Sentences with phrase «which school bureaucracies»

Not exact matches

Forlorn, almost alone, and hardly beckoning is Gerald E. Knoff's The World Sunday School Movement (Seabury, $ 14.50), which does not intend to be more than a history of mainline ecumenical bureaucracies in religious education.

Schools tend to do best when they function in an informal, cooperative, flexible, and nurturing way - which is precisely the opposite of bureaucracy.

America's deeply conservative public education system is striking back at this disruptive innovation, which shifts power from producers to consumers; demonstrates that more can be done with less at the school level; and moves control of resources from central bureaucracies to autonomous schools.

And its most important insight is in suggesting how far we have strayed from the days of the «school committee» which built and ran local schools to today's Titanic bureaucracies.

James Merriman from the New York City Charter School Center recently pleaded with charter operators to acknowledge the unique agreement into which charters entered: «Charter schools are free from a lot of the bureaucracy that entangles district schools.

Finally, the three OPSB district elementary schools, which might be expected to be the most similar because they are the only New Orleans schools operated by a government bureaucracy, also appear in multiple clusters.

• Risk underestimated the resistance to change from the organized interests of the K - 12 public education system, at the center of which were the two big teacher unions as well as school administrators, colleges of education, state bureaucracies, school boards, and many others.

Setting aside niceties of constitutional propriety, the salient point is that because Washington doesn't run America's schools, all it can do is pen rules for schools, which yields ham - handed directives and compliance - inducing bureaucracy.

Catholic schools tend to operate as communities rather than bureaucracies, which links to higher levels of teacher commitment, student engagement, and student achievement (Marks, 2009).

In the state bureaucracy, every public school has a unique, 14 - digit California Department of Education - assigned County - District - School (CDS) code, which is used to report Average Daily Attendance, disburse funding, and report on student outschool has a unique, 14 - digit California Department of Education - assigned County - District - School (CDS) code, which is used to report Average Daily Attendance, disburse funding, and report on student outSchool (CDS) code, which is used to report Average Daily Attendance, disburse funding, and report on student outcomes.

If we care about equity in our public schools, we need to stop looking at which bureaucracy is administering and instead look at who the school is serving and how well those kids are doing.

Both have solid records as urban education reformers, particularly with regard to charter schools, which are built on the belief that parents need sound education options and that the common good is well served by schools run under various auspices, not just by large public - sector bureaucracies.

One significant reason for that is the lack of bureaucracy, which allows teachers and school administrators to recognize problems and make quick adjustments to improve their effectiveness.

Parent Trigger changes the dialogue from one in which district bureaucracies, including school boards, administrators, teacher unions and others fight over turf and economic interests to one driven by the question: «What is best for our kids?

Acknowledging connections between the economy, poverty, health and brain function is not an attempt to «excuse» failing school bureaucracies and classroom teachers; rather, it is a necessary prerequisite for authentic school reform, which must be based on a realistic assessment of the whole child — not just a child's test scores.

Gates's effort at Turning Around Failing Schools was not only widely panned by education pundits, but also shown to be an utter failure by the federal education bureaucracy through which it was supported.

But if we take the opportunity to build a new law school, free from the institutional memory / constraints and bureaucracy / opposition from existing faculty, we might just have a law school which solves the existing problems in the legal community, and the ones yet to emerge.