Sentences with phrase «urban high school classrooms»

Most math education analyses in urban high school classrooms focus on delivery of content: What content to deliver, when to deliver it, how to explain it, what textbooks to use, how much home work to assign, and more.

Not exact matches

A former inner - city high school teacher, Farrington left the classroom after 15 years to get a Ph.D. in urban - education policy from the University of Illinois at Chicago.

Giving special treatment to young urban black males in the high school classroom runs the risk of shortchanging these students academically once they get to college, indicates a new study by a Michigan State University education scholar.

She embodies the values of courage and commitment that are required to meet the daunting challenge that confronts urban school districts, making good teaching happen for every child, every day, in every classroom, to enable all children to learn and achieve at high levels,» said Professor Robert Peterkin, director of the Urban Superintendents Prourban school districts, making good teaching happen for every child, every day, in every classroom, to enable all children to learn and achieve at high levels,» said Professor Robert Peterkin, director of the Urban Superintendents ProUrban Superintendents Program.

After 24 years in the classroom, I am now an Instructional Coach / Reading Specialist at a large urban high school in Milwaukee.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

NBFA is a tuition - free, public charter school, proudly distinguished by: • A progressive educational model that weaves trauma - sensitive, emotionally responsive practice into every classroom • Social emotional learning steeped in child development best practices • Parental involvement, in and outside of the classroom • Consistent, competitive high - school placement at such schools as Kolbe Cathedral, Hopkins and Fairfield Prep NBFA is located on an «urban campus» at 184 Garden Street, Bridgeport, CT (within a mile of the University of Bridgeport and the beach at Seaside Park).

After spending three years in the classroom as an English teacher, first in Houston, Texas via TFA and later in Howard County, Maryland, he gained experience in youth college access work in DC and Philadelphia working with high school youth at the Urban Alliance Foundation and Philadelphia Futures.

Sen. Bob Hall, R - Edgewood, noted that while a program like the one introduced in Richardson may work for larger, urban school districts, it would put small, rural districts at even more of a disadvantage in staffing classrooms with high quality teachers.

These students are reaching the halfway mark in their teacher education programs and one of my most important goals is to create a sense of energy and motivation as they — for the first time — take on the responsibility of working with small groups and organizing instruction for whole classrooms of students in Milwaukee's high needs urban schools.

Classrooms in three urban high schools demonstrate the power of teaching students to make meaning.

«Student Engagement in U.S. Urban High School Mathematics and Science Classrooms: Findings on Social Organization, Race and Ethnicity,» The Urban Review (2007) 30 (1).

She describes classrooms that successfully engage at - risk, urban high school students in personal meaning making.

New York City's peculiar blend of hard - edged intensity and neighborhood intimacy shows up daily in the idiosyncratic classrooms of Urban Academy, which occupies a second - floor corner of a transformed giant city high school between First and Second Avenues at 67th Street.

In this Action Research Project, students in an urban high school Advanced Placement (AP) Spanish Language and Culture class were experiencing anxiety about producing orally in the classroom.

Mr. Conley has 20 years of experience in urban education, and has been deeply involved in classroom teaching, school leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 mischool leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 miSchool District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 million.

«I've seen huge disparities, where I've gone into classrooms in urban districts and the paint is peeling and there's not a computer in sight, to very high - end districts where every kid has an iPad they can bring home,» said Lisa Gillis, president of Integrated Educational Strategies, a national nonprofit based in California that helps schools implement digital curricula.

This case study documents a university and secondary school partnership designed to improve classroom management and student time on task at an urban charter high school.

We prepare to be a highly effective and compassionate teacher, especially for urban and diverse elementary, middle or high school classrooms or wherever you choose to begin your career.

Been a teacher in an urban high school, while pregnant, without bathroom breaks, in a classroom with a pregnant student whose water broke, while trying to teach Jane Austen?

As the Instructional Coach / Reading Specialist at a large urban high school, I'm in classrooms all day offering suggestions, proposing resources and learning from my colleagues.

According to the Shanker Institute report, attrition is «the most significant impediment to increasing the diversity of the teacher workforce,» with minority teachers» strongest complaints related not to being concentrated in urban schools serving high poverty, high - need communities, but because of «a lack of collective voice in educational decisions and a lack of professional autonomy in the classroom.»

Despite the high interest in urban education and educational equality among Yale students, most «Yalies» (i.e. Yale students) who enter the classroom end up doing so through alternative teaching programs, favoring these programs over employment options in district schools with traditional recruitment tactics and teacher preparation programs.

During my first two years teaching in an urban high school in CT, I travelled from classroom to classroom pushing a cart.

In the classrooms of the Urban Promise Academy in East Oakland, a summer campus for Aim High, 6th - graders sat on desk tops or stood leaning against desks in a circle and took turns reading anonymously submitted questions about middle school life — questions written down on white - lined paper and balled up.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).