Not exact matches
The historical paradigm — in which
instruction is solely the purview of the teacher, to the exclusion of administrators, superintendents, and policymakers — is an obstacle to reaching our
academic goals
for children.
The court emphasized that an IEP is not a one - size - fits - all document and that
instruction should be «specifically designed to meet a
child's unique needs with an individualized education plan,» based on close consideration of a
child's present level of achievement, the nature of the disability, and his or her potential
for academic and functional growth.
Unfortunately, somewhere along the road to the brave new world of charter schools and market incentives, Bloomberg and Klein either forgot, or never comprehended in the first place, that all good education, and, even more so, education
for disadvantaged
children, starts with systematic and explicit
instruction in the basic skills of literacy, numeracy, and other foundational
academic subjects.
Government policies exclude inadequate
instruction, cultural and social factors, and emotional disturbance, because there are other categories in special education or other services
for these
children, not because their
academic difficulties are different or because these excluded
children need different types of interventions.
They concluded that certain groups of
children «might acquire English
for academic purposes more rapidly» if they received at least two years of
instruction in their native tongue.
Why,
for example, should learning the letters and sounds of the word «BOO» in a pre-K classroom produce long - term effects on reading scores if a
child transitions into a kindergarten classroom that has no
academic content and moves from there into an elementary school that does not use systematic
instruction in phonics?
Federal (ESEA) Programs
for Schools & Districts Title Programs Title I, A Programs and services
for struggling learners Title I, C Migrant Education Title I, D Institutional Education Title I, G Advanced Placement Title II, A Teacher & Principal Quality Title III English Learners & Immigrant Students — Language
Instruction Title IV, A Student Support &
Academic Enrichment Title IV, B 21st Century Community Learning Centers Title VI Rural Education Achievement Program Title VII Indian, Native Hawaiian, Alaska Native Education Title X Homeless Education (McKinney - Vento Education
for Homeless
Children & Youth Program)
Didactic
instruction and testing will crowd out other crucial areas of young
children's learning: active, hands - on exploration, and developing social, emotional, problem - solving, and self - regulation skills — all of which are difficult to standardize or measure but are the essential building blocks
for academic and social accomplishment and responsible citizenship.
The teacher uses data and collaboration to drive
instruction and makes necessary changes to ensure significant
academic gains and a powerful learning experience
for every
child.
GITC makes a difference to thousands of
children by training the teachers they see every day in their regular classrooms to lead music
for learning as a part of
academic instruction and classroom community building.
i.e.: inquiry in education IAFOR Journal of Education IAFOR Journal of Language Learning ICHPER - SD Journal of Research IEEE Transactions on Education IEEE Transactions on Learning Technologies Improving Schools Independent School Industry and Higher Education Infant and
Child Development Infants and Young
Children Informatics in Education Information Research: An International Electronic Journal Information Systems Education Journal Innovation in Language Learning and Teaching Innovations in Education and Teaching International Innovative Higher Education InSight: A Journal of Scholarly Teaching Insights into Learning Disabilities Instructional Science: An International Journal of the Learning Sciences Intellectual and Developmental Disabilities Interactive Learning Environments Interactive Technology and Smart Education Interchange: A Quarterly Review of Education Intercultural Education Interdisciplinary Journal of e-Skills and Lifelong Learning Interdisciplinary Journal of Problem - based Learning International Education Journal: Comparative Perspectives International Education Studies International Electronic Journal of Elementary Education International Electronic Journal of Environmental Education International Journal
for Academic Development International Journal
for Educational and Vocational Guidance International Journal
for Mathematics Teaching and Learning International Journal
for Research in Learning Disabilities International Journal
for Research in Vocational Education and Training International Journal
for Technology in Mathematics Education International Journal
for the Advancement of Counselling International Journal
for the Scholarship of Teaching and Learning International Journal
