Sentence examples for schooling expectations from inspiring English sources

Parents' schooling may indicate a family culture valuing education and imposing schooling expectations.

"I'm not saying it is the schools' fault, I'm saying school expectations were in a very different place.

Conversations about effort and attitude aside, it would be worth reminding them that they'll soon have senior school expectations to cope with.

We would have expected in the face of a new specification to see schools being more cautious and what we actually saw was that school expectations for Cs went up by 2 per cent".

We would have expected in the face of a new specification to see schools being more cautious and what we actually saw was that school expectations for Cs went up by 2%.

Moreover, both the public and private school teachers were under pressure from parents, students, and school expectations of helping students achieve high academic scores in English tests.

With further analysis, it became clearer that a school's culture included aspects of science teachers (which we have discussed as a separate influence), the academic focus of the school, the status of science within the school, school expectations, competitiveness and opportunities to excel, and peers within the school (also discussed as a separate influence).

The degree of test impact was affected with respect to five interwoven things: (1) teachers' beliefs in teaching, (2) syllabus arrangements, (3) existing national English examinations (GSAT and AST), (4) fixed time allotment, and (5) parents' and schools' expectations concerning students' academic scores.

"Some kids may need school accommodations, changes in school expectations, not taking tests as they're recovering (or) altered school days".

As he matures, he will be better able to control his impulses to talk to friends at the wrong time, laugh when he should be quiet, and color outside the lines of school expectations.

First, they must change the way they think about the needs of these students, seeing them as children who need help developing key skills and strengths in order to meet school expectations rather than assuming they can eliminate their problem behaviors by enforcing consequences or firm limits.