Sentences with phrase «teachers of lower»

Therefore, this comparison may not be accurate for teachers of lower grades; I may have compared them with women who have more education than they do.

One possibility is that the rigidity of public sector budgets or wage schedules causes schools to mechanically hire teachers of lower quality when the price of skill rises.

«Cuomo's high - stakes testing regime is designed to fail the underfunded schools and teachers of low - income children in order to privatize the schools and de-unionize and downgrade the teaching profession.

Cuomo's high - stakes testing regime is failing the underfunded schools and teachers of low - income children in order to privatize the schools as charters and downgrade the teaching profession.

If this is the case, different countries appear to be making different tradeoffs between the quantity and quality of their teachers: with class sizes low, Greece and Iceland employ many teachers of low quality.

Every teacher of low - income children and English language learners has had this moment: You're sitting with a student, working line by line through a text, grappling with what should be fairly simple comprehension questions.

The guide describes skills that teachers of low - income students need to effectively teach their students and suggests activities teachers can use to make classrooms culturally competent, promote student resilience, and engage struggling learners.

Maybe the teachers of low - income kids are a little bit more effective in closing the gap when they have them in school.

More specifically, they believe that teachers of low - income, minority, or special education students will have lower value - added scores than equally effective teachers who are teaching students outside these populations.

For example, confounding occurs if teachers of low - income or minority students have lower — or higher — scores than equally effective teachers who teach groups that tend to be higher - achieving.

Further, teachers of low - income students, English learners, and students of color are especially likely to work in these outdated, factory - model schools, and they are most likely to be forced to adopt a narrow, one - size - fits - all curriculum, further constraining their autonomy and professionalism (Ravitch, 2010).

The research supports one conclusion: value - added scores for teachers of low - achieving students are underestimated, and value - added scores of teachers of high - achieving students are overestimated by models that control for only a few scores (or for only one score) on previous achievement tests without adjusting for measurement error.

Not exact matches

For every paid membership, we give a free one to a low - income family, teacher, student, or veteran, because we really want everyone to have access, regardless of wealth.

Though it operates with the mission of providing high - quality, low - cost education for all, Bridge has drawn criticism from some education experts and teachers unions for the model it uses to make good on that mission.

Conversely, 36 % of Canada's employed labour force falls into the low - risk category, including registered nurses, elementary teachers, early childhood educators, and secondary school teachers — all of which fall within a less than 1 % chance of automation.

Instead of teaching to the lowest common denominator or watching the smartest kids complete their work and put their heads down with nothing else to do, the teacher is able to track, react, and adjust the information being provided to each student — as needed and on the fly.

The Arizona walkout is part of a bubbling national uprising over low teacher pay and funding.

In such a world honest teachers (if there were any) would be telling their students that a pretense of morality is merely a stratagem by which one gangster induces others to enter into temporary alliances, or cozens some gullible victim to lower his guard.

In her latest book, The Death and Life of the Great American School System, she charges that the state reading and math tests mandated by the No Child Left Behind Act lower the bar, produce inconsistent results, lack content, promote cheating, and encourage teachers to waste time on test - taking strategies.

Widely affirmed proposals call for the restructure of low - performing schools, more emphasis on the basics, safer classrooms, more rigorous graduation standards, periodic measurement of progress through some kind of standardized tests, longer days and year - round schooling, decentralization into smaller learning communities and greater freedom for those smaller units, smaller classes, better - qualified teachers and improved salaries, more parental input and more equitable funding.

The consequences of this primary pursuit of pleasure are a general lowering of standards, disrespect for authority, disorderliness, and loss of morale by teachers (or parents) and students alike.

This lack of agreement, even along the most general lines, is a characteristic feature of the situation today and accounts in a large measure for the low educational status of the ministry The work of the lawyer, the physician, the teacher, the artist, the writer and the engineer, is clear - cut and rather sharply defined (at least in the mind of the average man), so that when a young man chooses one of these professions he has some idea of what he is getting into.

Teachers were redeployed, leaving governors little control over appointments, and lowering the morale of the profession.

The unintended consequence of these supportive actions have opened a virtual Pandora's box, revealing a smorgasboard of s@xu = al depravity that runs the gamut from NAMBLA to growing ranks of pedophile teachers, emboldened by the brazen behaviors seen in «Pride parades» and an increasingly risque mainstream media that panders to the lowest common denominator in entertainment.

My low point came on the day I had to fill in for the absent teacher of the Sunday school class for the teen - agers» parents, a bunch of grown - ups who were powerful, outspoken and of a very different persuasion than I when it came to politics and religion.

