Sentences with phrase «practices of ability grouping»

«The government's inability to confront the harmful practice of ability grouping coupled with its desire to further expand selective schools will exacerbate the challenges highlighted in this report and further entrench educational disadvantage.

In addition, the practice of ability grouping for guided reading within the regular education classroom further supports this aspect of instruction.

Not exact matches

Last month, the company said it was temporarily disabling the ability of advertisers to exclude racial groups from the intended audience of ads, and promised to «do better» at policing discriminatory practices.

Our particular areas of focus in our Immigration Practice Group include: H - 1B (Temporary Foreign Workers), L - 1A / L - 1B (Intracompany Transferee Executives or Managers; Intracompany Transferee Specialized Knowledge Professionals), E-2 (Treaty Investor), EB - 1 & O - 1 (Extraordinary Ability in Athletics, Arts, Sciences, etc.), EB - 1 (Multinational Managers & Executives), EB - 2 (Advanced Degree), EB - 3 (Skilled Workers, Professionals, Unskilled Workers), EB - 5 (Immigrant Investor), TN (NAFTA Professionals), J - 1 (Exchange Visitors) visa categories, and Labor Certification (PERM applications).

In advance of receiving an award from the Human Rights Campaign, Cuomo announced a series of measures intended to eliminate so - called conversion therapy, a practice that claims the ability to reverse same - sex attraction in some people but that has been widely discredited by scientists and criticized by gay - rights groups.

They found the mice that were prevented from producing new myelin could not master the complex wheel, whereas those that could produce myelin did learn, with differences between the two groups» abilities seen after only two hours of practice.

As a citizen of the United States and a taxpayer, and as a practicing biomedical applied statistician, I am especially concerned about the possibility that the funding garnered for such potentially flawed studies is detracting from other groups» ability to obtain funding to perform valid research in the valuable arena of personalized medicine.

The expert review panel recommended one practice guideline based on a 2005 randomized trial that provided data to support a memory retraining protocol.12, 13 The trial enrolled 29 subjects with MS - related learning deficits and randomized them to either the control group (n = 14) or the experimental group (n = 15).13 Both groups participated in 8 «treatment» sessions, which consisted of nontraining memory tasks for the control group and the Story Memory Technique (SMT), which taught the skills of visualization and context to improve learning, for the experimental group.13 In subjects with moderately severe impairment, 88 % in the experimental group showed significant improvement in learning abilities compared with 38 % in the control group (P <.01).13 Subjects with mild impairment showed little improvement.13 On this basis, the technique used in this study was recommended by the review panel as a practice guideline for the rehabilitation of learning and memory in persons with MS. 12

The main point I would like to make in concluding this post pertains to the renewed popularity of tracking and ability grouping, not to whether either practice is warranted by research.

An array of ideological and budgetary considerations that reject tracking, ability grouping, «pull - out» programs, and other forms of educational separation (often including both acceleration and grade repetition) on grounds that such practices are morally wrong, socially and educationally undesirable, politically imprudent, and just plain unaffordable.

And so one of the things that our group is doing right now is we're engaging with teachers from all around the country, in fact all around the world, to try to learn from them what they're doing in their own classroom practice to instill a growth mindset in their students and to help students see intelligence, and to see their academic ability, as things that they can grow.

It is very mixed ability as I have only one group of students with FFTd grades ranging from F to A in a school where languages are compulsory so it will be up to you to fit in extra practice from textbooks or tailor your feedback to stretch the more able in the mini tasks.

Many teachers feel that they are expected to use ability grouping, and worry about the negative impact of the practice on their children.

However, few studies have directly assessed its effect on teaching practice, nor used methods that permit causal interpretations of the impacts of ability - grouping on student outcomes.

In order to reduce the amount of streaming in the school, the principal must address teacher attitudes towards grouping students by ability, must talk with those parents who want to hang on to ability grouping, and must address the fact that they can't change grouping practices without reorganising professional learning, assessments, teaching plans and so on.

Utilizing data from the Measures for Effective Teaching project, we propose to test the impacts of ability grouping on observed teaching practice and student achievement gains.

Proponents of tracking and of ability - grouping (a milder version that separates students within the same classroom based on ability) say that the practices allow students to learn at their own levels and prevent a difficult situation for teachers: large classes where children with a wide range of different needs and skill levels are mixed together.

«Eventually I plan to work in a job that allows me to support teachers in creating instructional practices that help this particular group of students and also have the ability to develop curriculum that creates equity through excellence.»

While our analysis indicates that ability grouping and DI occur simultaneously, there is still much to learn about how teachers make meaning of these practices and the extent to which changes in the larger institutional environment inform their decisions.

In short, the ability grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupings.

Combine the struggles in improving literacy with low levels of classroom management skills among many teachers (another problem traceable to ed schools), the arbitrary nature of traditional school discipline practices, and the problems within American public education attributable to racialist practices such as ability grouping, and it is little wonder why the overuse of suspensions is such a problem for our kids.

Opposing attitudes were found for two clusters: first, grouping practices (with educators of the gifted favoring ability grouping and middle school educators opposing such grouping) and second, social development (with only middle school educators seeing the «gifted» label as creating social adjustment problems).

Among those are preservice teachers» understanding of and ability to address student differences, the nature of the change process in schools implementing differentiation, achievement impacts of differentiation in middle school, elementary, and high school settings, and profiles of teachers whose classroom practice enhances success of students from low - economic and / or cultural minority groups.