for Transformative Research International Journal of Adult Vocational Education and Technology International Journal of Art & Design Education International Journal of Artificial Intelligence in Education International Journal of Behavioral Development International Journal of Bilingual Education and Bilingualism International Journal of Christianity & Education International Journal of Computer - Supported Collaborative Learning International Journal of Development Education and Global Learning International Journal of Developmental Science International Journal of Disability, Development and Education International Journal of Distance Education Technologies International Journal of Early Childhood International Journal of Early Childhood Environmental Education International Journal of Early Years Education International Journal of Education & the Arts International Journal of Education and Development using Information and Communication Technology International Journal of Education and Literacy Studies International Journal of Education in Mathematics, Science and Technology International Journal of Education Policy and Leadership International Journal of Educational Administration and Policy Studies International Journal of Educational Leadership and Management International Journal of Educational Leadership Preparation International Journal of Educational Management International Journal of Educational Methodology International Journal of Educational Psychology International Journal of Educational Reform International Journal of Educational Technology International Journal of E-Learning & Distance Education International Journal of Emotional Education International Journal of English Studies International Journal of ePortfolio International Journal of Evaluation and Research in Education International Journal of Game - Based Learning International Journal of Higher Education International Journal of Inclusive Education International Journal of Information and Communication International Journal of Information and Learning Technology International Journal of
Instruction International Journal of Language & Communication Disorders International Journal of Leadership in Education International Journal of Learning and Change International Journal of Lifelong Education International Journal of Listening International Journal of Mathematical Education in Science and Technology International Journal of Mobile and Blended Learning International Journal of Multicultural Education International Journal of Multilingualism International Journal of Music Education International Journal of Progressive Education International Journal of Qualitative Studies in Education International Journal of Research & Method in Education International Journal of Research in Education and Science International Journal of School & Educational Psychology International Journal of Science and Mathematics Education International Journal of Science Education International Journal of Science Education, Part B: Communication and Public Engagement International Journal of Social Research Methodology International Journal of Special Education International Journal of Sustainability in Higher Education International Journal of Teacher Leadership International Journal of Teaching and Learning in Higher Education International Journal of Technology and Design Education International Journal of Testing International Journal of Training and Development International Journal of Training Research International Journal of Virtual and Personal Learning Environments International Journal of Web - Based Learning and Teaching Technologies International Journal of Whole Schooling International Journal of Work - Integrated Learning International Journal on E-Learning International Multilingual Research Journal International Research and Review International Research in Early Childhood Education International Research in Geographical and Environmental Education International Review of Education International Review of Research in Open and Distributed Learning International Studies in Catholic Education International Studies in Sociology of Education Intervention in School and Clinic Investigations in Mathematics Learning Iranian Journal of Language Teaching Research Irish Educational Studies Issues in Educational Research Issues in Interdisciplinary Studies Issues in Science and Technology Librarianship Issues in Teacher Education Issues in the Undergraduate Mathematics Preparation of School Teachers
http://www.wrightslaw.com/info/test.myths.reality.htm Big Ideas in Beginning Reading Types of Reading Assessments An effective, comprehensive reading program includes reading assessments
for four purposes: • Screening - Designed as a first step in identifying
children who may be at high risk
for delayed development or
academic failure and in need of further diagnosis of their need
for special services or additional reading
instruction.
And parents don't know that our district will be the model
for all others — because we do it best — we will collect SSP data in the form of social and emotional surveys, we will change our curriculum to socially engineer our
children with social and emotional
instruction without parents suspecting a thing, we will assess and survey up the wazoo about
academics, school climate, cyberbullying, etc. while willing parents stand by, we will enhance our teacher evaluation program and refine it into a well - oiled teacher manipulation machine, and since our kids would do well no matter what because we have uber - involved parents, it will look like everything the Administrators are doing at the State's recommendation causes the success.
Emphasizing formal reading
instruction in kindergarten has crowded out the play - based,
child - directed activities essential to building a strong foundation
for successful
academic learning.
They want effective
instruction that results in
academic success
for their
children.
