Sentences with phrase «lower teaching quality»

Not exact matches

Observation over many years has taught us that the chief losses to investors come from the purchase of low - quality securities at times of favorable business conditions.»

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

Klopfenstein and Thomas (2010) offer three significant ways in which non-AP students at a school may pay the price for the AP program: they may receive lower instructional quality, as the best teachers are siphoned off to teach AP students; they are in larger classes, as AP classes are smaller than typical high school classes; and non-AP course offerings are reduced or limited in order to fund, staff, and expand AP course offerings.

The second results area (Pillar 2) focuses on improving the quality of education in 125 selected low - performing SHS through: (i) strengthened school management and accountability; (ii) improved mathematics and science teaching and learning; (iii) expanded information, communication technology and internet connectivity in schools; and (iv) the implementation of school performance partnership plans.

TUC Opinion Poll on Regional Pay Commenting on the TUC opinion poll * showing that two thirds of voters thought paying teachers less in lower - pay areas would make it harder for schools to recruit and retain good quality teachers, Christine Blower, General Secretary of the National Union of Teachers, the largest teachers» union, said: «Only Michael Gove has expressed any support for local pay in teaching.

«When I have read statements by the governor equating low scores with the quality of teaching, I cringe,» Bierwirth said.

On the one hand, there is the camp of Michael Gove armed with the old argument that it is the low quality of teaching in primary and secondary schools in deprived communities that prevents many students from competing with their more fortunate peers.

Gandalf, who teaches Bilbo what heroism is, and Thorin, who exhibits the necessary qualities in his actions, are high mimetic figures, while Bilbo is low mimetic.

On a first - ever report card of its kind, 13 out of 20 states earned a grade of C or lower for the quality of the standards they have set to assess whether teachers now in the classroom have adequate knowledge of subjects they teach.

Attitudes: support for diversity (racial integration), a perception of inequity (that the public schools provide a lower quality education for low - income and minority kids), support for voluntary prayer in the schools, support for greater parent influence, desire for smaller schools, belief in what I call the «public school ideology» (which measures a normative attachment to public schooling and its ideals), a belief in markets (that choice and competition are likely to make schools more effective), and a concern that moral values are poorly taught in the public schools.

The first report, released last year, termed the Danielson Framework «a reliable tool for identifying low - quality teaching» and said it «has potential for improving teacher evaluation systems.»

The PowerPoint was made for a training workshop (Pirelli Stadium) for Low Impact - High gain strategies for all subjects / abilities to enable quality teaching, planning, AFL and Differentiation It also contains resources to help teachers looking to incorporate De Bono «s 6 Thinking hats technique in their lessons.

Although Utah earmarks money for professional development for teachers, it has few accountability measures to ensure a high - quality teaching force — a deficit that lowers its grade.

It may also be that these are simply bad schools, with weak leadership, low - quality teaching, and a broken climate, and their high suspension rates are an indicator of campuses that are barely keeping it together.

However, few researchers actually gave much credit to the learning itself, assuming many schools in developing countries were of such low quality that they couldn't possibly be teaching useful skills to women.

The panelists will discuss high - priority problems of practice — the need to develop and sustain a high - quality teaching force and improve the educational outcomes for low - performing and diverse students.

JENSEN LEARNING («Teaching and Engaging with Poverty in Mind» 3 Days) • Reading First State Grants (Title I, Part B1) • Improving Teacher Quality (Title II, Part A) • Improving the Academic Achievement of the Disadvantaged (Title I, Part A) • Rural and Low - Income Schools Program (Title VI, Part B2) • Alaska Native Education (Title VII, Part C) • Individuals with Disabilities Education Act (IDEA) / Special Education State Grants

The quality as measured by teacher salaries and credentials is low, and faith - based schools feel free to teach the faith.

I argue that the market for teaching has failed — in the sense that we are paying low salaries for low - quality teachers when we would prefer high - quality teachers.

What to watch: The PDE will use Title II, Part A funds to continue supporting current initiatives, such as two promising grant programs: One promotes partnerships between LEAs and EPPs to improve their teachers» ability to serve low - income and minority students and a second dedicates funding for high - quality clinical experiences, particularly for educators teaching in high - need areas.

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.

Formed in reaction to a provision that allowed teachers in training to be identified under federal law as «highly qualified» and concentrated in low - income, high need schools, this group has developed a new, comprehensive framework for teaching quality that will allow the nation to put a fully - prepared and effective educator in every classroom and school.

Add in certification rules that keep mid-career professionals with strong math and science skills out of teaching, near - lifetime employment policies and discipline processes that keep laggard and criminally - abusive teachers in the profession, and practices that all but ensure that low - quality teachers are teaching the poorest children, and shoddy teacher training perpetuates the nation's educational caste system.

As Chairman of the Senate Education Committee and later as Senate Speaker Pro Tempore, Jamie was a key leader in efforts to identify and support effective teaching, overhaul Tennessee's K - 12 education funding formula, raise academic standards for Tennessee students, turn around low - performing schools, and expand high - quality public charter schools in Tennessee.

