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with primarily students with learning disabilities. He came to Pacific Lutheran University in the summer of 2011 from Seattle Pacific University where he had served 15 years. In 1991, Dr. Kline began his full-time service in higher education at Wichita State University where he served as an assistant professor of special education and chair of the Special Education program. This is also the time in which he began a migration from special education teacher preparation to general education teacher
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with primarily students with learning disabilities. He came to Pacific Lutheran University in the summer of 2011 from Seattle Pacific University where he had served 15 years. In 1991, Dr. Kline began his full-time service in higher education at Wichita State University where he served as an assistant professor of special education and chair of the Special Education program. This is also the time in which he began a migration from special education teacher preparation to general education teacher
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with primarily students with learning disabilities. He came to Pacific Lutheran University in the summer of 2011 from Seattle Pacific University where he had served 15 years. In 1991, Dr. Kline began his full-time service in higher education at Wichita State University where he served as an assistant professor of special education and chair of the Special Education program. This is also the time in which he began a migration from special education teacher preparation to general education teacher
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with primarily students with learning disabilities. He came to Pacific Lutheran University in the summer of 2011 from Seattle Pacific University where he had served 15 years. In 1991, Dr. Kline began his full-time service in higher education at Wichita State University where he served as an assistant professor of special education and chair of the Special Education program. This is also the time in which he began a migration from special education teacher preparation to general education teacher
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increasing attachment was not to be satisfied with half a dozen turns in the pump-room, but required, when they all quitted it together, that Miss Thorpe should accompany Miss Morland to the very door of Mr. Allen’s house; and that they should there part with a most affectionate and lengthened shake of hands, after learning, to their mutual relief, that they should see each other across the theatre at night, and say their prayers in the same chapel the next morning. Catherine then ran directly upstairs
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to the success of every student in their classroom. They are passionately committed to Social Justice in Education, and eager to engage in an ongoing collaborative learning community with other Fellows. Lastly, Fellows come from various experiences and communities. They come together around their shared passion for teaching; through a multicultural lens, eliminating the achievement/opportunity gap in Washington State’s most under-served schools. Award amount: The amount will vary depending on the
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. “In the engineering school I went to, they focused on developing algorithms and computer models,” she recalls. “They didn’t care as much about the real-world application of those models, or understanding people better. It’s definitely not how all engineers think about their work, but where I studied, that kind of thing was left to others to think about.” Learning that these others were marketers, Ha shifted her focus. After earning her PhD at the University of Washington and working for three
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doesn’t mean you have to be (Lutheran, that is) All this might sound funny, given our middle name. PLU reaches out to students of all faiths and all backgrounds – the 23 percent that are Lutheran, and the 77 that aren’t. This is exactly what Lutheran education is all about – a commitment to academic freedom and a learning atmosphere where all perspectives on faith and reason are expressed openly. #3 Nobody does a better job preparing students for medical school The only school in the state that sends
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had a very blunt teaching style. People warned me that he could be hard on students. Were you nervous to play for him? I wasn’t nervous during the class, but I was nervous in the weeks leading up to it while preparing, mostly because I knew people would be there who hadn’t heard me play since high school. I was also bracing myself for a “painful” learning experience since I knew Mr. Feltsman could be brutal at times. Just before playing, they let me warm up on a fantastic Fazioli piano in a
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work of repertoire in North America. They get to work with one of the world’s best-known conductors and one of the best-known composers of modern repertoire. There is great value in learning to collaborate on such a large scale and in such a visible setting. And I believe ultimately all the performers will be moved by the music and its connection to the story. The SOAC focus this year is on storytelling. What do you think this concert has to say about the art of communicating? We’re telling the
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