Sentences with phrase «lack of instructions as»

Even people who seem to ooze joy were born with the same lack of instructions as everyone else.

Not exact matches

This applies to such sayings as the Passion predictions (Mark 8:31; 9:31; 10:32; and parallels), which, lacking any connection, stand in the text only as pieces of instruction without any special historical occasion.

Bruce had been disappointed by Ben Arfa's lack of work rate in recent Tigers games, as well as his inability to stick to his manager's tactical instructions, leading to the former Marseille star being hooked off early in successive games and given a half time dressing down during the defeat at Old Trafford.

In addition, Florida embraced sensible education reforms such as alternative teacher certification, the curtailment of social promotion for students lacking basic literacy skills and the revamping of literacy instruction.

«Teacher identities and professional histories; departmental structures; differentiated roles, such as reading specialists and literacy coaches; lack of teacher preparation to teach literacy skills; arguments over whose responsibility literacy instruction is; competing factors such as motivation and engagement; disparities between in - and out - of - school literacy practices; and the increasing demands of reading to learn all contribute to the stagnation in literacy achievement,» he says.

Given the need to improve the quality of instruction and the lack of clarity and shared knowledge about what systems and activities improve teaching, this is the right time to take stock of what is known; what kinds of activities are currently underway; and what will be needed going forward as reforms roll through the education system.

Lacking knowledge in the field, the former entertainment lawyer set out to school herself in learning theory and instruction, as well as the workings of the bureaucracy in the 65,000 - student district, for insight into how best to proceed.

The researchers identified several barriers to implementation even in the schools that were identified as successful implementors: lack of alignment between classroom instruction and assessment and the MSPAP assessment; insufficient resources such as time and money for professional development; testing logistics; and communication between the state and schools about the rationale and nature of the assessment program.

Gerde sees the lack of science instruction in the early years as a missed opportunity to improve skills in all three main subject areas.

An AFT report «Passing on Failure» delineates several reasons for student failure: «immaturity, weak curriculum and instruction, excessive absenteeism, lack of effort, failure of teachers and administrators as well as parents to use practices that promote high achievement, and failure due to a combination of factors listed above.»

A host of factors — lack of accountability for school performance, staffing practices that strip school systems of incentives to take teacher evaluation seriously, teacher union ambivalence, and public education's practice of using teacher credentials as a proxy for teacher quality — have produced superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students» learning.

Distinguishing between our view of style and the view examined in the study is important because: 1) we're concerned that the reported lack of evidence for matching is being misinterpreted as a criticism of style - based instruction in general; 2) the authors» conclusion about the use of style assessments in schools depends on a «matching» view of style that not everyone shares.

The best professional learning for teachers helps them acquire, practice, and apply new skills to better serve their students.2 But despite annual investments of $ 18 billion by federal, state, and local agencies into professional learning for educators, many teachers still do not receive the kind of professional learning that helps them grow and improve their practice.3 Less than one - quarter of teachers say that they have changed their instruction as a result of professional learning, likely in part due to the lack of a consistent professional learning strategy across states and school districts.4 Learning Forward, a nonprofit association dedicated to supporting professional learning for educators, contends that the current state of professional learning is one of «inertia.»

As seen in other research on coaching, coaches in our study faced broad expectations for their work, and some, but not all, expressed frustration about the lack of time they had to work with teachers on issues of instruction.

In a recent survey from the American Federation of Teachers, one of teachers» two most cited «everyday stressors» was time pressure.8 As teachers are largely separate from other educators during instruction, lack of time for collaboration can be very isolating.

There are a lot of books on the subject of self - publishing, but I found them all to be either too specific, covering just one aspect of self - publishing such as manuscript formatting or book promotion, or too general, lacking in the step - by - step instruction I needed.

Law schools have been heavily criticized for lacking coherent educational missions and for having no means of assessing whether they accomplish what they ostensibly intend to accomplish.82 More particularly, the prevailing «case method» of instruction in law schools, at least standing alone, is criticized as ineffective in training law students to become practicing lawyers.83 Thus, although most law schools say they intend to train students to become practicing lawyers, many fall short of that goal, leaving students to learn various fundamental lawyering skills on the job or elsewhere.

One such skill is the ability to write using standard, correct grammar and punctuation.2 Content apart, correct writing is a gatekeeper in the legal profession, critical for attorneys3 and their clients.4 Further, lack of knowledge of the rules governing standard or professional writing can serve as a proxy for other deficits in students» previous instruction.

It is our assumption therefore, that the use of English as medium of instruction could diminish the potential effects of ECE on development of oral language skills as children may lack proficiency in English and at the same time the opportunities to practice in a familiar Zambian language may not be maximised for children to benefit from ECE.