Indeed, a close look at MCAS results shows there is surprisingly little difference between the quality of teaching in so - called «good» schools (wealthy, suburban schools with high MCAS scores) and «bad» schools (inner - city schools with low scores) when the results are averaged across all teachers in the district and disaggregated by student demographics, specifically race and poverty.

He, a young Black male, from a family who also graduated from this New York City high school, told me about low expectations, poor quality lessons, and countless stories of years of inadequate teaching.

Teacher quality is the most important in - school factor related to students» academic success, and low - income students benefit most when taught by skilled teachers.9 Just as in other sectors, strategic recruitment in the education sector is critical to identify candidates who are likely to succeed.

As a result, teacher tenure ends up harming low - income students who don't have the same access as rich students to high - quality teaching.

The best lever that we have to help low - income and minority students succeed in college is the same one that is most effective in helping all students achieve, regardless of their backgrounds: quality teaching in bigger doses.

As readers know by now, one of Kline's main goals as chairman of the House panel is to eviscerate No Child altogether, and not just its Adequate Yearly Progress provisions which have spurred a decade of successful systemic reform as well as revealed the low quality of teaching and curricula in urban and suburban districts.

OCO activists were working with parents who were frustrated with overcrowded, dilapidated, low - performing schools, and saw small schools in the northeast, as led by and explained in books and articles by Deborah Meier and others, as a way to improve the dire overcrowding as well as the quality of teaching and learning.

All school improvement strategies — particularly interventions focused on the lowest - performing schools — must inform and engage all stakeholders; support enriched curriculum; enhance the school culture; provide high - quality teaching with ongoing professional learning to improve the quality of instruction; be commensurate with the need; and offer engaging learning opportunities that involve all students, families, and staff.

Teachers often occupy the lowest stratum of complex organizational systems and the absence of or variation in teaching quality is often the result of issues that have little to do with teachers themselves.

After all, the rise of alternative certification — which has lowered barriers to entry into teaching seemingly without sacrificing quality — is arguably one of reformers» biggest policy wins.

«There is little information here about teacher quality, but more deprived schools also have slightly lower levels of subject - specialist teaching in Ebacc subjects.

By directing our attention to the mighty middle, we act upon an understanding that even small shifts in teaching quality across the majority of teachers will have greater impacts on the majority of students than elimination of the lowest performing teachers possibly can.

Americans believe the most important national education program should be improving the quality of teaching, which they rate significantly higher than developing better standards, creating better tests, and improving the country's lowest - performing schools.

The Perry Beeches III, part of the Perry Beeches Academy Trust, received the lowest inspection grade for the quality of teaching, leadership and management, and pupil achievement.

According to the Harvard Crimson, «The effort is part of a larger national movement started by United Students Against Sweatshops that criticizes Teach For America, a nation - wide program that recruits college graduates to teach in low - income communities for at least two years, for undermining the quality of public education.&rTeach For America, a nation - wide program that recruits college graduates to teach in low - income communities for at least two years, for undermining the quality of public education.&rteach in low - income communities for at least two years, for undermining the quality of public education.»

The route is the second - lowest rated by trainees in terms of quality, nudging just ahead of Teach First, according to the 2016 newly qualified teachers» survey.

Then there was Virginia, which was granted a waiver in June 2012 by the Obama Administration in spite of its longstanding unwillingness to embrace systemic reform as well as address the low quality of teaching and curricula provided to poor and minority children.

Children that enter kindergarten classrooms where most of the children have not benefited from high - quality early education are at a disadvantage, as the teacher is forced to teach to the lowest common denominator.

Kate Walsh of the National Council on Teacher Quality... says, «We have very low expectations; we've made teaching the easiest job to get into in terms of preparation, and yet it's one of the hardest jobs there is.»

As part of this vision, the NTC scales high quality teacher induction services to a national audience and works closely with educators and policymakers nationwide to serve low - income students, minority students, and English language learners, who are otherwise often taught by inexperienced teachers.

With all of the negative aspects of the teaching profession (low pay, working in dangerous neighborhoods, etc...) it may soon come to pass that no one will want to become a teacher, and then we'll be stuck with only poor quality teachers.

More - importantly, because the quality of teaching varies more within schools (from classroom to classroom) than among them, the racial myopia of teachers (and their low expectations for the poor and minority children in their care) are matters that have to be addressed in order to help all children succeed.

As a contrast, in Milwaukee's early targeted voucher program (targeted to low - income families) parents stated that their choices were based on such matters as educational quality, teaching approach and style, discipline in a choosen school, and atmosphere.

«Teach for America is no longer alone in pushing to give low - income students access to a quality education.

But the negative factors — including lack of quality instruction time and low salaries — outweighed the positive aspects of teaching and led the teachers to quit.

Gordon MacInnes shows that it's possible for high - poverty schools to do a much better job of teaching low - income youngsters to read, through the tale of how a package of reforms, including high - quality pre-K and intensive, data - driven literacy instruction in the early grades, dramatically improved reading performance for children in some of New Jersey's highest - poverty, most troubled districts.