Sentences with phrase «schools focus almost»

Not exact matches

Almost everyone I've seen as an in house labor and employment attorney has done similar work for a law firm but most have not focused on this aspect of law in school or have a theoretical grounding in labor and employment issues.

Thus there are schools in which paideia's focus on students» understanding of God plays almost no role whatever, neither in shaping what is taught and how, nor in the conventions governing how faculty and students interrelate, how faculty are selected, and how the school manages its common life.

The café became a beloved institution almost immediately, but, after two years, she decided to focus full - time on the cooking school and on her own writing.

The Obama agenda has focused almost exclusively on systemic school reform to address the achievement deficits of disadvantaged students: standards, testing, teacher evaluations, and a continued, if different, focus on accountability.

Start by assuming that this person is someone who really does care about the kids and what they eat, who really does want to feed children in an atmosphere of nurturing and respect, but who has probably been beaten down by so many years of having to focus on the bottom line, and of hearing the criticisms of school food, that she may have almost lost the will to live, let alone to fix school food.

Elia has pledged to be laser - focused on struggling schools during the first year of her tenure, and almost immediately introduced the idea of state receivership for schools around the state that fail to improve over the next year or, in some cases, two years.

Co-author Martin McKee, Professor of European Public Health at the London School of Hygiene & Tropical Medicine, said: «For five years, policies to address the financial crisis have focussed almost entirely on economic indicators.

My take: Personally, I don't gravitate toward school - shooting movies, but everything I've heard about this one says that it's far from your typical take on the genre, instead focusing on the parents in a way that almost turns the film into psychological horror.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

That's because the council's paradigm focuses almost exclusively on school accountability.

For example, I started writing about: the implementation of educational policy, when research at the time focused almost exclusively on the development of policy; the importance of qualitative methods, as a complement to quantitative methods that at the time ruled at the Ed School; the unheroic dimensions of leadership, when the focus was on the bigger - than - life hero who, like the Lone Ranger, rode into town with silver bullets.

Such thinking is why elementary - and secondary - school reform focuses almost exclusively on resources (per pupil spending), time (class size), knowledge (professional development), or experience (teacher retention) and relatively little on incentives to make educators perform better.

As attention - getting as those topics may be, I like to start the semester by focusing on a health issue that affects almost all teens in high school today: stress.

In general, schools have responded by focusing their energies almost exclusively on keeping kids safe.

Those experiences were invaluable in helping me focus on what is important to the success of a large school district, in spite of the almost maddening distractions that can beset superintendents.

Jessica Hoffmann Davis retired from the Harvard Graduate School of Education in 2005, in large part to focus on a book about her mother and the extraordinary school she directed for almost four decades: the Hoffmann School for Individual Development in Riverdale, NewSchool of Education in 2005, in large part to focus on a book about her mother and the extraordinary school she directed for almost four decades: the Hoffmann School for Individual Development in Riverdale, Newschool she directed for almost four decades: the Hoffmann School for Individual Development in Riverdale, NewSchool for Individual Development in Riverdale, New York.

For almost two decades, school accountability has focused on creating clear content standards for what students should know and when they should know it, testing to measure their mastery of those standards, and applying consequences and rewards to those responsible for the success of students in meeting the standards.

The previous state testing tended to focus almost exclusively on math and reading skills, so in many schools math and reading became the priority, while other subjects were pushed aside.

In almost every case, the schools that are getting it right are focused on the problem they are trying to solve and designing an instructional model first.

The report's findings are based on almost 900 parent surveys, 14 focus groups with over a hundred parents, and over 100 school, registration centers, and borough high school fair site visits....

«Thanks to our focus on positive behaviors and our school's eight character traits, we've seen a reduction in almost every negative behavior, from tardies to discipline infractions to suspensions,» said Hein.

«Over the past 10, almost 15 years,» he continued, «we've so focused on reading and math scores and this is the real opportunity to make sure we're capturing the things that are important, whether it's grit and persistence or school culture or parent engagement, and the only way to do that is to give power back to the states.

The moderating effects of organizational characteristics are to be expected, since district size and school size almost always «make a difference,» no matter what the focus of the research is.180 Elementary schools are typically more sensitive than secondary schools to leadership influence, although previous leader - efficacy research has reported mostly non-significant effects.181 And the rapid turnover of principals has been widely decried as anathema to school improvement efforts.182 Now we have some evidence that the positive effects of leader efficacy are also moderated by school and district size (the larger the organization, the less sense of efficacy among principals).

We can't tell what schools just paid lip service to Common Core Standards and what ones focused almost exclusively on the Common Core.

