Sentences with phrase «while conventional schools»

Chris Cook, education correspondent for the Financial Times, recently covered the issue, reporting that while conventional schools can call on their local authorities for help, academies do not have access to council funds and, in some cases, maybe denied access to advice and guidance.

Not exact matches

The overarching weakness, he thought, was «a deep need to fulfill the emasculating and benign - to - a-fault role of the good little boy who pleases Mom by following all rules (the civil law, school rules, conventional morality, politeness, etc.)[while] remaining unthreatening and unphysical.»

By the time I graduated from medical school, heart transplant surgery had become conventional, so I moved to Los Angeles and did something I've never told anyone else about: I spent a couple of years rolling pennies and eating canned spinach and pasta while I tried to understand the universe, an effort I felt had reached a dead end.

Given the fascinatingly complex, ever - evolving central relationship it's no surprise that there's little room for substantial supporting characters, although Ben Whishaw pops up as an admirer of Lili's, while Matthias Schoenaerts plays Hans, an art - dealer and old school - friend of Einar's who provides Gerda with some much - needed masculine comfort — and the audience with the prospect of a conventional romantic resolution.

Now an enjoyable, though less daring and more conventional sequel has reunited the two young stars of that bizarre and bizarrely thrilling escapade: Dave Lizewski, Kick - Ass himself (Aaron Taylor - Johnson) is painfully readjusting to civilian existence in high school, and the newly orphaned Mindy, or Hit - Girl (Chloë Grace Moretz) is trying to maintain her superhero vocation while dealing with adolescence.

But while she was teaching to a classroom of students at one time in a conventional school, she said, «I felt I was just talking to myself.»

Colorado requires that 95 percent of students be in a high - risk group before a school can be labeled an AEC and the D.C. Public Charter School Board is considering a proposal based on a «gap» model that would set the threshold at 60 percent high - risk students, while some other states allow schools to bypass conventional accountability systems if their missions focus on serving alternative student populaschool can be labeled an AEC and the D.C. Public Charter School Board is considering a proposal based on a «gap» model that would set the threshold at 60 percent high - risk students, while some other states allow schools to bypass conventional accountability systems if their missions focus on serving alternative student populaSchool Board is considering a proposal based on a «gap» model that would set the threshold at 60 percent high - risk students, while some other states allow schools to bypass conventional accountability systems if their missions focus on serving alternative student populations.

While conventional wisdom, at least in some circles, holds that people judge schools on the basis of something other than academic quality — most odiously, the racial mix of their student body — here we have reassuring evidence that people evaluate schools on the basis of academics.

While touching lightly on all, this article focuses mainly on state reforms that take over schools, rather than districts, and that assume «LEA» functions for those schools — the mundane routines of oversight, administration, and finance that a local education agency (aka a conventional school district) ordinarily performs.

While these philosophies differ in many specifics, what they have in common is that they tend to not be rooted in an overly objective and rational way of knowing that causes conventional schooling to divide learning into isolated components.

In math, the average score of a charter student was 272, while the average score of a conventional public school student was 280.

While their intelligence levels are average to above average, they process information in a way that is different from what is expected in a conventional school environment.

Having been through both conventional graduate school and law school in the last ten years, I can assure you that while the academic rigor of law school could certainly improve (which has always been the case), law schools need not hang their collective heads in shame at wanting to recognize their programs as graduate in nature.

While this initiative allows all students to receive support to meet their potential in a conventional school environment, research has shown that pupils with ASD can find inclusion anxiety - provoking, particularly at secondary level (Browning et al. 2009; Humphrey and Lewis 2008), highlighting the need to develop initiatives within schools to support inclusion.