Sentence examples for restrictive school from inspiring English sources

Exact(1)

A restrictive school climate, marked competition among pupils, pronounced control and lack of support by the teacher have been notified to be associated with truancy and school absenteeism [ 22, 23].

Similar(55)

Dudman and her ex-husband poured thousands of dollars into wilderness programs, restrictive schools, the "escorts" who force unwilling children into such places and the private detectives who find them when they run away.

Bolder ideas are needed to open up Britain's restrictive schools system, in which local-education authorities seldom sanction the creation of new schools while there are surplus places at existing ones, however awful.Encouragingly, there are signs that the Conservatives are willing to go further than their report.

You were taught by nuns in a restrictive convent school.

The group won't discuss his absence, though the most prominent rumor is that his mother, having heard his music, shipped him off to a restrictive boarding school.

After all, Mr. Calarco spectacularly created his own audience for "Shakespeare's R & J," an adaptation of "Romeo and Juliet" set in a restrictive boys' school.

In his state-of-the-state address in January, Governor Phil Bryant proposed a robust, if rather familiar, basket of reforms: expansion of the state's current (and highly restrictive) charter-school laws, merit pay for teachers, and higher standards for teacher training.

Ensuring students with ASD receive effective intervention in these least restrictive and inclusive school settings will depend, in part, on the extent to which teachers and school personnel are prepared to implement research-based interventions.

The lunch ladies had been working with the same abysmal budgets and restrictive contracts that schools everywhere do, and not a leaf of local lettuce had landed on the lunch plate of a local school cafeteria in years.

In 18 states, laws limit the use of restrictive practices in schools for students with disabilities but are so vague otherwise that they lack any such protection for children without a disability.

To account for the fact that schooling trajectories in sub-Saharan Africa are often subject to a variety of interruptions, including temporary withdrawals and grade repetition (Grant and Hallman 2008), we use two increasingly restrictive measures of schooling progress.

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