Not exact matches
Studies published in the best economics and education journals have shown unequivocal evidence of excessive teaching to the test and drilling that produces inflated measures of students» growth in
learning; cheating on tests that includes erasing incorrect answers or filling in missing responses; shifting of students out of classrooms or other
efforts to exclude anticipated
poor performers from testing, or alternatively, concentrating classroom teaching
efforts on those students most likely to increase their test scores above a particular target, and other even more subtle strategies for increasing testing averages.
The other draws on the deep experience of a compassionate teacher who finds fault not with teachers, unions, or students, but with a society that refuses to take responsibility for the conditions in which its children live and
learn — and who has demonstrated through her own
efforts how one dedicated teacher has improved the education of
poor young people.
At last, grueling
effort has translated into test score gains at a school serving
poor, minority students and a continually increasing number of children with
learning and emotional disabilities.
They don't want to waste precious time, energy, and
effort trying to
learn something they may only apply a few times during their lifetime, and they certainly don't want to risk writing a
poor resume that results in being passed over for a position.
They don't want to waste time, energy and
effort trying to
learn something they may only apply a few times during their lifetime, and they certainly don't want to risk writing a
poor resume that results in being passed over for a position.