Sentences with phrase «student academic struggles»

Not exact matches

And some students who struggle with much of their academic work will make wonderful pastors.

Since 1976 I have been associated with the faculty, students, staff, and administration of Pacific School of Religion, where an entire academic community is also a faith community struggling with a multitude of social justice issues in personal and corporate ways.

KEMP AND CREMINS Sir: Jan Kemp's story (This Case Was One For The Books, Feb. 24) should inspire all those educators who struggle daily to instill high academic standards in their students.

In a series of experiments, Cohen, Walton, and Yeager have shown the power of what seem to be small - scale mindset interventions — watching a brief video of an older student talking about his struggles with belonging, or reading a magazine article that presents a growth - mindset perspective on brain development — to significantly improve the academic performance of students who are vulnerable to stereotype threat, including low - income students and African - American students.

How exactly do the neurobiological adaptations that result from an adverse early childhood evolve into the social and academic struggles that so many disadvantaged students experience in school?

The state provides $ 922,000 annually for additional academic support services for struggling students in non-public schools.

The new methodology is already challenging widely held beliefs by finding that teachers can not be judged solely on the basis of their academic credentials, that classroom size is not always paramount and that students may actually be more engaged if they struggle to complete a classroom assignment.

In addition to the services we provide within the McLean community, we offer academic consultation, transition support, and psychoeducational outpatient services to students who are struggling to co-manage their mental health and academic lives.

My early elementary school memories up through ninth grade are of teachers struggling to maintain class discipline with occasional coverage of academics, but the students did learn how to survive under difficult circumstances.

For example, a recent study conducted in urban middle schools found that there were more similarities than differences in the reading profiles of struggling students from non-English-speaking and English - speaking households, and that low academic vocabulary knowledge, a major component of advanced literacy skills, was a shared source of difficulty.

Even more than the stories of the teachers and leaders, the story of this KIPP student's struggle with rigorous behavioral and academic demands humanizes the narrative of education reform.

«As the assistant principal at my school, my job deals mainly with students who have behavioral issues, which are often accompanied by academic struggles.

But RTI was quickly adopted as a model for overall school improvement because of its focus on providing assistance quickly to struggling students, before any academic deficits have a chance to become entrenched.

In short, relative poverty rates, which are only weakly related to student achievement both in the U.S. and abroad, are erroneously used to explain America's academic struggles.

But as our experience teaching at the Harvard Graduate School of Education has shown, most students have an easy time writing extended academic papers but struggle with shorter pieces that express their opinions on educational issues.

That is where assistive technology becomes critical; it is designed to help struggling students meet academic requirements.

Because of students» openness to the arts, their motivation remains high, their attention spans tend to be longer, and their learning increases — yet teachers sometimes struggle with how to incorporate the arts while maintaining academic integrity.

In Lecturer David Rose's Universal Design for Learning class at the Ed School, Lauenstein - Denjongpa encountered the idea that disability is contextual, meaning students may struggle because their academic environment is not adapted to their personal learning style.

Many of these schools had higher proportions of students living in challenging circumstances: high poverty and low parent education, or high numbers of students whose first language was neither English nor French and who were struggling with academic language proficiency.

Symonds believes that they're often able to make inroads with students who have struggled in other schools because they work to create a supportive environment addressing all of a child's needs, not just his or her academic needs.

On paper, RTI is a pro-active intervention model (not a program) that offers targeted academic support to struggling students.

Aid - eschewing institutions would be unable to pay for all the stuff, academic and otherwise, that aid - accepting schools provide and would struggle mightily to attract students.

Put aside that it's likely that both the authors of the study and the schools themselves have points in their favor — the full - time virtual charter schools themselves have in the past been transparent about some of their academic struggles, and, at the same time, in their criticism of the study, those same schools are surely right that the characteristics and motivation of some of their students for attending full - time virtual charters makes them quite unlike the «virtual twins» the study purports to have found for the purposes of comparison.

Many interviewed students reported that they were in constant contact, weekly or even daily, with mentors around the world who understood their daily struggles, relentlessly encouraged them to persist, and provided key academic resources.

But might some future authorizer prohibit a school's boasting of its high academic standards in fear that academically struggling students might be intimidated?

