Sentences with phrase «school cultural practices»

Not exact matches

A Harvard Divinity School professor who is also a Catholic priest said none of cultural club's other events include the «blaspheming of Catholic sacramental practice.»

As an institutionalized set of practices, how is this school located in its immediate social and cultural setting?

Especially in a country in which folk wisdom and popular religion have diverse cultural sources, the appeal to these is often highly divisive, as today over issues of abortion and homosexuality and religious practices in the schools.

Not only does the pluralism in question characterize past and present construals of the Christian thing and their respective social and cultural locations; it also characterizes particular theological schools, the practices that constitute them, and their respective social and cultural locations.

However, the point is that given our working description of Christian congregations, theological schooling focused by study of congregations would welcome and endorse the most vigorous and detailed exposé of the cultural captivity and ideological functioning of congregations and their practices.

Waldorf School of Princeton welcomes students and employees of any color; race; sexual orientation; ethnic, national, cultural, social, or religious backgrounds; and any other characteristic protected by law in its admissions and employment practices, as well as in participation in its programs and events.

Same goes for age - graded schools, parenting done solely within nuclear families, and other cultural institutions and practices that are still relatively new even in Western societies.

Most of them are considered to be non-literate, school dropouts, or young females who have escaped from outmoded socio - cultural practices such as forced marriages and female genital mutilation (female circumcision) among others.

Tiffany Brannon's (University of California, Los Angeles) research provides evidence that school settings can affirm identity among members of negatively stereotyped groups — by, for instance, incorporating diverse cultural ideas and practices within academic courses or extracurricular activities — and, in turn, afford an increased sense of inclusion.

... Even their expectations about what mentoring and advising look like may differ across cultural and national boundaries,» warns Daniel Denecke, associate vice president of programs and best practices at the Council of Graduate Schools (CGS), in an interview with Science Careers.

Participants will examine their personal strengths, fears and cultural histories in relation to their role as a teacher, understand the needs of students and schools, learn classroom management techniques, write lesson plans and practice teaching Bent On Learning's yoga curriculum for primary, middle and high school students.

When considering whether it's worth the time, effort, and commitment to make the cultural shifts within your own practice and your school toward becoming more trauma - informed, remember: It will all be worth it if one student can ask for or access support who thought they couldn't before.

«Very often, when schools roll out programs to address perceived problems or change cultural direction, there may be an overhaul of practice, the purchase of prepackaged materials, outside consultants, and the like.

Respondents said the main reasons to learn a language in school was to develop pupils» understanding of cultural practices (77 %), build pupils» interpersonal skills (74 %) and to establish a path for lifelong learning (61 %).

According to conservatives, the great sin teachers colleges have committed in the past few decades is that they have focused too much on theory and not enough on clinical practice — and by «theory,» they mean critical pedagogy and other theories that enable prospective teachers to situate school knowledge, practices, and modes of governance within wider historical, social, cultural, economic, and political contexts.

A bonus: if you can get jocks — a dominant cultural group at many schools — to adopt mindfulness, it opens up space and acceptance for other students to practice it as well.

As a result of shifting demographics, it's important for schools to consider classroom strategies, family engagement practices, and how to best navigate cultural divides, said Associate Professor Natasha Kumar Warikoo, program chair for EIS

The report, «Tomorrow's Schools: Principles for the Design of Professional Development Schools,» outlines a comprehensive set of principles intended to guide the creation of such schools, in which prospective teachers can learn their craft, university faculty can conduct research, and practicing teachers and university instructors can collaborate in the development of strategies for teaching children from diverse cultural and socioeconomic backgSchools: Principles for the Design of Professional Development Schools,» outlines a comprehensive set of principles intended to guide the creation of such schools, in which prospective teachers can learn their craft, university faculty can conduct research, and practicing teachers and university instructors can collaborate in the development of strategies for teaching children from diverse cultural and socioeconomic backgSchools,» outlines a comprehensive set of principles intended to guide the creation of such schools, in which prospective teachers can learn their craft, university faculty can conduct research, and practicing teachers and university instructors can collaborate in the development of strategies for teaching children from diverse cultural and socioeconomic backgschools, in which prospective teachers can learn their craft, university faculty can conduct research, and practicing teachers and university instructors can collaborate in the development of strategies for teaching children from diverse cultural and socioeconomic backgrounds.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

As a world religions teacher in the Values Department at ISSH, she works with students from all over the world who practice a variety of religious and cultural traditions (in fact, this year, the school's student body consists of more than 50 nationalities).

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.

As a result of shifting demographics, it's important for schools to consider classroom strategies, family engagement practices, and how to best navigate cultural divides, said Associate Professor Natasha Kumar Warikoo, program chair for EIS «Even though one out of every...

The 688 students attending orientation at Harvard Graduate School of Education last week were asked to go even further by practicing some of these cultural norms at the «Building Positive Multicultural Environments» session led by Lecturer Josephine Kim.

