Sentences with phrase «typically taught in schools»

Unfortunately, most consumers do not have adequate knowledge about managing their money, as financial planning is not a subject that is typically taught in schools.

Achievement relates to the subjects typically taught in schools, with the preponderance in math and reading (followed by Science, Social Studies) and fewer in the Arts.

Blocking is how students are typically taught in schools and how employees are taught during training, if only because those sessions are easier for a school or company to schedule and administer.

Not exact matches

Typically, a Jesuit in training is asked to do work with the poor, tend to patients in hospitals, teach in schools, and all the while perform what St. Ignatius called «low and humble tasks,» for example, like scrubbing out toilets and mopping floors.

Schools belonging to conservative churches, on the other hand, are often very conscious of their Christian grounds, but they typically express this in terms of conservative mores, an emphasis on pious practices, and the teaching of Christian doctrine in the curriculum.

Union contracts, for example, could allow senior teachers, who typically are paid more, the ability to choose the school at which they teach, which could be seen as providing increased support for students in one building over others.

But Quinn's own list on her e-mail shows that she's keeping busy — from teaching at Harvard's Kennedy School earlier this year to taking a very public role in the Cuomo administration — a team that typically has only one member who is out front and public.

English - proficient foreign - national science trainees in their first 2 years of graduate school are likely to be offered a teaching assistantship instead of a research assistantship, because their lack of experience and training tends to limit their effectiveness in the research lab and because the amount of service required for a teaching assistantship (typically 20 hours / week or fewer... often much fewer) is less than for a research assistantship.

Funds from this type of endowment are typically used to help further research and teaching in areas of critical importance in the school.

Tai Chi is typically taught in groups in health centers, community centers, offices and schools, but Amazon has a variety of good DVD's and books for learning Tai Chi, and I personally own and use the one pictured left «Tai Chi for Beginners ``.

It isn't a diagnosis typically taught in medical schools.

Hill says the quality of math instruction varies widely, especially in elementary schools, where generalists typically teach all subjects, up through fourth or fifth grade.

Implicit in the prior discussion and Figure 1 are strong reasons for schools to focus on skills rather than dispositions: Skills can be taught, are typically publicly observable and specific, lend themselves readily to selection based on what the school or teacher intends students to learn, and aren't heavily constrained by genetics.

One of them is that our teaching in our schools is still quite traditional and so typically the way a teacher will teach is if she is a Third Grade teacher, she will teach from the Third Grade textbook.

Michael Podgursky responds: Collective - bargaining agreements negotiated by the AFT in large urban districts typically include language restricting the contractual teaching workday to little longer than the school day for students.

Since last year, the U.S. Department of Education has awarded nearly $ 75 million in grants to schools and school districts interested in developing systems that reward good teaching and compensate teachers for taking jobs in hard - to - staff schools (low - performing and typically high - poverty schools).

And while my cohort members and I typically shared this realization, we still sensed a sort of marginalization in what we contribute to the fields of teaching and learning and even school leadership.

Districts from California to Texas to North Carolina are tapping into these new funds to address two of the thorniest issues in education today: how to develop fair and accurate ways to measure effective teaching, and how to find sustainable strategies to balance the distribution of experienced teachers, who now tend to be disproportionately represented in high - performing (and typically more affluent) schools.

«We're preparing academic teachers to teach in career technical education (CTE) schools and collaborate with other CTE teachers,» says Nancy Farnan, director of San Diego State's School of Teacher Education, «Typically teachers don't have experience with collaborating.»

In contrast to progressive charters in suburban areas, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized testIn contrast to progressive charters in suburban areas, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized testin suburban areas, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized tests.

In contrast to charters in suburban areas, which tend toward a progressive pedagogy, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized testIn contrast to charters in suburban areas, which tend toward a progressive pedagogy, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized testin suburban areas, which tend toward a progressive pedagogy, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized tests.

During the yearlong TES process, teachers are typically observed in the classroom and scored four times: three times by an assigned peer evaluator — a high - performing, experienced teacher who previously taught in a different school in the district — and once by the principal or another school administrator.

Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.»

Those who teach in private schools typically do not need to be licensed.

Collecting student data can be especially challenging in the low - performing schools where teachers from TFA and Teaching Fellows programs typically teach.

In a typical middle or high school, teachers will teach many different classes; typically five.

As a discrete subject taught during the school day, reading typically vanishes in the fifth or sixth grade.