The development of academic standards, an important step toward raising student achievement, could open up states to lawsuits from groups of students struggling to meet the standards or from districts with large numbers of such students.

While early - college high schools link students with local colleges, Schwartz says another option is to directly link high school students to business, like existing career academies, which started in 1969 in Philadelphia in collaboration with Philadelphia Electric Company and Bell of Pennsylvania, and talent development high schools, which allow struggling students to play academic «catch up» before learning about specific career paths.

Targeted policies, such as early - warning indicator systems, use large administrative databases to systematically predict which students will struggle with academics or behavioral problems, with the intention of targeting those students early, before problems escalate.

Remember, these students are capable of learning, and many are intellectually gifted — their academic struggles are unexpected in relation to their innate ability to learn.

And from New Hampshire to California, charter schools large and small, honored and obscure, have developed complex application processes that can make it tough for students who struggle with disability, limited English skills, academic deficits or chaotic family lives to even get into the lottery.

The new standards focus so much more on academic language and literacy, and I really have fewer students who struggle with language after they leave my class.

The test - prep and academic support for struggling students at Carlin Springs could serve as a model for other struggling schools, though teachers and administrators have been cautious because the approach was implemented only two years ago.

Recent research shows that a positive school climate contributes significantly to academic success, especially for struggling students in urban schools.

Kenderton had struggled with safety and academics, parents, students, and teachers said.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

Federal (ESEA) Programs for Schools & Districts Title Programs Title I, A Programs and services for struggling learners Title I, C Migrant Education Title I, D Institutional Education Title I, G Advanced Placement Title II, A Teacher & Principal Quality Title III English Learners & Immigrant Students — Language Instruction Title IV, A Student Support & Academic Enrichment Title IV, B 21st Century Community Learning Centers Title VI Rural Education Achievement Program Title VII Indian, Native Hawaiian, Alaska Native Education Title X Homeless Education (McKinney - Vento Education for Homeless Children & Youth Program)

Carl Cohn — executive director of the California Collaborative for Educational Excellence, which assists school districts struggling to improve student academic outcomes — also said he thought that the state would be immunized against any effort by the federal government to discourage implementation of the Common Core.

Still, if students start showing academic gains, California's experiment could provide a blueprint as other states struggle to close their own gaps between affluent and disadvantaged students.

The nation's public schools can dramatically raise academic achievement among struggling students over the next two decades with a coordinated strategy that puts greater emphasis on accountability, urban schools, and early - childhood education, argues a report released here last week.

Our students have often struggled with academic classroom settings and been judged as unmotivated, undisciplined, and unintellectual.

Scholars suggest that understanding adaptive strategies of resistance leads students to identify academic achievement as part of a collective struggle (Carter, 2008).

Superintendents acknowledge that federal and state standards and accountability systems have created a situation in which district and school personnel can not ignore evidence about students who are struggling or failing to meet mandated standards for academic performance, as reflected in test results and other indicators of student success (e.g., attendance, graduation rates).

Among the findings and research - driven strategies highlighted throughout the Education Leader's Guide to Reading Growth is data from a recent study that shows «struggling - to - successful» readers read approximately six minutes more per day on average than «persistently struggling» readers — findings that may have a long - term impact on a student's academic career.

In addition, a dedicated team of counselors, intervention specialists and administrators takes a deeper look at data for students that are struggling and creates support plans and a culture of high behavioral and academic expectations tailored to their needs.

School staff work with families through small team meetings to develop a support plan to assist academically struggling students through focused action plans, and SST teams create and implement strategies and supports to address academic needs, incorporating additional opportunities for academic support during and / or after the school day.

For example, if a student is avoiding school because of bullying or academic struggles, educators can take steps to improve school climate or provide academic support.

The most rewarding part of my job is to take struggling students with little or no self - esteem and encourage, motivate, and support them to reach high levels of academic, social, and personal growth.

Learning Strategies (LS) are focused interventions for students who are struggling and have fallen behind their academic peers.

The schools» students also struggle with the gap between the academic intensity of their school routines and the more relaxed rules they find when they go home on weekends to their families.

We are finding that even though the vast majority of our youngest readers can manage simple texts, many students - particularly those from low - income families - struggle when it comes time in grade four to tackle more advanced academic texts.