Sentences with phrase «teachers lack access»
Moreover, many teachers lack access to important benefits such as health insurance and paid leave.
https://www.americanprogress.org/ Not exact matches
«The real problem is not a lack of access; it's a lack of teachers.»
Students increasingly need computer skills to compete for jobs, but too often schools lack the access to technology or teachers lack the training to empower our students with this knowledge.
The other 95 percent did not, as evidenced by locked doors and the lack of access to teachers and academic areas after school hours.
Poor conditions or lack of school facilities, low - quality teachers, teacher shortages, poor student - teacher interactions, geographic access to school, less challenging courses and student boredom
Yet for many teachers, lack of access to computers and reliable Internet connectedness is a barrier to technology integration (Innovative Teaching and Learning Research, 2011).
It is true that teachers lack the ready access to organizational authority that school and system leaders can use to bust free.
The event is giving pupils the opportunity to learn about the issues faced by many children around the world trying to access an education while living in zones affected by conflict, natural disasters or extreme poverty, and who lack the basic tools and teachers they need to learn.
This paper, written for the Rural Opportunities Consortium of Idaho, offers policymakers and philanthropic leaders a set of recommendations to capitalize on the potential of technology to serve students: expand broadband access to schools lacking it, create an elite corps of proven teachers who would be made available to students across the state, and provide districts and schools with the flexibility to develop new models of staffing and technology and to achieve the most strategic combination of personnel, facilities, and technology.
Participating LEAs can use this tool to identify turnover trends and shortage areas; examine which schools lack access to effective teachers; determine where to direct more intentional recruitment resources; and study the degree to which professional learning experiences are tied to improvements in effectiveness.
[I] saw so many difficult issues within the district: lack of quality teaching, lack of leadership in buildings, lack of empathy and understanding of the children, [and] the lack of access to services that would have made high - performing teachers really be able to deliver the promise for kids.
This basic lack of qualified teachers has been identified by UNESCO as the major barrier to providing access to quality education for all the world's children.
Issues in rural schools can include fewer resources for students and teachers; lack of access to professional development and student training opportunities; community isolation; students having the same teachers for multiple subjects and grade levels; and fewer extracurricular activities.
As I said earlier, the lack of a national, strategic approach to teacher training means that there are challenging areas of the country without ready access to the best newly qualified teachers.
Many of these students can not be exited from the ELA program because, in spite of scoring the maximum score in the ACCESS test, they do not have the rest of the body of evidence (grades, state test scores) DPS requires to get them exited due to lack of work ethic, motivation or teachers who know how to teach this type of long term ELs.
Last year, the Center for Education Innovation created easy - to - read «education scorecards» for every school district in the state so that parents — many lacking high levels of literacy or regular access to the Internet — would have clear information about test scores, graduation rates and teachers.
The report was part of a U.S. Department of Education study that examined the reasons poor and minority students fail to get equal access to the best and most qualified teachers ---- the lack of which remains a persistent problem in the state.
Teachers also know that many of their students lack home internet access.
In the online discussions and face - to - face meetings, the members of the learning community, the teachers and the university educators, engaged in numerous conversations about how to overcome these barriers (e.g., lack of access to technology).
«Too often, teachers in schools serving students from high - need environments lack access to excellent peers and mentors and have fewer opportunities for collaboration and feedback.»
Both the lack of access to different forms of classroom technology and modeling by their instructors makes it difficult for teacher candidates to experience hands - on learning for this particular form of technology.
NUT Cymru secretary David Evans added that there were «significant barriers» to promoting better collaboration between schools or better access to professional development «from a lack of high quality training provision, a lack of financial resources to release teachers or workload pressures making non-classroom activity almost impossible».
Over half of teachers in high - poverty schools, «agreed that the «lack of resources or access to digital technologies among students» is a challenge in their classrooms» and that its «results are strongest when the uses of technology... are combined with strategic teacher support...» (Darling - Hammond et al. 2014).
The challenges facing rural schools are staggering — concentrated poverty, inadequate access to health care services, early childhood education and after - school programs, ballooning class size, high transportation costs, teacher shortages, and lack of broadband access.
While the preservice teachers in this study taught in a variety of settings (urban, suburban, and rural), as well as a variety of grade levels and subjects, they faced a consistent challenge in using technology as a tool for learning: lack of access to adequate technology in the K - 12 schools.
ECS urges caution, however, citing students» need for face - to - face interactions with teachers, broadband limitations, limited access to student support services and a lack of opportunity for collaborative projects.
Every year, however, millions of high school students — disproportionately from low - income and minority backgrounds — are denied access to such opportunities, whether it is because their schools lack the resources to offer such courses, because their teachers haven't recommended them for advanced coursework, because their test scores fall below a certain benchmark, or for some other reason (Mathews, 1998; Oakes et al., 2000; Schmidt et al., 2015; Solorzano & Ornealas, 2004; Tyson, 2013).
Teach First's report highlights that there is no shortage of teachers wanting to make the step up, but they often lack access to the training they need.
This sample was chosen because these teachers had specific access to an arts - based professional development opportunity and the researcher concludes that the findings in the study can not be more broadly generalized because of the lack of knowledge about how many schools actually provide arts - based professional development for teachers.
Nearly half of teachers (42 percent) say their students lack sufficient access to technology outside of the classroom, and more than a third (35 percent) say their schools lack adequate funding for technology.»
More than half of teachers in low - income communities said that their students» lack of access to online resources at home presented a major challenge to integrating technology into their teaching.
But many schools lack up - to - date computers, fast internet access and quality teacher training, compounding the tech disparities students face at home.
It also criticized Praktiska Sverige AB, which runs schools for almost 5,000 students, for the number of temporary teachers without educational degrees and lack of access to adequate libraries and school nurses.
Unfortunately, because of a lack of hardware and sometimes teacher confidence and creativity, students are denied access to the very strongest engagement resource we have — technology.
For example, connect with community partners if the barrier is clothing, transportation, housing, access to health or mental health treatment; provide training to teachers and staff to address instructional barriers; review budgets to remedy shortages of staff and / or lack of materials and supplies needed to deliver effective classroom instruction or school - wide accommodations; and engage culturally - competent staff to break down communication barriers between schools and families.
The two issues cited most often were equity concerns about lack of Internet access at home and the fear of teachers not wanting to go digital, including teachers not comfortable or effective with digital learning.
Explanations included: a lack of teacher time to access coaching in their busy school days, a lack of time for school psychologists to coach teachers, teachers finding the program relatively easily to implement without coaching, and teachers not allocating time for coaching.
It is difficult for remote Indigenous peoples to obtain teaching qualifications because of the lack of training facilities in remote areas and the fact that potential trainee teachers must leave family and ancestral lands to access formal education.