Sentences with phrase «within schools and classrooms»

But those who hold the official power within schools and classrooms have to set the tone and lead by example.

Central office staff also regularly conducted non-evaluative «walk - throughs» within schools and classrooms.

It also has created a student assistance fund that provides grants for student needs identified within the schools and classrooms when there are no other resources available.

The term «Student Voice» describes how students give their input to what happens within the school and classroom.

An awareness of Discovery Education Coding and how to use this within your school and classrooms

They are then asked to reflect on if these groups also face these same or different challenges within the school and classroom (including in terms of their ability to participate in all school activities, social exclusion and bullying) and develop steps for addressing this (for example re-designing activities to ensure they are inclusive, putting in place school or classroom policies, and educating other students about respect for difference).

These interventions focused on changes within the school and classroom climate to increase awareness about bullying, increase teacher and parent involvement and supervision, form clear rules and strong social norms against bullying, and provide support and protection for individuals bullied.

Not exact matches

Within the Mountain Oak School classroom, teachers masterfully blend academic and artistic disciplines so that the whole child is involved in every aspect of learning.

While it's unlikely that a tenured teacher can be fired, he can be taken out of the classroom and transferred to a non-teaching position within the school district.

Much of my research was done in a school setting, and some of the most effective programs that I've seen are the ones that develop community within a classroom or within a whole school.

These questions are meant to help start the conversation about current activities that are happening within the school / classroom in health HLPS aspect and CSH pillar.

This is why good schools have ability groups, and extra assistants within each classroom.

Some are critical of social and emotional learning initiatives within a classroom setting, arguing that schools are not an appropriate venue for emotional education.

My son does not go to a Montessori preschool, but he goes to a preschool which has studied all these different disciplines and has incorporated a lot of the Montessori methods within the classroom environment, but it's not specifically a Montessori school.

Universal breakfast - in - the - classroom and the Community Eligibility Provision are a perfect fit; CEP allows districts to bring universal breakfast within reach, making it financially sustainable for more schools than ever before.

They must also go toward construction or renovation of spaces within school buildings to serve as health suites, adult education spaces, guidance suites, resource rooms, remedial rooms, parent / community rooms, and career and technical education classrooms.

In court filings, Upper West Success Academy officials argued the charter school would be «placed in an under - utilized space within Brandeis, and so cause no harm to the existing schools» and that some of the classrooms allocated to the charter school are currently used to store file cabinets and extra furniture.

Through a mixture of News, Reviews, Perspectives, Education Forums, and an Editorial, we explore the obstacles to progress, be they within the classroom, across the school system, or in the larger social arena.

Edcamps, however, are geared toward collaborating across schools and districts, while this post will focus on using OST within a school (or even your own classroom) to realize similar benefits.

In Sacramento, administrator Lyn McCarty will be focusing her efforts on staff development and monitoring / coaching activities bent on the notion that more consistent literacy instruction can be achieved across classrooms and school sites within the district.

There is new guidance on learning outside the classroom («Departmental advice for health and safety in schools» on the Department for Education's website), subject - specific support for teachers through their subject associations e.g. Association for Physical Education, and new Ofsted guidance highlighting safeguarding in lessons — ensuring that not only is the standard of teaching good, but that the standard of health and safety within each lesson is also good.

And as Waldorf methods have become more accessible and better understood, more teachers have joined charter schools specifically inspired by Waldorf methods or have adopted some of its approaches for their own classrooms within traditional public schooAnd as Waldorf methods have become more accessible and better understood, more teachers have joined charter schools specifically inspired by Waldorf methods or have adopted some of its approaches for their own classrooms within traditional public schooand better understood, more teachers have joined charter schools specifically inspired by Waldorf methods or have adopted some of its approaches for their own classrooms within traditional public schools.

There exist four major ways to develop global awareness within the international schools: 1) curriculum design which embraces themes of awareness, empathy and a more holistic educational approach; 2) the use of technology that fosters connections between classrooms and destinations around the world; 3) social action projects that use service - based learning to create a deeper awareness of global issues; and 4) extra-curricular projects that offer a variety of tools to promote global citizenship.

