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to investigate ways to create classrooms that promote deep learning and understanding, ways to effectively keep parents engaged in their teenage children’s education and to see what we can learn
we’re doing here, we got the children to write an invitation to their parents. we were blown away – our hall was filled with parents! they sat with their children and our teachers and were engaged ... culturally responsive leadership, curriculum, pasifika student achievement, student engagement
of teaching and learning, the learning environment, and student, parent, whānau and community engagement.
for developing effective educational connections between schools and their māori communities. the framework is supported with videos discussing strategies that leaders could implement to address four themes ... taihape area school: engaging their community school leaders, teachers, students, and parents / whānau / iwi at taihape area school (tas) have worked in partnership to undertake an extensive
. investigate methods of parent engagement in children's learning in those settings to help inform our school programmes. examine tapasa – cultural competencies framework for teachers of pasifika learners.
ranged from one-fifth to more than three-quarters. the project investigated and responded to the challenges faced by schools and parents, and students themselves, in working effectively together ... in this project pasifika parents, schools and teachers worked together to enhance children's learning, progress and achievement. they developed the talanoa ako cycle and tools to support their work
that we can’t make an overall difference to student achievement by working one teacher at a time. instead everyone needs to work collectively – teachers, leaders, other adults in schools, parents, students ... and teacher appraisal. engaging the community in data tom explains that the college had experienced frustratingly low attendance by parents and caregivers at parent-teacher meetings. “we saw last year that we ... to communicate student progress”. while achievement information is important to students and parents, students also wanted individualised feedback on how to improve, and parents wanted individualised feedback
school (leaders, staff, students, parents and the outside culture of the school). schools can do this for and by themselves, over time, and build a strong reciprocal, reflective practice, based on trusting ... engaging in courageous conversations engaging in courageous conversations various this report focuses on the importance of leaders engaging in courageous conversations, even when these are difficult
against national norms, and there were concerns in both primary and secondary schools around student engagement in learning. with support from waitakere city council regional data was gathered
teachers make a difference: what is the research evidence? teachers make a difference: what is the research evidence? john hattie this very engaging paper was delivered at the australian council ... to the end of ncea level 1 and then parents send them off. there’s that kind of sense that this isn’t an academic school. we’re concerned about the small number of students who go to university or get entrance ... -diverse students. 0 this short article relates the experience of an american school principal. it begins with a parent’s question: “would you allow our son to wear a dress to school?” read the article online
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