Sentences with phrase «focusing on tested subjects»

Schools and educators are likely to narrow the curriculum by focusing on tested subjects at the expense of untested ones.

Similarly, many [charter] schools focus on tested subjects, while others might emphasize creative writing or the arts.»

«In terms of equity — when you look at what is happening in our urban districts, we're getting an extremely narrow curriculum because of the pressure on teachers to focus on tested subjects.»

Not exact matches

Levy reported that in a 2004 study of suburban rail commuters taking the train from New Jersey to Manhattan, «Wener and his coauthor Gary Evans found that the longer their test subjects» journey was, the higher the levels of cortisol (the primary stress hormone) in their saliva, and the more difficult they found to focus on the task of proofreading assigned them at the end of their commute.»

The USPTO Diverges in Use of the Markedly Different Test The «markedly different» test focuses on whether claimed subject matter is structurally or functionally different relative to a naturally occurring counterpart or set of counterpaTest The «markedly different» test focuses on whether claimed subject matter is structurally or functionally different relative to a naturally occurring counterpart or set of counterpatest focuses on whether claimed subject matter is structurally or functionally different relative to a naturally occurring counterpart or set of counterparts.

The interminable focus on league tables, Ofsted inspections and Michael Gove's favoured E-Bacc leaves many schools with little or no choice but to focus on a few subjects against which they are tested.

«For every kid that opts out, it's making a statement that we don't like the direction when everything becomes focused on a test or just the tested subjects as opposed to a well - rounded education,» he said.

It has caused good schools to be labeled as failing and puts undue pressure on students and teachers to focus on passing standardized tests instead of engaging in other subjects such as the sciences, history, art, or music.

Jones expects that the companies offering fMRI lie detection will likely conduct new tests «to approximate real - life conditions» for lying, and focus on issues such as whether lie detection results vary depending on the age of the subject.

To confirm the link, Lavie connected test subjects to a transcranial magnetic stimulator, which focuses a magnetic field on a selected region of the brain — the parietal cortex in this case — and temporarily disrupts the neural circuitry there.

«Basically, we focused on English, history, and math and tested our way through those subjects until we hit whatever level the state standards mandated.»

Subjects were tested for their rapid eye movement that allows focus to shift on multiple objects in the field of vision (aka saccade) and ability to follow objects moving across the visual field, known as smooth - pursuit.

States should seize the possibilities for more innovative approaches to school improvement posed by the Every Student Succeeds Act (ESSA), which replaces a law much criticized for its heavy - handed federal role and for focusing schools heavily on teaching for low - level multiple - choice tests in reading and math to the neglect of other subject areas and higher - level skills.

Schools were assigned an overall rating based on the pass rate of the lowest - scoring subgroup - test combination (e.g., math for whites), giving some schools strong incentives to focus on particular students and subjects.

These «value - added» measures are subject to some of the same problems, but by focusing on what students learn over the course of the year, they are a significant improvement over a simple average test score (or, worse yet, the percentage of students that score above an arbitrary «proficiency» threshold).

NCLB has unwittingly and unfortunately encouraged schools to focus instruction inordinately on reading and math, the subjects that NCLB requires be tested annually and to which it has attached the tough accountability regime.

Improving test scores by integrating maths across all subject areas and focusing on teacher training.

«The report finds that classrooms have become even more focused on exam and test preparation, especially in the subjects that are most heavily weighed in the Progress 8 basket.

And teachers do seem to respond rationally to accountability policies by focusing more on the grades and subjects that are tested.

Because an accountability test that supports teaching is focused on only a very limited number of challenging curricular aims, a student's mastery of each subject can be meaningfully measured, letting teachers determine how effective their instruction has been.

And within tested subjects schools and educators are likely to focus narrowly on tested items at the expense of a more complete understanding of math and English.

The report highlighted that «students are spending too much time preparing for and taking tests,» teachers were «teaching to the test,» and the narrow focus on ELA and math has «diminished the joy in learning, inhibited creativity, and taken time away from other subjects.»

That said, standardized tests obviously don't measure the myriad other ways children need to develop to be contributing members of society, and we need to make sure that schools don't overly focus on core subjects and fail to educate the whole child.

Particularly in urban schools, the pressure from testing has narrowed the curriculum to focus on those subjects on which graduation and accreditation rest — at the expense of art, music, theater, physical education, foreign language, and even science and social studies.