As authors Robert J. Marzano and Mark W. Haystead explain, two major reasons account for this situation: state and national standards documents typically identify far more content than teachers can actually teach during a school year, and the standards are not written in a manner that supports effective instruction and assessment.

In 2011, when this elementary school in rural West Defuniak adopted the new Common Core standards, many teachers revamped their lessons to phase out the creative writing that is typically taught in the early years of elementary schooIn 2011, when this elementary school in rural West Defuniak adopted the new Common Core standards, many teachers revamped their lessons to phase out the creative writing that is typically taught in the early years of elementary schooin rural West Defuniak adopted the new Common Core standards, many teachers revamped their lessons to phase out the creative writing that is typically taught in the early years of elementary schooin the early years of elementary school.

Whereas summative assessments are tests that evaluate the degree to which students have successfully learned all the material planned for teaching in a given time period (typically, one school year), formative assessment refers more abstractly to the ongoing process of assessing what students have and have not learned for the express purpose of adjusting instruction moment by moment to meet individual students» needs.

In addition, schools offering performance based pay typically have no problems attracting top teaching talent.

Three practices that can have a positive and dramatic effect in schools are restorative conferences, which are typically used for more serious issues; affective statements, which humanize the teacher and let the student know how his or her behavior has affected that teacher; and circles, which educators can use to build community, respond to conflict, or even teach content.

What really stinks for older teachers is that when they have taught in a school for a long time, they have built up seniority and are typically teaching their preferred subjects.

Special education teachers typically do the following: • Assess students skills to determine their needs and to develop teaching plans • Adapt lessons to meet the needs of students • Develop Individualized Education Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special education.

Teach For America (TFA) receives hundreds of millions of public and private dollars and has garnered acclaim for sending college graduates, who do not typically have an education background, to teach in low - income rural and urban schools for a two - year commitTeach For America (TFA) receives hundreds of millions of public and private dollars and has garnered acclaim for sending college graduates, who do not typically have an education background, to teach in low - income rural and urban schools for a two - year committeach in low - income rural and urban schools for a two - year commitment.

The excerpt has a Flesch - Kincaid grade level of 12.0 (and high school biology is typically taught in ninth or tenth grade).

As an isolated subject taught during the school day, reading typically disappears in upper elementary grades.

James E. Ryan, dean of the Harvard Graduate School of Education, said the university has three goals: improve the quality of classroom teachers in urban schools, create a model that can be copied elsewhere, and present teaching as a viable career to Harvard students and their peers who do not typically think of K - 12 teaching in the same vein as law, medicine or business.

These differences arise because well - educated parents typically spend many thousands more hours than their poorly educated, low - income counterparts in interactions with their young children that teach things that are important for school readiness.

Fellows typically work in schools several days a week for a full academic year with increasing teaching duties as the year progresses.

Columbia, Harvard, Stanford, and the University of Chicago, among others, launched yearlong postgraduate programs that typically placed candidates in schools for a full year of student - teaching internships in the classrooms of expert veteran teachers, while the candidates also took coursework from the university.

Middle school teachers typically specialize in teaching children in the sixth, seventh, and eighth grades.

In the United States, elementary school teachers typically teach all the subjects in the curriculuIn the United States, elementary school teachers typically teach all the subjects in the curriculuin the curriculum.

Initial teacher preparation programs are typically offered by universities, community colleges and school districts as well as online teaching schools in Georgia.

Individuals who have fulfilled their teaching requirements in Oregon are typically beholden to their school district's salary schedule.

In successful schools, which typically operate as strong professional learning communities, teachers systematically study student assessment data, relate the data to their instruction, and work with others to refine their teaching practices (Fullan, 2000).

Underwriting the cost of teacher preparation through service scholarships and loan forgiveness in exchange for a commitment to teach in high - need schools or subject areas, typically for at least 4 years.

Similarly, classrooms typically contain some students who can demonstrate mastery of grade - level skills and material to be understood before the school year begins — or who could do so in a fraction of the time we would spend «teaching» them.

After completing a teacher preparation program, teacher candidates in all states are typically required to pass state licensure exams before teaching in a public school.107 Licensure exams, which cover both the content area of licensure and teaching pedagogy, are designed to act as a screening point for teachers — ensuring a minimum competency in the content of the subject to be taught and knowledge regarding the practice of teaching.

Those who are seeking to teach at the high school level and do not complete a teacher preparation program while earning their bachelor's degree will typically return to school for an alternative route teacher certification program or a master's degree in education.