Sentences with phrase «wrote about the school system»

In fact, just a year ago, I wrote about the school system's ongoing incompetence and corruption, using a snippet from a Wall Street Journal editorial that spelled out a few of the gory details.

Not exact matches

I have spent some time writing about school lunch topics on my blog as well, but have recently been focusing on wider subjects in the sustainable food system as they pertain to government policy and activism.

Now that my kids are no longer in the public school system, a few people have asked whether I'll continue to write and advocate about school food reform.

He also spoke about the public education system, saying young people are graduating from high school without having the reading, writing or math skills needed to excel in a college environment.

When she is not guiding her son through his online school lessons, she writes about autism from a parent perspective, systems and culture change, and education issues related to her son's journey.

Until then, Aldine thought it had a decent school system; its students often received awards and scholarships and the local press wrote favorably about them.

Joel Klein, former chancellor of the New York City school system, has written an important book about education.

I've written about this as well, but from your perspective, what's wrong with «dashboard» type systems that simply describe performance on a range of metrics rather than trying to categorize schools into some summative rating?

Leading a big school system is as much about politics as management; maybe the next set of cases should be written incollaboration with Harvard's political science department.

Then I explain about the school system in France and students write down the key vocab.

In the midst of his takedown, however, came an observation that stopped me in my tracks: «Here's the thing to remember about discipline systems at school — every one of them codifies somebody's value system, sets in rules and regulations judgments like «being compliant is good» or «a good student is one who questions authority,»» Greene wrote.

Since I write a blog through our school board email system and am fairly active on social media, I often have new ELA teachers emailing me to ask about something I've written about or an activity I'm doing with my students.

The media seems to favor writing about problematic school systems rather than inspirational stories of school and student success.

In the new issue of Ed Next, Bill Tucker writes about the new data system being rolled out by Texas, «one that aims to move districts from collecting data solely for accountability to collecting it to improve schools.»

The reason why lies in his up - front analysis, when he writes about why today's education system is so flawed: «Our system doesn't fund schools, and certainly doesn't fund students.

Much has been written recently about the differences between education systems around the world, but much less has been said about what excellent schools around the world have in common.

A native Philadelphian — and a product of the school system and Temple University — she has written about everything from crime and county government to education since joining the Inquirer in 2000.

He is currently writing a book about the challenge of building a first - rate public school system in the face of modern political dysfunction.

Sen. Elizabeth Warren, who has written passionately about the need to break the ironclad link between educational opportunity and zip code and advocated a voucher system that would allow open access to all public schools in a region, hemmed and hawed for weeks before issuing a statement against the ballot question.

Nancie's books for Heinemann include Systems to Transform Your Classroom and School, which takes teachers inside her award - winning school to learn about the innovations that make the biggest impact on achievement and community; Lessons That Change Writers, a year's worth of instruction straight from Nancie's file cabinets; and Naming the World: A Year of Poems and Lessons, which helps teachers to jumpstart their teaching of writing and literature each day by unpacking a poem with their stuSchool, which takes teachers inside her award - winning school to learn about the innovations that make the biggest impact on achievement and community; Lessons That Change Writers, a year's worth of instruction straight from Nancie's file cabinets; and Naming the World: A Year of Poems and Lessons, which helps teachers to jumpstart their teaching of writing and literature each day by unpacking a poem with their stuschool to learn about the innovations that make the biggest impact on achievement and community; Lessons That Change Writers, a year's worth of instruction straight from Nancie's file cabinets; and Naming the World: A Year of Poems and Lessons, which helps teachers to jumpstart their teaching of writing and literature each day by unpacking a poem with their students.

I first wrote about it in «Wave of the Future,» extended the idea in «The Turnaround Fallacy,» and filled out the argument in The Urban School System of the Future.

This is why people are working on «portfolio» systems and why Mike Petrilli just wrote about creating new systems of schools.

Tom Vander Ark recently wrote about several different approaches to accountability, including John Bailey's idea of state - created «innovation zones» that would free groups of schools from existing accountability systems.