Returning to Canada, schools are also using Indigenous cultural practices to strengthen relationships between staff and students, which, in turn, has a positive impact on student outcomes.

Researchers also saw examples of the positive impact of schools adopting Indigenous cultural practices — including the adoption of smudging ceremonies, talking circles and eagle - feather ceremonies in Canada and an alternative approach to student discipline in New Zealand focusing on restorative practices.

Many systems, however, still appear to be grappling with the deep cultural shifts — both in their schools and communities — required to let go of time - based practices that have dominated education for over a century.

In the prior learning experiences, learners collected information through inquiry into (1) the extant norms and practices of a school's professional learning environment and (2) the cultural and historical context of that professional learning environment, with emphasis on how these norms and the cultural - historical context bear on the experiences of students of color and those situated in poverty.

To enable aspiring and practicing educational leaders to inquire effectively into the cultural and historical context of a school's professional learning environment and how it serves students of color and those situated in poverty.

She is a champion for students and a zealous advocate for special education, quality teaching and learning, inclusivity, data driven practices, cultural competence, social - emotional learning and development, home - to - school partnerships, service learning and college and career education in support of all students.

Her study examines principals in diversifying suburban schools as well as their transformative leadership practices used to advocate the elimination of deficit thinking through the promotion of cultural competence and social justice so that all students have equitable educational opportunities in classrooms and on standardized assessments.

We use our research on successful education reforms worldwide to identify best practices that U.S. schools can tailor to their individual needs — given socio - cultural differences.

CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences

School wounding is not just wasteful, and a cultural and social wrong - it's bad practice.

Through discussion with a range of stakeholders we've developed guidance and practical support addressing both the school - level cultural and leadership practices needed and the systemic and institutional changes required to enable a truly research - engaged education system.

Going on to work for similar programs across New York City, as well as a for - profit prep school that I term a «cram school», I received exposure to great diversity both in student population and the cultural practices at each site.

This suggests that reading is not part of the cultural practice of these children outside of school but is instead an instructed process that takes place in school.

Her newest book, Pushout: The Criminalization of Black Girls in Schools (The New Press, 2016), explores a world of lost potential and supports the growing movement to address the policies, practices, and cultural illiteracy that push countless students out of school and into unhealthy, unstable, and often unsafe futures.

Schools should incorporate cultural responsive strategies in regard to disciplinary practices.

In 2016, LMU's School of Education received AACTE's Best Practice Award in Support of Multicultural Education and Diversity.131 According to AACTE, all of the teacher preparation programs at LMU are «grounded in principles such as the promotion of social justice, cultural responsiveness, inclusion, value and respect for all individuals, and leadership that is moral, intellectual, responsible, and caring.»

HOT Schools Program staff weave the HOT School Core Components of Strong Arts, Arts Integration and Democratic Practice with the unique collections, mission and focus of the arts and cultural organizations, representing excellence in multiple arts media from visual art to theater, dance, music and media arts and resulting in opportunities for designing rich units of study for sSchools Program staff weave the HOT School Core Components of Strong Arts, Arts Integration and Democratic Practice with the unique collections, mission and focus of the arts and cultural organizations, representing excellence in multiple arts media from visual art to theater, dance, music and media arts and resulting in opportunities for designing rich units of study for schoolsschools.

«A school must establish a site team to develop and implement strategies and education effectiveness practices to improve instruction, curriculum, cultural competencies, including cultural awareness and cross-cultural communication, and student achievement at the school site, consistent with subdivision 2.

Among those are preservice teachers» understanding of and ability to address student differences, the nature of the change process in schools implementing differentiation, achievement impacts of differentiation in middle school, elementary, and high school settings, and profiles of teachers whose classroom practice enhances success of students from low - economic and / or cultural minority groups.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board mSchool Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board mschool's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

These problems of practice include behavior management in schools staffed by novice teachers, cultural relevance of instruction, instructional supervision, and shaping a respectful school climate.

Cultural awareness award for school (April 30, 2013) Quil Ceda - Tulalip Elementary is recognized for incorporating Native American practices in plan to raise academic achievement.

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.

Coursework focuses on critical areas such as English Language Learner (ELL) instruction, cultural competency in the classroom including gender and sexually diverse student identities, evidenced - based frameworks for technology integration, educational leadership, and teacher leader / instructional coaching best practices in order to be instructional leaders in the school / district where employed.

Poverty and cultural differences impact education but all children in America should have access to good schools and well trained teachers in kindergarten and grade one who know best practices for teaching reading, spelling, and writing.

In this podcast, Dr. Freiberg explains district responsibilities under the state anti-bullying statutes; explores the need for a cultural shift away from punishing bad behavior to teaching kids essential life skills; and, discusses restorative practices and the positive outcomes achieved by schools that are implementing them.

(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.