Community schools have taught us since their resurgence in 2000 that most past educational reforms have produced only marginal results in comparison, largely because they focus almost exclusively on the instructional side of teaching and learning (IEL, 2014).

One response has been the creation of a wide variety of public charter schools, almost all of which are small and with a distinct culture or focus on a particular population.

The problem, he says, is that the intense emphasis on standardized testing in recent years has pushed a lot of American schools to focus almost exclusively on academic skills, cognitive skills.

While we would like to be celebrating and capitalizing on these gains, we are instead focused on almost $ 600,000 in cuts at our school alone.

Most articles illustrate the trials and tribulations of practitioners» and scholars» attempts, highlighting a host of reasons for their exclusion: established school cultures that misunderstand the purpose and process of youth - adult leadership practices, relentless focus on achieving student outcomes measured almost singularly by high - stakes literacy and numeracy exams, and budgets and school schedules that defund and devalue youth leadership activity.

After almost 10 years as a public school leader, I'm excited to focus now on my passion — character education.

Tapped in 2012 to lead a turnaround of the failing 652 - student school, Brengard and an almost completely new staff launched a new project - based learning environment and set about changing from the top down the culture of the school, which he said was «in a rut» because teaching had become so hyper - focused on standardized testing outcomes.

This was a particularly noteworthy statement, considering that in almost every breakout slot there was at least one session related to closure or revocation, with topics such as «By the Numbers: What Do We Know About School Closure Around the Country», «Building a Closure Plan Focused on Kids», «When and How to Revoke a Charter», and «Interventions for Struggling Schools».

The smoke of battle obscured the significance of how much energy and attention, from a Conservative - headed government, was focused on raising standards in non-selective state schools, with almost no diversionary forays into grammar schools, voucher schemes or funding private places.

North Carolina has been focused on reforming high schools for almost a decade.

It centers on a desire to create from scratch a new school, to put their own stamp on education while having the ability to build teams free of divisions and distractions, and bonded by an almost obsessive student - focused vision.

Since both sides believe that the reasons for the achievement gap lie almost entirely outside the classroom — and, in many cases, beyond the control of students, parents, or teachers — they also contend that education reforms focused on changing schools, helping parents, and aiding students would be of little use.

Says WILL's Education Policy Director, Will Flanders, Ph.D., author of the study, «The debate over school choice is almost always focused on the so - called costs.

States are almost universally planning to invest in professional development for school leaders and some are focused on specialized support for principals at the beginning of their careers.

The turnaround has also been a blow to Mayor Michael R. Bloomberg and his chancellor, Joel I. Klein, who despite warnings that a laserlike focus on raising scores could make them less and less reliable, lashed almost every aspect of its school system to them.

For years, federally driven school classification systems focused almost entirely on test scores.

«That focus on school culture and building relationships is something we saw in almost all of the schools we recognized,» he said.

Almost three years after the introduction of the new National Curriculum, the focus of concern for the overwhelming majority of schools is still the accuracy of progress and attainment data which will be used to inform Ofsted's judgement of the effectiveness of a school.

Educational Achievement and the Allocation of School Resources The school resources — educational outcomes debate has focused almost exclusively on spending lSchool Resources The school resources — educational outcomes debate has focused almost exclusively on spending lschool resources — educational outcomes debate has focused almost exclusively on spending levels.

This focus contrasts sharply with policy considerations that almost exclusively consider school quality issues.

Almost all comments from principals focused on district - school relations.

While their involvement was once intricately linked to teacher professionalism and school success, today they are locked in a mindset that is focused almost entirely on protecting collective bargaining rights and ensuring that tenure, seniority and uniform pay scales dictate who gets paid what, and who stays and goes in the classroom.

Prof. Bainbridge says that as far as he can tell, these days law schools hiring professors focus almost solely on qualifications that do not have a «goddamn thing to do with the practice of law» such as «having a PhD» or «having multiple publications, even if they demonstrate the author's utter lack of doctrinal knowledge or inability to do basic legal research.»

It is caused by at least three other factors: (i) almost every problem law students encounter in law school comes labelled either by the course or by the assigned moot topic; few students ever have to deal with a simple cry for help from a client; (ii) in my experience at law schools — and it may be different now — almost all research was done in the context of litigation or moots and, while that's obviously an important focus, it's not the only one; and, perhaps the most important factor, (iii) the lawyers who give the students work far too often ask the student to «find a case» — this is almost universal focus of litigators — and are uninterested in either context or principle.

Whilst software announcements will almost certainly focus on things like Apple Classroom, any new hardware revisions affect normal customers just as much as schools.

For almost a decade, Alison has gained significant trauma - focused experience in community, school and private practice settings as a therapist, case manager and supervisor in both Washington, D.C. and northern California.