Sentences with phrase «students in traditional school settings»

Research has uncovered that students at project based learning schools maintained better attendance than students in traditional school settings.

Not exact matches

It serves 12 to 25 students who were not succeeding in the traditional high school setting, said Diane Walery, the lead teacher.

The study showed that prediction of student graduation may be significantly improved by including in the college admission process consideration of AP exam performance and a small set of personality traits, along with traditional indicators of student abilities and high school grades.

Set in 1976 Texas, Dazed and Confused flows from one group of high - school and middle - school students over the course of one night — the traditional cinematic one - night - that - changes - everything.

Shabazz is one of the oldest alternative schools in the nation, established in 1971 to educate Madison students whose circumstances, attitudes, and conduct are often not conducive to successful academic work in a traditional school setting.

The appeal of traditional VE has diminished as high school students realized that the highest - paying jobs required college degrees and set their sights on college in order to get these jobs.

Indeed, we find the majority of students in the central cities of metropolitan areas, in both charter and traditional public schools, attend school in intensely segregated settings.

Our new findings demonstrate that, while segregation for blacks among all public schools has been increasing for nearly two decades, black students in charter schools are far more likely than their traditional public school counterparts to be educated in intensely segregated settings.

«It is the best educational initiative in which I've ever been involved, and I believe it has the potential to change the traditional high school into a place where students are actively, independently engaged in setting and reaching academic and professional goals.»

Students will miss assignment deadlines, they will do poorly on some tests and they will not always perform as well as they may have if they were being constantly monitored like in traditional school setting.

They concluded that students enrolled in Detroit charter schools were significantly outpacing a demographically similar set of matched students who remained in traditional Detroit public schools.

After studying teacher training at Boston College, Hristic spent a few years teaching in Massachusetts, first at an alternative high school for «behaviorally and emotionally challenged students, but also students so bright and brilliant they were bored out of their minds in a traditional setting,» he says.

Secondary students who choose this option in order to progress at a faster rate than they would in a traditional school setting.

Students who are highly motivated and who want to progress much faster than would be allowed in a traditional school setting.

The other issue staff members will face in a few years is helping students make the transition to a more - traditional school setting when they complete classes at UHMS.

Since around 1997, state virtual schools have been some of the early pioneers in providing online learning options to K — 12 schools to supplement a student's learning in the traditional school setting.

This report, by Lauren Morando Rhim and Julie Kowal, describes how educating students with disabilities in virtual charter schools entails not only molding state charter school laws to fit a specialized type of charter school, but also adapting federal and state special education guidelines aimed at providing special education in traditional brick and mortar settings.

In school settings they will undoubtedly — better than the traditional textbook exercises — motivate students to delve into mathematical problems.

Finally, imagine that by high school only one - third of a student's time was in a traditional classroom setting.

MYcroSchool Jacksonville Charter High School seeks to provide students who have not been successful in the traditional system an innovative «micro-high school» seSchool seeks to provide students who have not been successful in the traditional system an innovative «micro-high school» seschool» setting.

Many traditional schools have not accommodated the population of students and families that do not thrive in a traditional setting.

Difficult enough to accomplish in a traditional school but, at first glance, impossible to achieve at a Setting 4 school where the common trait shared by the students is that their behavior has placed them in an alternative educational sSetting 4 school where the common trait shared by the students is that their behavior has placed them in an alternative educational settingsetting.

Barriers to success for students in the traditional classroom setting include life circumstances that can prevent regular attendance and impact focus during school hours and decreased confidence from lack of success.

These students come from elementary and secondary schools in both traditional and alternative settings.

We specialize in serving students ages 12 - 16 who have exhibited behavioral problems in traditional school settings, including problems such as truancy, multiple suspensions, mental health issues, peer conflicts, family dysfunction, academic problems, and gang involvement.

We recognize that students who have struggled to succeed in traditional public school settings need non-traditional supports.

Webinar Recording: Trends and Opportunities in Accountability for Alternative Education Discussion of alternative education is growing across the country as states and districts look for ways to better serve students whose needs are not met in traditional school settings.