The Tribune's Diane Rado writes a very disturbing story this morning about the Illinois State Board of Education's proposed new state standardized tests and rating system for schools.

Mr. Merriman is a leading voice and advocate for high quality, equitable charter schools and frequently speaks and writes about the actions that need to be taken to strengthen and expand charter schools within the New York City public school system.

With a committed school board investing energy and money into a sweeping literacy imitative, district leaders and CEL went to work getting the whole system smarter about powerful, equitable reading and writing instruction.

Within a series of prior posts (see, for example, here and here), I have written about what the Every Student Succeeds Act (ESSA), passed in December of 2015, means for the U.S., or more specifically states» school and teacher evaluation systems as per the federal government's prior mandates requiring their use of growth and value - added models (VAMs).

CHARTS AND GRAPHS ARE NOT ENOUGH: Activist Deray McKesson generated 1,700 retweets and likes with his comment that «It's exhausting to see so many reporters write about education with no proximity to actual school systems, or classrooms.

If one cares about the future, reform of our education system is urgently needed because there are more poor children and English learners in the schools than ever before.Teacher Mary Jacobsen works hard and longs for improvement and less rancor: she is brave to write here.

Hyslop writes that under the new system, the choices individual states made about how to design an accountability system mattered less than the fact the federal government dictated states intervene in 15 percent of Title I schools.

She also writes about issues with her school being evaluated differently from the state system given they are involved in a Gates Foundation grant, and she writes about her concerns about the lack of consistency in teacher - level scores over time, as based on her knowledge of the research.

After our recent post regarding the DC Public Schools» IMPACT Evaluation System, and Diane Ravitch's follow - up, a DC teacher wrote to Diane expressing his concerns about his DC IMPACT evaluation scores, attaching the scores he recently received after his supervising administrator and a master educator observed the same 30 - minute lesson he recently taught to the same class.

The leaders he alludes to, including NYC Opt Out activist and mother Johanna Garcia (featured in the video above), have spoken and written powerfully about how a test - focused education system is particularly harmful for children of color and children living in poverty and have drawn explicit connections between high - stakes testing and the school - to - prison pipeline.

I considered why and decided that as I began my blog, as a teacher of nearly a decade, in a good school, with good behaviour systems (note all good schools invariably have good behaviour management systems at their heart), I wrote about what I was interested in.

Robin Lake writes about L.A. Supt. John Deasy's possible resignation and the need to fix the systems and structures that get in the way of school improvement for urban students.

Two weeks ago I wrote a post about what's going in DC's public schools with their value - added - based teacher evaluation system, and more specifically about the 44 DC public school teachers who received «incorrect» VAM scores for the last academic year (2012 - 2013).

This results in much EEF research into effective approaches to learning being ignored by our government because it does not conform to the ideology of the Global Education Reform movement (GERM) that is the source of the degradation of your school system that Nancy writes about.

Sharratt wrote Realization about school and system effectiveness improvement, the lesson from which is to make sure that each of the 14 Parameters of successful districts is in place and sustained in the face of distractors.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

I've been writing about e-books since the early 1990s and am the author of the TeleRead chapter of Scholarly Publishing: The Electronic Frontier (MIT / ASIS), where I call for a well - stocked national digital library system carefully integrated with schools and libraries --- and the popularization of book - friendly hardware.

When I was in elementary school, playing games on the Nintendo Entertainment System and dreaming about getting a Game Boy Color for Christmas, two video game characters in particular helped me visualize a space for girls like me in the medium I would grow to love and write about.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoSchool, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

Not long ago, we wrote about blueEnergy, a non-profit organization that is building hybrid wind and solar systems to power homes, schools and rural clinics in rural Nicaragua where nearly 80 percent of the population lacks electricity.

In addition to our LexisNexis versus Westlaw survey, written about here and here, Erika and I have a little article in the Members» Briefing section of the July issue of AALL Spectrum, an article inspired by one of our students who made the conscious decision to only learn one computer - assisted legal research system while in law school, perhaps smartly budgeting her time.