But U.S. News doesn't
consider quality of teaching, practical skills training or faculty - student relations, while bar passage rate and placement have low importance in the U.S. News rankings.
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
For instance, I spent about 10 years trying to convince 6 out
of 8
teaching hospital research groups to
consider adopting double data entry or other data
quality measures like the 2 other
teaching hospitals with zero impact (all in the same city).
Considering the fact that school buildings need to be fit for purpose in order for staff to deliver
quality and innovative
teaching, he looks at the case
of the first school built under the PSBP, which he notes as
of December 2014, is still in Special Measures.
A recent school staff workload survey in Victoria, Australia asked teachers to
consider 17 demands
of quality teaching.
Professor Nan Bahr returns to her complete set
of 40th anniversary Dr Seuss books to
consider the
qualities of quality teaching.
If you'd like to read a review
of the current context for teacher accreditation in Australia, and
consider my model for
quality in
teaching please download Australian Education Review 61, Building
quality in
teaching and teacher education (Bahr & Mellor, 2016).
Consistent with the TeachStrong coalition's ESSA guidance for state actors, these states are leveraging ESSA's flexibility to support efforts around recruiting teachers
of color; improving the teacher preparation experience; providing induction and mentoring to novice teachers; increasing teacher pay; and creating or encouraging career pathways, with the goal
of ensuring that all students — and especially students in low - income schools — are
taught by high -
quality, prepared, meaningfully supported teachers.2 The author also notes what other initiatives and actions policymakers and advocates should watch for and
consider as they work to modernize and elevate the
teaching profession.
An even more complete and accurate picture
of how a school is doing must have a framework that
considers governance efficacy, appropriate resources, parent and family engagement, student engagement,
teaching quality, and access to
quality curriculum.
«Inspectors should not grade an aspect such as
teaching, unless circumstances are exceptional, without
considering the broad range
of evidence that they can gather during a visit to a lesson — for example, the behaviour
of the students and how well they are managed, subject knowledge, the standard
of work completed in books, the
quality of marking and so on — and use this to come to a view about what
teaching is like for those students and its impact on their learning over time.
This section
considers ways
of improving the
quality of teaching and examines active learning, the most effective approach to delivering Cambridge programmes.
Policymakers trying to improve the
quality of the
teaching pool should
consider using measures actually indicative
of performance rather than age.
It also highlighted the positive attitudes to learning by the trainees and their sound knowledge, and it
considered the
teaching of the undergraduate primary programme to be
of good
quality.
A more comprehensive and accurate picture
of how a school is doing would
consider governance efficacy, appropriate resources, parent and family engagement, student engagement,
teaching quality and access to
quality curriculum.
When determining action based on incompetency, the superintendent must
consider factors that include the following: the time between the unsatisfactory ratings, the
quality of the remediation plans, and whether one
of the unsatisfactory ratings occurred during the first year
of a
teaching assignment.
A Department for Education (DfE) spokesperson says that it has set up a «new expert subject group» to identify where teachers need support, but adds: «However we are aware that more needs to be done to raise the
quality of teaching in this area and we will
consider the findings
of this report carefully.»
Others — especially high - achieving young people — may never even
consider teaching because
of the profession's relatively flat salary trajectory and because the professional work environment does not match that
of other career paths.69 Teachers have less flexibility in their schedules compared with other professions, sometimes even struggling to find time to use the restroom.70 They also struggle to find time to collaborate with peers and often have to pay for their own supplies.71 To ensure that high -
quality teacher candidates enter the profession and that excellent teachers stay in the profession, all educators should be trained and compensated like the professionals they are.
The quantity
of prior classroom
teaching experience may also be
considered in selecting teacher leaders, although expert practitioners believe that quantity is less critical than
quality.
This We Know - All
of Our Children are Learning - A Brief Rumination on Parent's Qualifications for Judging the
Quality of the
Teaching Their Children are Receiving, Using Math as an Example and
Considering the NCLB / Title 1 Section 1118 Parent Engagement Rules, by Aurelio M. Montemayor, M.Ed., IDRA Newsletter, May 2007
McNeil speaks
of why he became interested in art; his early influences; becoming interested in modern art after attending lectures by Vaclav Vytlacil; meeting Arshile Gorky; the leading figures in modern art during the 1930s; his interest in Cézanne; studying with Jan Matulka and Hans Hofmann; his experiences with the WPA; the modern artists within the WPA; the American Abstract Artists (A.A.A.); a group
of painters oriented to Paris called The Ten; how there was an anti-surrealism attitude, and a surrealist would not have been permitted in A.A.A; what the A.A.A. constituted as abstract art; a grouping within the A.A.A. called the Concretionists; his memories
of Léger; how he assesses the period
of the 1930s; the importance
of Cubism; what he thinks caused the decline
of A.A.A.; how he assesses the period
of the 1940s; his stance on form and the plastic values in art; his thoughts on various artists; the importance
of The Club; the antipathy to the School
of Paris after the war; how Impressionism was
considered in the 40s and 50s; slides
of his paintings from 1937 to 1962, and shows how he developed as an artist; the problems
of abstract expressionism; organic and geometric form; the schisms in different art groups due to politics; his
teaching techniques; why he feels modern painting declined after 1912; the
quality of A.A.A. works; stretching his canvases, and the sizes he uses; his recent works, and his approaches to painting.