the court considers necessary.

This attendance gap is well recognised in the literature and exists in spite of targeted interventions that span a number of decades.30 This significant gap has been attributed to several factors, including greater family mobility, social and cultural reasons for absence, the higher rate of emotional and behavioural problems in Aboriginal children, the intergenerational legacy of past practices of exclusion of Aboriginal children from schools, and its impact on shaping family and community values regarding the importance of attending school in Indigenous families compared with non-Indigenous families.6 7 31 Additional socioeconomic and school factors differed slightly between the Indigenous and non-Indigenous cohorts.

Due to historical factors (such as the Stolen Generations), they may also enter the school with varying degrees of cultural understanding and sense of identity.

They may also enter the school with varying degrees of cultural understanding and sense of identity, due to historical factors (such as the Stolen Generations).

Elspeth, who also sits on the Board of Bright Light Relationship Counselling, has a background in academic teaching and, as Director of Lothians Equal Access Programme for Schools (LEAPS), led a team working with staff in local schools and universities to support young people disadvantaged by economic, social or cultural factors into higher education cSchools (LEAPS), led a team working with staff in local schools and universities to support young people disadvantaged by economic, social or cultural factors into higher education cschools and universities to support young people disadvantaged by economic, social or cultural factors into higher education courses.

Describe the key dimensions of a positive school culture and climate, and how school and district factors, including safety, discipline, and cultural diversity affect a school's culture and climate.

Both illustrate how social, biological, and cultural factors in different ecological contexts (e.g., family, school, community) jointly influence children's development.

(1) the temperament and developmental needs of the child; (2) the capacity and the disposition of the parents to understand and meet the needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past and current interaction and relationship of the child with each parent, the child's siblings, and any other person, including a grandparent, who may significantly affect the best interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home, school, and community environments; (11) the stability of the child's existing and proposed residences; (12) the mental and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best interest of the child; (13) the child's cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent and another individual or between the parent and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors as the court considers necessary

In addition to family factors, adolescent risk behaviours are influenced by peers, school, neighbourhood and broader cultural contexts.5 The family plays a central role in potentiating or protecting against risk within and across these contexts.6

The rankings were based on five factors, including school test scores, cost of living, recreational and cultural activities, number of schools and risk of crime.