Not exact matches
Underlying any
decisions about how to structure early
education has to be a discussion of what will be of greatest benefit to the children, and quality is the
key.
Carnegie's view of teaching and teachers could coexist with one or two of the Excellence Commission's teacher recommendations, but on the whole it was rooted in dramatically different core beliefs
about who should make
key education decisions, and it advanced a markedly different view of the organizational and policy framework within which teachers work - or should work.
Understanding these two concepts is
key to making appropriate
decisions about your gifted child's
education.
A study released yesterday by Mathematica Policy Research (and sponsored by the U.S. Department of
Education) titled «Teachers with High «Value Added» Can Boost Test Scores in Low - Performing Schools» implies that, yet again, value - added estimates are the
key statistical indicators we as a nation should be using, above all else, to make pragmatic and policy
decisions about America's public school teachers.
For many states, this year will be a
key juncture for
decisions about the standards — and related exams — before their full weight is felt in classrooms, district offices, and state
education departments in the 2014 - 15 school year.
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Many local authorities have set up multi-agency safeguarding models where a hub of
key agencies (which can include children's services, police, health,
education, probation and youth offending) are co-located or have an agreed protocol in place to promote better information - sharing,
decision - making and communication in relation to concerns
about children.