Sentences with phrase «school curriculum choice»
This working paper presents a framework for high school curriculum choice and evaluates how these decisions impact college attendance, completion and subsequent earnings.
http://educationnorthwest.org/ Not exact matches
Even though the creators of the National Curriculum are keen to emphasise the importance of what they call «the English literary heritage», by which they mean «authors with an enduring appeal that transcends the period in which they were writing, and who have played a significant role in the development of literature in English» [Qualifications and Curriculum Authority 2007, 71), their choice of recommended authors reveals a set of post-Protestant secular assumptions which need to be challenged if Catholic culture is to flourish in Catholic schools.
She is also a La Leche League Leader and a parent educator for the Nurturing Parent Program and the Guiding Good Choices and Support School Success curriculums.
Taking more choices away from public school parents is not the way we should be going, be it with food, curriculum or otherwise.
Sixty percent of the parents of students enrolled in the stronger food curriculum said school changed their child's knowledge about healthful food choices, compared to 36 percent in the other program.
Incorporating nutrition education, school gardens, and farm - to - school initiatives into the classroom curriculum and school culture can go a long way in creating demand for healthier food choices among the students.
The parents of New York City school children have a legal right at the beginning of the school year to review their students» sex education curriculum, discuss concerns with school principals, and opt out of parts of the curriculum they find objectionable, the NYC Parents» Choice Coalition today announced.
New York — Aug. 28... The parents of New York City school children have a legal right at the beginning of the school year to review their students» sex education curriculum, discuss concerns with school principals, and opt out of parts of the curriculum they find objectionable, the NYC Parents» Choice Coalition today announced.
«Bringing healthy lifestyle training — not just on drugs but the whole concept of healthy lifestyle choices — into our school curriculum is something we're working with BOCES on, and we see that as having a real benefit moving forward,» Horrigan said.
Green Schools Energy Curriculum — What opportunities do school buildings themselves provide for helping students develop a scientific foundation for making choices about energy resources and their use?
This curriculum — organized into missions and quests — focuses on multifaceted challenges that may have more than one correct answer, letting students explore different solutions by making choices along the way, says Ross Flatt, assistant principal at the school.
She began her tenure there, when it was the School of Medicine Career Center in 2008, developing curriculum and resources for all biosciences trainees to explore and define a path toward their own careers of choice.
He said: «It is our view that the choice of subjects should be more flexible to allow schools to have greater freedom in how they tailor the curriculum to the individual needs of each pupil.
«Integrated» Math: A Transitional Approach to the Common Core In this chat, educators from an Illinois district will discuss their choice to transition their high school math curriculum to an integrated course sequence and share what they've learned.
Rather than bouncing around from one education fad to another, our schools had no choice but to remain steadfast in their dedication to «back - to - basics» curricula and a traditional «no - excuses» culture.
One interpretation of the emphasis on developing the common core curriculum is that these debates provide a convenient diversion from potentially more intractable fights over bigger reform ideas like using improved teacher evaluations for personnel decisions, expanded school choice, or enhanced accountability systems.
My objective was to detect shifts in how schools committed resources to different students, resources such as textbooks and teachers, but also such inputs as teacher attention and choice of curriculum and instructional strategies.
«In February 2010, for the first time, a state judge overturned a school district's choice of a high - school math curriculum,» Josh Dunn writes in a new «legal beat» article posted on the Ed Next website.
For example, perhaps the choice of curricula, types of teachers employed, or length of the school day and year are associated with better or worse outcomes.
The state's landmark 1993 Education Reform Act introduced not only high academic standards, accountability, and enhanced school choice, but curriculum frameworks with a subject - by - subject outline of the material intended to form the basis of local curricula statewide.
Choices around sedentary lifestyles, health self - efficacy and literacy, and engagement with screen time are supported by skills, knowledge and understandings gained in HPE curriculum, but require reinforcement by parents and primary schools.
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 of Lschool 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 of LSchool 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 of Lschool 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 of Lschool 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 of Lschool: 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 of London.
Sex and relationship education (SRE) needs to be an essential part of secondary school curriculum, with parents given the choice to opt their child out, the Local Government Association has announced.
team endorsed a new institution, the «comprehensive high school,» which would offer students a wide array of curriculum choices.
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..
Though the program falls under the law's choice provisions, the federal government still considers magnets an important aspect of desegregation policy, defining a magnet school as one that «offers a special curriculum capable of attracting substantial numbers of students of different racial backgrounds.»
Unlike traditional public schools, choice schools often restrict the curriculum largely to mathematics, science, English, a foreign language, history, political science, art, and music followed by all students, which best prepares them for college, careers, and citizenship.
Detailing Phase I of the RAND - Qatar effort, which spanned 2001 — 04, the authors explain the creation and implementation of curriculum standards, national testing, independent government - funded schools, annual report cards, and parental choice.
