Sentences with phrase «differences in performance within»

The national sample allows us to examine the degree to which citizen ratings of school quality are responsive to performance levels relative to the nation or simply to differences in performance within specific states.

Not exact matches

Finally, we evaluate the degree to which differences in relative test score performance (or growth) of high - SES versus low - SES students are largely occurring within school districts or across school districts.

This analysis makes clear that large differences in the performance of high - SES students and low - SES students in the same schools do exist; that these apparent gaps are not simply reflective of gaps in preparation; and that while the variation across school districts is substantial, the variation within school districts may be even larger (at least among the largest districts in Florida).

A straightforward national indicator of disparities between Australian schools is the percentage of total variance in students» performances attributable to «between - school» differences (with the remaining variance being «within - school»).

While there are inevitably differences in the nature, quality and extent of distributed leadership from one school to another, it is still within the amalgam of factors contributing to high performance.

Simply comparing performance based on whether a student's district school is or is not located within one mile of a charter school could be misleading given differences in where charter schools are located.

Like policy researchers, measurement researchers generally have not distinguished among different subject areas in their targets for study or in their conclusions and recommendations, even though Linn (1998)(a prominent measurement researcher) has found differences in student performance across subject areas and within subscales of the same subject area.

There was no significant difference in the performance of the two groups within treatments.

In case a share class is created after the fund's launch date, a simulated past performance is used, based upon the performance of an existing share class within the fund, taking into account the difference in the ongoing charges and the portfolio transaction costs, and including the impact of any performance fees if applicablIn case a share class is created after the fund's launch date, a simulated past performance is used, based upon the performance of an existing share class within the fund, taking into account the difference in the ongoing charges and the portfolio transaction costs, and including the impact of any performance fees if applicablin the ongoing charges and the portfolio transaction costs, and including the impact of any performance fees if applicable.

In case a share class is created after the fund's launch date, a simulated past performance is used, based upon the performance of an existing share class within the fund, taking into account the difference in the Total Expense Ratio and including the impact of any performance fees if applicablIn case a share class is created after the fund's launch date, a simulated past performance is used, based upon the performance of an existing share class within the fund, taking into account the difference in the Total Expense Ratio and including the impact of any performance fees if applicablin the Total Expense Ratio and including the impact of any performance fees if applicable.

ABSTRACT: In the present study we examined 1) whether childhood disruptive behaviour, in terms of aggressiveness, hyper - activity and social adjustment, predicts school performance since toddler age or whether becomes it relevant first since middle or late childhood, 2) whether gender differences within the associations between school perform - ance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - menIn the present study we examined 1) whether childhood disruptive behaviour, in terms of aggressiveness, hyper - activity and social adjustment, predicts school performance since toddler age or whether becomes it relevant first since middle or late childhood, 2) whether gender differences within the associations between school perform - ance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - menin terms of aggressiveness, hyper - activity and social adjustment, predicts school performance since toddler age or whether becomes it relevant first since middle or late childhood, 2) whether gender differences within the associations between school perform - ance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - menin these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - ment.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.