Within the classroom, schools can block certain sites and prevent content from being displayed, but with the increase in children using smartphone technology, there is still the possibility that they can access and share graphic or violent content.

Some schools are divided from within, as even the most devout conservative Protestants struggle to figure out exactly what the Bible has to say about whether the classroom environment should be more authoritarian or egalitarian and whether schools should focus on the advancement of all students or expend special resources on the academically gifted — or on those who lag behind.

More often, if support is provided within state schools, it may well be from a teaching assistant (supporting in the classroom and / or delivering a recommended written language programme, such as in a small group).

«It's about supporting the child but also supporting teachers and schools to be confident delivering Aboriginal perspectives within the classroom and also asking educators to look at Aboriginal pedagogies and how they can use that within the classroom.»

While the new programmes of study are set out on a year - by - year basis, schools now have the freedom of when to teach the content within each Key Stage and are not restricted to following strict schemes of work or classroom based study.

What resources are available for teachers within the school and district in terms of materials, books, etc. for the classroom?

A much more productive approach would emphasize soft skills that are specific, contextual, socially observable, easily malleable within the environment of classrooms and schools, and widely accepted as a responsibility of schools to support.

Although I chose the option of encouraging the link between home and school and asking the parents to join in too, alternatively you might decide that the game is best in your school to be played in the classroom as a morning starter or within intervention sessions.

The database includes information about each student's classroom teacher in a given year, which allows us to estimate how much the student learned in that year and to connect that information to such professional characteristics as teacher certification, acquisition of a master's degree, teacher experience, teacher test performance, and the specific school of education the teacher had attended within Florida, if the teacher had attended one of the eleven schools for which adequate numbers of teacher observations were available.

Given that each student has different learning needs at different times and different passions and interests, there is likely no school, no matter how great, that can single - handedly cater to all of these needs just by using its own resources contained within the four walls of its classrooms.

The seventh, comparing classrooms within schools that did and did not have an MCL, showed no statistically significant impact, because reading improved in both types of classrooms after multi-classroom leaders began leading some of the teachers in each school.

Chances are your students already participate in collaborative projects — within their classroom, grade level, or school — and you're well aware of the advantages and benefits such activities provide.

So, while using pens and paper within the classroom is still very effective, schools should understand the benefits of technology and why it's a proven resource to enhance learning and engagement.

, which was really critical - we didn't want them jumping between two documents, so we've created a school document and within that there's key things that we will observe when we go into a classroom for a formal observation.

Additionally, he believes that student success is driven by a collective commitment to high standards in all classrooms and schools within the Clark County School District.

The 12 administrative subdistricts within the Houston school district hired teacher trainers to provide continuing support, working with teachers individually (in their classrooms) and in small groups.

this exercise is good for everyone to understand about their familiar environment... it can be also used at a different scale - their classroom within the school, their school and surroundings...

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

For busy teachers, there are limited opportunities within the school day to be observed, to observe other teachers, to pause and reflect on the details of specific classroom moments, and to receive support from colleagues.

The unpacking process led to building teacher capacity and understanding, and the development of plain language statements that classroom teachers could use to make accurate, fair and consistent judgements about student progress and achievement within and across teams in the school.

She describes her school as «not particularly progressive,» but within her classroom, she made a concerted effort to touch on gay and lesbian topics in a developmentally appropriate way.

The articles also do not take up what is happening inside the classrooms and in interactions between and among educators and young adolescents, nor the organizational structure of the schools, nor the policy and community contexts within which those schools reside.

A blended - learning school, students rotate between individualized online - learning, and small - group stations within each classroom.

Few earnest champions of classroom technology understand the multiple and complicated roles teachers perform, address the realities of classrooms within age - graded schools, respect teacher expertise, or consider the practical questions teachers ask about any technological innovation that a school board and superintendent decide to adopt, buy, and deploy.

This Atelierista works with teachers in classrooms and in a dedicated space called an «Atelier,» essentially an educational art studio within the school building.

As technology continues to advance and the standards of students continue to increase, it is down to all schools, colleges and universities to reap the full benefits of technology within classrooms through «payment - over-time».

In this program at my 400 - student middle and high school, 15 mentors provide academic support to 12 underperforming mentees within and outside of the classroom.