David Osborne, senior fellow at the Progressive Policy Institute, completed an analysis of D.C.'s two sectors, documenting how competition led the district sector to emulate charters in many ways, including more diverse curriculum offerings; new choices of different school models; and reconstituting schools to operate with building level autonomy, especially giving principals freedom to hire all or mostly new staff.
Low - and high - poverty schools differ along many dimensions that likely influence what constitutes effective educational practice, including curriculum choice and implementation, instructional methods, personnel policies, and all the other day - to - day decisions that combine to create the educational environment.
The Seattle school district has been using a discovery - based math curriculum in the lower grades and clearly viewed the Discovering Series as an extension of those pedagogical choices.
In February 2010, for the first time, a state judge overturned a school district's choice of a high - school math curriculum.
Ms Marshall and Ms Flynn said most schools have a careers curriculum to teach the students resume writing techniques and give advice on career choices, but they are often missing more specific advice on personal presentation and behaviour.
The House of Lords social mobility committee has published a report claiming that scrapping the national curriculum for pupils over 14 and taking careers advice away from schools could help young people make better choices about their future.
Choices regarding specific curricula, for example, are made by local school leaders.
Principals Report More Influence Over School Budgets Than Curriculum Choice in National Survey
Recent years have also brought a principled critique by influential scholars — E.D. Hirsch, Grover Whitehurst, and Diane Ravitch come immediately to mind — of both standards - based reform and school choice, on the grounds that these changes neglect crucial issues of curriculum and instruction (and so neglect what actually goes on in classrooms between teachers and students).
In my new book, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education, I describe how I came to repudiate my support for choice and accountability, though not for curriculum reform, which I still believe is necessary and valChoice Are Undermining Education, I describe how I came to repudiate my support for choice and accountability, though not for curriculum reform, which I still believe is necessary and valchoice and accountability, though not for curriculum reform, which I still believe is necessary and valuable.
Accordingly, we should never make the mistake of viewing the job of a private school participating in a choice program as teaching the state's curriculum or giving their tests.
But as my colleague at the American Principles Project (APP) Emmett McGroarty pointed out to me, nationalizing curriculum standards quietly knifes the school - choice movement in the back.
Whether it is for stronger academics, safer learning environments, empowered teachers or more personalized curriculum, Americans are seeking school choice.
«All schools, but schools of choice particularly, are well - served by implementing tests that accurately measure the quality of that school's curriculum and program,» said Peter Bezanson, CEO of BASIS, a charter school network that started in Arizona.
The Detroit Board of Education announced the appointment of Ms. McGriff, 41, as superintendent last week, hailing her as a leading authority on empowered and chartered schools, schools of choice, and multicultural curriculum.
«Structural» education reformers — the kind who worry about school governance, choice, standards, accountability, ESSA, universal pre-K, graduation rates, collective bargaining, etc. — have long been faulted by «inside the classroom» educators for neglecting pedagogy and curriculum.
Most importantly, then, test results provide parents and teachers with vital information about student learning, and accountability policies challenge districts and schools to meet individual student needs with effective teachers, strong curricula, choices for families and students, and break - the - mold interventions for failing schools.
Although standardized tests can provide parents with useful information about their child's academic performance, using them to impose uniform standards that so narrowly define «quality» creates perverse incentives that narrow the curriculum, stifle innovation, and can drive away quality schools from participating in the choice program.
8:30 AM — 9:15 AM Keynote: Dr. Joshua Starr, CEO, PDK International Understanding Public Attitudes About Schools During this presentation, Dr. Starr will discuss new polling data that shows the public's current attitudes about public education; the overall quality of local schools; curriculum and standards; school funding and taxes; homework and testing policies; school choice; anSchools During this presentation, Dr. Starr will discuss new polling data that shows the public's current attitudes about public education; the overall quality of local schools; curriculum and standards; school funding and taxes; homework and testing policies; school choice; anschools; curriculum and standards; school funding and taxes; homework and testing policies; school choice; and more.
Dissent in the ranks is probably why the Republican education platform focuses chiefly on school choice, not specific curriculum initiatives, so it will be interesting to see where Romney lands on schools if elected.
In higher - performing districts, leaders did not expect improvement in lowperforming schools to occur merely by means of inputs required under federal and state policies (e.g., school choice, tutoring, prescribed needs assessments and schoolimprovement planning, curriculum audits, advice from external consultants).
[The politics of rationing education is a reason why districts and other traditionalists also oppose the expansion of public charter schools and other forms of school choice that are helping Black and Latino children attain high quality education; charters fall outside of the control of districts and therefore, open the doors of opportunity for those historically denied great teachers and college - preparatory curricula.]