Sentences with phrase «schools by rote»

For instance, assigning students to schools by rote can undermine individual agency.

Not exact matches

«I feel that there's a huge disconnect between science and the public because it's depicted as rote memorization in schools, when by definition, if you can memorize it, it's not science,» says Ingber, who is also the Judah Folkman Professor of Vascular Biology at Harvard Medical School and the Vascular Biology Program at Boston Children's Hospital, and Professor of Bioengineering at the Harvard Paulson School of Engineering and Applied Sciences (SEAS).

School children learning by rote do so in a collective singsong.

Hard Reset isn't a bad game, but it's rote old school sensibility has passed me by.

Along the same lines, parents may also be confused by the critical thinking, creativity, and independence encouraged in western schools, when eastern education traditionally relies more on rote memorization and respecting authority.

The Bishops who convened at the Third Plenary Council of Baltimore in 1884 determined to write a catechism for Catholic children — the famous Baltimore Catechism, which was a standard text in Catholic schools for the next 80 years, its questions and answers about the Church and God learned, by rote, by millions of children, in a fashion that might put Muslim madrassas to shame — and then issued what today would be considered a terribly draconian and medieval (parochial?)

Images of such schools are set against descriptions of schools in which intellectual engagement is driven out by rote memorization and motivation by grades and test scores.

The study, by Jo Boaler, now a professor of education at Stanford University, found that students at the project - based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula.

For many parents (and some teachers), they were taught a process for solving problems — often by rote — with little understanding when they were at school themselves.

When Bishop examined the effects of high - school exit exams, one traditional form of external accountability, on intrinsic motivation by comparing whether students subjected to this approach engaged in less reading for pleasure or were more likely to associate learning with rote memorization, he found no evidence that accountability undermined natural curiosity and even found some evidence of the opposite.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aschool, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aSchool District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

The misuse of and over-emphasis on test scores caused by pressures from media, corporate - style education reformers, and misguided federal laws has forced schools nationwide to teach to these tests, focusing one - sidedly on rote skills and ignoring higher - level thinking.

The school has launched cultural competency training through professional development sessions run by the EDCO collaborative, but several teachers said the sessions were rote, with no dialogue across staff.