Paul Tough, author of a book about the Harlem
Children's Zone, describes the philosophy behind «no excuses» secondary schools that target at - risk students: «The schools reject the notion that all that these struggling students need are high expectations; they do need those, of course, but they also need specific types and amounts of
instruction, both in
academics and attitude, to compensate
for everything they did not receive in their first decade of life.»
A few superhuman teachers may lift a handful of
children who come to school from barely literate homes, hungry, in poor health, and otherwise unprepared
for academic instruction.
Young
children's brains are not ready
for the abstract thinking that direct
instruction of «
academic» content requires.
These programs provide
academic instruction while keeping students engaged, but parents and families also rely on these programs to provide a safe place
for their
child while they are at work.
High - quality tutoring can meet each student at his or her individual level, 22 a level of differentiation that is impossible
for even the most dedicated of teachers to provide.23 Essentially, every student with an educated, engaged parent has access to one - on - one tutoring at home, which is perhaps one of the reasons why homework compounds the advantages enjoyed by middle - class children.24 For students who, for a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gaps
for even the most dedicated of teachers to provide.23 Essentially, every student with an educated, engaged parent has access to one - on - one tutoring at home, which is perhaps one of the reasons why homework compounds the advantages enjoyed by middle - class
children.24
For students who, for a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gaps
For students who,
for a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gaps
for a variety of reasons, may not have access to that kind of
academic assistance at home, receiving more tailored
instruction from their schools can help to level the playing field and close achievement gaps.25
Most often lacking, recent graduates say: teaching how to manage a classroom full of
children and provide
instruction for students at different
academic levels.
Progress monitoring is used in conjunction with universal screening in an MTSS model (or by anyone who is interested in improving learning results
for children) to set goals
for a student's learning growth, quickly and frequently assess a student's
academic performance, measure his / her rate of improvement, and to evaluate the effectiveness of
instruction.
Progressives tend to favor pedagogical approaches in the classroom such as «
child - centered»
instruction and «teaching
for social justice,» rather than rigorous
academic content.
PROFESSIONAL EXPERIENCE TOWNSHIP PUBLIC SCHOOLS, Grand Bay, AL (6/2010 to Present) School Administrator • Act as a first point of contact by welcoming new student, parents and visitors • Provide information regarding the school system, curriculum and enrollment requirements • Assist in developing
academic programs and creating instructional resources
for teachers to use in class • Train, encourage and mentor staff members and teachers and oversee their progress • Supervise teachers to ensure delivery of
instruction in accordance to school curriculum • Confer with parents to provide them with feedback on their
child's
academic, personal, physical and emotional wellbeing • Prepare budgets on an annual basis and ensure that they are adhered to during each financial year • Coordinate efforts with vendors and suppliers to ensure that school supplies and equipment are purchased / procured in a timely manner • Formulate mission statements and ensure that all staff members work according to them • Establish performance goals and objectives and mentor staff members to work towards achieving them • Direct school maintenance services to ensure a consistently safe and clean school environment
Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives
for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules
for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored
children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and
academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group
instruction.Used
children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of
children's literature, reader's theater and story time.Differentiated
instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.
IDEA — Special Education Grants to States Title I, Part A — Improving Basic Programs Operated by Local Educational Agencies Title I, Part C — Migrant Education Title I, Part D — Prevention and Intervention Programs
for Children and Youth Who Are Neglected, Delinquent, or At - Risk Title II, Part II — Supporting Effective
Instruction (Teacher Training and Teacher Retention) Title IV, Part A — Student Support and
Academic Enrichment (SSAE) Grants Title VI, Part B, Subpart 1 — Small, Rural School Grant Program Title VI, Part B, Subpart 2 — Rural and Low - Income School Program Title VIII — Impact Aid McKinney - Vento Homeless Assistance Act Promoting Student Resilience
Identifying at - risk
children early is crucial to providing early intervention services that help close the gap
for children before they begin formal
academic instruction.