There is a dominant attitude among many tertiary institutions, teachers, ministers, and other literati that television is of secondary importance, a lower form of culture that is best ignored or tolerated.

yep i do agree with what you said, but it does nt contradict what i mean i once had a little clash with a teacher of mine, who said that we should be grateful to her that she teaches and i said that i do nt really have to be particularly grateful to her, cause it wasnt like she did it for free or in charity she did get paid well and thats why i myself am not «grateful» to wenger too why should i he gets paid 8.5 million a year:O thats the pay he gets he does nt have to get gratefulness, but what i say is, if i had insulted my teacher that would be wrong and on the topic we do nt have to grateful to wenger but we shouldn't insult a man who has been with arsenal for 20 years on such a low level as some guys here..

You must then accept the ludicrously low starting teacher salary from a poorer district, or take a significantly longer amount of time and higher expense learning a teaching specialty.

Before coming to Stanford, Yeager had taught English at a low - income school in Tulsa, and he was especially motivated to find ways to translate some of this innovative research into practices that could help teachers improve the lives of their students.

The teacher would guide the discussion in a way that led, eventually, to a new element of math understanding (in this case, the principle of finding the lowest common denominator).

The idea that noncognitive skills are an important element of educational success, especially among low - income students, resonated with the personal experience of many of the teachers I spoke to.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

In New York City, between 2007 and 2010, Fryer oversaw and evaluated a program jointly administered by the city's education department and its teachers union that distributed $ 75 million in cash incentives to teachers in some of the city's most low - performing schools.

Sunbridge offers an array of Waldorf teacher education programs in low - residency formats that enable students from all geographic points to become part of our learning community.

Lower class sizes, higher teacher - student rations, better facilities — would open up a lot of opportunities, if people cared enough to take advantage of them.

Whatever level of the bureaucracy you inhabit, when your success depends on rising scores, it's hard to take steps that will serve only to lower those scores — whether that means blowing the whistle on a fellow teacher or launching an investigation of the whole system.

Soon after he took on a great role as the lower school science teacher at a Friends Central School outside of Philadelphia.

Berkeley Rose Waldorf School's handwork teacher, Ms. Logunova, has offered an inspiring and educational outline of the handwork curriculum through the lower grades in Waldorf education!

Prior to joining the Brooklyn faculty in 2016, she was a member of the faculty for nine years at The Waldorf School of Garden City, where she served as a class teacher, mentor, and lower school chair, and where her ability to plan, organize, and maintain a high level of executive functioning skills, within both her personal class preparation and her classes themselves, were highly recognized.

This difficult, but forward - thinking, reorganization, which was completed in January 2010, allowed for a leaner, yet stronger Sunbridge to emerge, one with a highly - keened focus of serving the Waldorf school movement through well - regarded, low - residency teacher education programs and a comprehensive roster of short - term courses and workshops.

Prior to joining Green Meadow, she was a class teacher and lower school chair at the Waldorf School of Baltimore.

In this workshop, grades 1 - 8 class and subject teachers will receive instruction in the basics of how to create beautiful chalkboard drawings and how to approach Main Lesson book drawings across the Waldorf lower and middle school curricula.

Additionally, some low - income respondents expressed concern that a hungry child may prompt neighbors or teachers to report a case of suspected neglect to Child Protective Services, even if was the child was hungry because she herself declined to eat what was served.

Teachers in the district's three schools are paid about $ 12,000 more than the state average, and the schools offer an array of top - notch educational opportunities, including low class size, foreign language instruction, fine arts and orchestra programs, low - cost preschool and a full - day kindergarten, before - and after - school care, and several extracurricular sports teams.

The highlight is the glimpse he affords us into the lives of the gifted, success - hungry chess players of IS 318, a low - income public school in Brooklyn, and the passionate, confrontational teacher who forces them to replay and learn from their wrong moves.

Tough presents examples of low - income kids who have had the opportunity through mentoring programs, family members or discerning teachers to pause and look inward to shape and reshape their character.

Then there's James — a boy who grew up in a low - income Brooklyn neighbourhood who, despite the fact he couldn't perform well on traditional tests — might be the best 13 - year - old chess player in the U.S., all through the help of an attentive, nurturing teacher.

First of all, this teacher takes kids from low - income, low - achieving environments and turns them into high - performance players who can take on anybody in the United States.

Our low ratio of one teacher - naturalist to 12 - 14 students allows all participants to be actively engaged in learning.

Low family income during the early childhood has been linked to comparatively less secure attachment, 4 higher levels of negative moods and inattention, 5 as well as lower levels of prosocial behaviour in children.2 The link between low family income and young children's problem behaviour has been replicated across several datasets with different outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based on clinical diagnostic interviewLow family income during the early childhood has been linked to comparatively less secure attachment, 4 higher levels of negative moods and inattention, 5 as well as lower levels of prosocial behaviour in children.2 The link between low family income and young children's problem behaviour has been replicated across several datasets with different outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based on clinical diagnostic interviewlow family income and young children's problem behaviour has been replicated across several datasets with different outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based on clinical diagnostic interviews.7