Sentences with phrase «concerning quality of teaching»

Not exact matches

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

Class size has been a significant issue for many years, with concerns long expressed about the quality of teaching possible when a single teacher is responsible for large numbers of pupils.

The national curriculum currently encourages schools to use the high quality teaching resources on offer to make provision for PSHE, but critics insist the subjects covered - mainly relating to health and wellbeing - are the concern of parents not schools.

Many agencies within the profession, including teachers and principals, are concerned about finding a balance between the compliance discourse that accompanies standards and regulation and the discourse of innovation that is central to the development of rigorous and high quality teaching and educational leadership.

The most frequent response was that there were none, but main areas of concern were: accessing activities during leave, as a temporary relief teacher or someone not currently teaching; location (internet access and travel); cost; the tracking process; time; and, finding suitable or quality activities.

A new report by Ofsted questions the quality of teaching and leadership during Key Stage 3 education, raising concerns over whether students are sufficiently supported and challenged to make the best start to secondary school.

Whilst quality and accountability is essential to teacher and principal development, and the notion of professional standards is supported in principle, it is of concern to many educators that the complexity of professional growth, development and training has been reduced to a set of basic competencies that may not truly reflect the complex nature of teaching, the principalship, teacher education and the preparation of teachers and educational leaders for contemporary times and a challenging future.

Their concerns include the balance between research and teaching, features of the promotion and tenure system, and quality of life issues — especially the balance of professional and personal commitments.

Attitudes: support for diversity (racial integration), a perception of inequity (that the public schools provide a lower quality education for low - income and minority kids), support for voluntary prayer in the schools, support for greater parent influence, desire for smaller schools, belief in what I call the «public school ideology» (which measures a normative attachment to public schooling and its ideals), a belief in markets (that choice and competition are likely to make schools more effective), and a concern that moral values are poorly taught in the public schools.

The basic problem with the teacher professionalism agenda, as currently constructed, is that it rests on a shaky evidentiary and research base concerning its ability to boost student learning or to address either the quality or quantity challenges of the current teaching force.

There are legitimate concerns about test quality; the noisiness and variability of calculations; the fact that metrics don't account for the impact of specialists, support staff, or shared instruction; and the degree to which value - added calculations rest upon a narrow, truncated conception of good teaching.

In response to a Neil Carmichael, who called on the Education Secretary to make the subjects compulsory, Nicky Morgan said: «The vast majority of schools already make provision for PSHE and while the government agrees that making PSHE statutory would give it equal status with other subjects, the government is concerned that this would do little to tackle the most pressing problems with the subject, which are to do with the variable quality of its provision, as evidenced by Ofsted's finding that 40 per cent of PSHE teaching is less than good.

In light of these findings, Plan UK is calling for greater support for teachers to prevent incidents of unwanted sexual contact, as well as high - quality statutory sex and relationships education to teach young people about issues of consent and healthy relationships, and ensuring bullying policies address gender and sexual violence, providing a safe environment for pupils to report concerns.

However, despite the enthusiasm for both school restructuring and transformational leadership, the findings from international meta - analytic work comparing the impact of various approaches to educational leadership, along with wider developments and concerns over quality teaching and student performance noted in earlier chapters, caused a re-examination of the worth of instructional leadership.

But, the concern that has been voiced, in places like New Zealand, is that when we talk about quality teaching, it's likely that this needs to be grounded in more of a sociocultural imperative.

In the end, I believe John shares my deep concern that the great potential of feedback and evaluation systems to improve the quality of teaching will be lost if their sole purpose becomes teacher accountability.

New teacher evaluation systems are the latest effort to measure and improve the quality of the teaching workforce, but these new systems have already raised concerns that they will be subject to the same rating inflation by administrators that plagued previous systems.

These questions are particularly relevant given that researchers have raised concerns about the overall quality of today's teaching workforce.

There is no concern with the quality of education, the services to children, the dignity of the teaching profession — instead, Paul Vallas and reformers like him (Adamowski) have presided over the wreckage of some of the largest school districts in the nation.

The DfE's own research found that classroom teachers and «middle leaders» worked 54.4 hours on average during the reference week, and that heads are «concerned about increasing workload which has a detrimental effect on the quality of teaching and teachers» wellbeing».

In this op - ed, Sydney Morris balances concerns about layoffs with the need for measures of teaching quality.

Estyn's annual report raises concerns about the «variable» quality of teaching and standards generally, especially in secondary schools.

Although many states now staff their schools with teachers prepared through alternative certification routes, there is a growing concern about the quality and relevance of the programs to produce excellent teachers, especially teachers to serve the teaching fields with the most needs — math, science, special education and English as a second language and bilingual education.

EPI said its findings raised concerns not only for professional development and teaching quality, but also for the wellbeing of teachers themselves.

Compensation for Prior Work Experience: Supporting Research Of particular concern for the teaching profession are the quality and number of teachers available in math, science and special education and of those serving high - poverty studentOf particular concern for the teaching profession are the quality and number of teachers available in math, science and special education and of those serving high - poverty studentof teachers available in math, science and special education and of those serving high - poverty studentof those serving high - poverty students.

Hansen wrote that concerns about teaching to the test are exaggerated and that high quality tests should furthermore improve the quality of the curriculum.

Ms Morgan said: «The vast majority of schools already make provision for PSHE and while the Government agrees that making PSHE statutory would give it equal status with other subjects, the Government is concerned that this would do little to tackle the most pressing problems with the subject, which are to do with the variable quality of its provision, as evidenced by Ofsted's finding that 40 % of PSHE teaching is less than good.

There are also concerns about teaching quality, which was no better than satisfactory in 41 % of schools.

The associate deans were then asked to list obstacles or concerns about increased use of practitioners, and responded with the difficulty of monitoring teaching quality, and whether practitioners had the necessary teaching skills.

And so an institution of higher legal education — nominally concerned with quality of legal work, allegedly devoted to excellence, supposedly engaged in teaching people about fundamental American values like freedom of expression — dropped to its knees.

Seattle, WA About Youtuber The University of Washington Department of Orthopedics and Sports Medicine is actively involved in quality patient care, teaching, and research concerning bone and joint problems.