Discussion of alternative education is growing across the country as states and districts look for ways to better serve students whose needs are not met in traditional school settings.

Public funds should remain in public schools and should not be used to support private or parochial schools.Alternative Education Alternative educational opportunities should be made available to students for whom the traditional classroom setting is not the optimal learning environment.

Using an individual panel data set to control for student fixed effects, we estimate the impact of charter schools on students in charter schools and in nearby traditional public schools.

Since everyone experienced schooling in their own way, and often in a traditional setting, educators» ideas are diverse and every teacher has their own «movies of the mind» as to how a student's educational experience should look like.

ELOs include traditional afterschool activities with an academic focus, but also incorporate activities such as internships with employers, independent study in alternative settings, classes on college campuses for high school students, and wraparound support services.

Also, without the teacher and students in one traditional classroom setting, assigning teacher candidates to a brick - and - mortar school for a field experience emphasizing VS would be pointless.

We know that many students who do not succeed in a traditional school setting can fall behind and miss the chance to lead a successful, productive life.

Many of them only need six months to a year of classes to graduate, he says, but while some simply didn't do well in a traditional school setting, other students saw their education derailed by «something that's happened in their lives.»

Each student studies the same core subjects taught in traditional high school settings and can choose from a wide selection of elective, AP and honors classes.

Across the United States, alternative schools, programs and classrooms are serving students who are not succeeding in the traditional educational setting.

By doing so, he said, educators purposefully shape their pedagogy to meaningfully capture the attention of transfer school students, who have often had negative experiences in traditional educational settings.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. PageIn the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Finding a way to motivate students — to engage them in their learning — is always key when working with students who are academically behind or struggling with a traditional school setting, says school board Chair Tom Heidemann.

Our analysis makes key findings — such as that while charter schools consistently enroll fewer students with disabilities than do traditional public schools, charters also serve special education students in more inclusive settings than do those traditional schools.

The MVMS program understands that all students are entitled to have the opportunity to earn a middle school education, but not all students are well served in a traditional classroom setting.

In contrast to the traditional methods of measuring school effectiveness (including the adequate yearly progress system set up under NCLB), value - added models do not look only at current levels of student achievement.

Studies are showing, for example, that black students in charter schools are more likely than their counterparts in traditional public schools to be educated in an intensely segregated setting.

In many ways, these outstanding school leaders reflect the diversity of the dedicated principals leading schools across the country — supporting students on the West Coast and East Coast, at the prekindergarten, elementary, middle, and high school levels, and in traditional district and charter school settingIn many ways, these outstanding school leaders reflect the diversity of the dedicated principals leading schools across the country — supporting students on the West Coast and East Coast, at the prekindergarten, elementary, middle, and high school levels, and in traditional district and charter school settingin traditional district and charter school settings.

Themes from students were consistent — the majority of students cited the lack of personalized attention, bullying, family or home challenges, mental or emotional struggles, and / or work obligations as major detractors from their ability to learn in traditional school settings.

US News & World Report's «High School Notes» queries NDPC / N Director Sandy Addis in a look at how alternative education settings provide a model for students to earn their diploma outside the traditional high school seSchool Notes» queries NDPC / N Director Sandy Addis in a look at how alternative education settings provide a model for students to earn their diploma outside the traditional high school seschool setting.

Set for large - scale use during the 2014 — 2015 school year, the DLM alternate assessment system will let students with significant cognitive disabilities show what they know in ways that traditional multiple - choice tests can not and is designed to more validly measure what students with significant cognitive disabilities know and can do.

VLACS, a virtual school serving students across New Hampshire in grades 5 - 12, is developing a 100 percent self - paced, competency - based learning model framed not around courses but around a map of required competencies that students may master through any number of possible learning opportunities.In the VLACS Aspire «experiential blended learning» model, learning experiences in real - world, community - based settings serve as the face - to - face component in addition to traditional classroom - based learning that is integrated with online learning opportunities.

Our mission is to assist public school districts by providing innovative educational programs to students, at no cost, who have not experienced success in the traditional school setting.