The previous state testing tended to focus almost exclusively on math and reading skills, so in many schools math and reading became the priority, while other subjects were pushed aside.

The tests were only in math and reading, leading schools to focus on those subjects and giving short shrift to history, science, physical education and the arts.

But our nation's leaders are fixated on excessive data collection with a focus solely on subjects covered on high stakes tests.

The booming private tuition market is a symptom of the problem with an education system that is becoming too heavily focused on attainment in exams and tests and in a narrow range of so - called «core» subjects.

«NCLB is demonstrably unable to produce sustained and significant improvements even on a standardized test in the two subjects on which it focuses, reading and math.

By focusing and honing their skills on tasks like subject matter expert interview techniques, content analysis and organization, learning objective identification, focus and user group testing, and more, these instructional designers can design and direct the production of training materials with little - to - no prior experience with the content.

Value - added methodology is being applied to the evaluation of teachers in tested grades and subjects, but the vast majority of the research on value - added measures focuses on elementary schools only.

These features undoubtedly contributed to the narrowing effects of the NCLB law, leading teachers to spend substantial time in test preparation and focus heavily on English and math at the expense of other subjects.

The PISA tests focus on the key subject areas of reading, mathematics, and science.

The single - subject focus was necessary in this case because the focus was on improving scores on a particular standardized test.

Rocketship seems to be focused solely on tested subjects.

The No Child Left Behind Act's (NCLB) narrow, regimented approach to accountability led to reduced attention for subjects other than English language arts and math, overreliance on standardized testing, and less focus on meeting students» all - around needs.

Gordon Lafer, in an in - depth report this year for the Economic Policy Institute (EPI), notes that Rocketship's educational model rests on four strategies: «the replacement of teachers with computers for a significant portion of the day; a reliance on young and inexperienced teachers for the rest of the day; narrowing the curriculum to math and reading with little attention to other subjects; and even within these subjects, a relentless focus on preparing students for standardized tests.»

Our testing practices themselves have changed very little since our inception as a school, but we've begun to use the data in a more meaningful way, restructuring our grade teams to become inquiry teams focused on the growth of students across all subject areas.

This situation introduces a set of challenging questions for teachers: «If I focus on the subjects the standardized tests evaluate, how can I teach other subjects — such as social studies and the arts — without trivializing them?

• The «blended learning» model of education exemplified by the Rocketship chain of charter schools — often promoted by charter boosters — is predicated on paying minimal attention to anything but math and literacy, and even those subjects are taught by inexperienced teachers carrying out data - driven lesson plans relentlessly focused on test preparation.

According to an article in the Washington Post the problem with standard tests is that they mainly focus on math and reading and do not take into account other subjects and skills students should be developing.

In elementary schools, they protest that a laser focus on the subjects tested, mostly math and reading, crowds out science, social studies and the arts.

Texas ASCD's Whole Child approach is an effort to move from a focus on narrowly defined academic achievement as measured by test scores in core subjects to a broader definition that promotes the long - term development and success of all children.

I watched as extra money was awarded or not awarded to people who taught subjects never tested, to people who far exceeded the number of absences within the matrix, to teachers who actively improved their practice, to people who did not intend to be career teachers, to people who showed strong compassion for students, to teachers who worked in isolation or collaboration, and to teachers who did or did not focus exclusively on teaching to the test.

What's more, required tests focus on reading and math because these subjects are the foundation of other kinds of learning.

Redirected time and money devoted to excessive testing could be used, for example, to focus on problem - solving and critical - thinking skills and to restore subjects not tested and / or that have been cut, such as art, music, physical education and foreign languages.

Because teacher licensing tests, which are currently focused largely on basic skills and subject - matter knowledge, have not provided a meaningful assessment of capacity to teach before entry, teaching has lacked this key element of a profession.

A review of Florida's accountability system showed that educators focused on subjects being tested and ensuring that curricula and instruction align with what is being tested.

It depends on the state, but the procedures for standardized tests could possibly become less strict, which will allow schools and teachers to focus more on other subjects and creative activities rather than teaching to the test.

WHEREAS, the over-reliance on high - stakes standardized testing in state and federal accountability systems is undermining educational quality and equity in U.S. public schools by hampering educators» efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking and deep subject - matter knowledge that will allow students to contribute and thrive in a democracy and an increasingly global society and economy; and