Ability Grouping in the Early Years and Key Stage In 2017 the ATL section of the National Education Union commissioned Alice Bradbury and Guy Roberts - Holmes to investigate the extent to which ability groups were used in the earliest years of primary school, the impact on staff and pupils and the drivers of this prAbility Grouping in the Early Years and Key Stage In 2017 the ATL section of the National Education Union commissioned Alice Bradbury and Guy Roberts - Holmes to investigate the extent to which ability groups were used in the earliest years of primary school, the impact on staff and pupils and the drivers of this prability groups were used in the earliest years of primary school, the impact on staff and pupils and the drivers of this practice.

The ability to speak with greater precision and cohesion would help diverse stakeholder groups create policies and support practices that address the multifaceted and individualized learning needs of each (whole) child, regardless of geographic location, ethnicity, socioeconomic status, and mental or physical abilities.

In spite of this evidence, over this same period, the vast majority of teachers and administrators have enacted practices that separate students by ability; their argument is that homogeneous grouping produces greater learning by allowing for the concentration of instructional resources on the same set of learning problems.

This is because both heterogeneous and homogeneous ability - grouping practices are advocated for the accomplishment of the same goals.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

«California is really behind compared to the rest of the nation when you think about data systems and the ability to use data to improve practice,» said Samantha Tran, of the nonprofit advocacy group Children Now.

When they are not working with the teacher, students work independently or in the ability groups to practice subskills of reading and writing (e.g., spelling practice, grammar practice, handwriting) and work on theme - related writing assignments.

After securing around $ 3.9 million from the John S. and James L. Knight Foundation, which provides significant funding to groups that are promoting new practices in journalism, Mozilla and two major news outlets are building a platform that will offer not only better reader comments» sections, but will also leverage the ability of readers to create and post content.

The test group — comprised of more than 50 practicing veterinarians from across North America — were most impressed with Sofie's ability

Nisbet concludes that McKibben deserves immense credit for being among the first to call attention to the problem of climate change; for his ability to articulate a compelling vision of a different kind of society; and for most recently, changing the way that environmental groups practice politics.

Our particular areas of focus in our Immigration Practice Group include: H - 1B (Temporary Foreign Workers), L - 1A / L - 1B (Intracompany Transferee Executives or Managers; Intracompany Transferee Specialized Knowledge Professionals), E-2 (Treaty Investor), EB - 1 & O - 1 (Extraordinary Ability in Athletics, Arts, Sciences, etc.), EB - 1 (Multinational Managers & Executives), EB - 2 (Advanced Degree), EB - 3 (Skilled Workers, Professionals, Unskilled Workers), EB - 5 (Immigrant Investor), TN (NAFTA Professionals), J - 1 (Exchange Visitors) visa categories, and Labor Certification (PERM applications).

The characteristics of the Aboriginal group include «its laws, practices, size, [and] technological ability» (para 41).

Our ability to handle these cases is enhanced by the specialized knowledge of our health care practice group.

«Many of today's most promising and innovative commercial drone operations require the ability to fly over people,» said Matt Clark, senior associate in Hogan Lovells UAS practice group.

Sometimes a general practice consists of several attorneys or practice groups, whose combined expertise gives the firm the ability to tackle a variety of legal issues.

Within this select group of people who have worked long and hard to practice law, some of them are excellent lawyers and some of them are bad lawyers - and a whole variety of abilities and skills in between.

Group collaboration — the ability and willingness of groups (practice groups, offices, client service teams, etc.) to work together.

Strong ability to create and maintain cooperative working relationships with employees, supervisors, suppliers, vendors, contractors, community groups, general public, and external public agencies; also knowledge of and ability to implement safe work practices.

Highlights Demonstrated success in running training sessions Solid manual writing skills Background in management Ability to give effective feedback Strong history of exceeding expectations Able to present information for all learning styles Knowledge of learning techniques and brain processes Methods of designing unique team building experiences Ability to work on a team Excellent communication ability Strong writing skills Commitment to details and accountability Friendly and easygoing Exciting and dynamic Experience Corporate Trainer 7/1/2006 — 10/1/2013 Raleigh's Food Group — Columbia, SC Created a new training program focused on preventing safe food handling praAbility to give effective feedback Strong history of exceeding expectations Able to present information for all learning styles Knowledge of learning techniques and brain processes Methods of designing unique team building experiences Ability to work on a team Excellent communication ability Strong writing skills Commitment to details and accountability Friendly and easygoing Exciting and dynamic Experience Corporate Trainer 7/1/2006 — 10/1/2013 Raleigh's Food Group — Columbia, SC Created a new training program focused on preventing safe food handling praAbility to work on a team Excellent communication ability Strong writing skills Commitment to details and accountability Friendly and easygoing Exciting and dynamic Experience Corporate Trainer 7/1/2006 — 10/1/2013 Raleigh's Food Group — Columbia, SC Created a new training program focused on preventing safe food handling praability Strong writing skills Commitment to details and accountability Friendly and easygoing Exciting and dynamic Experience Corporate Trainer 7/1/2006 — 10/1/2013 Raleigh's Food Group — Columbia, SC Created a new training program focused on preventing safe food handling practices.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Required Qualifications: * High school diploma or equivalent * Completion of Meriter Pharmacy's Pharmacist Assistant training program * 2 years of Health care experience * 1 - 2 years experience working in a fast - paced work environment * Microsoft Office applications * Internet applications * Use of phone / pager / fax / e-mail * Strong interpersonal skills * Typing skills * Communication skills - fluent in English Preferred Qualifications: * Associate's Degree OR completion of / enrollment in a Bachelor's of Science program at an accredited university * Certification as a Pharmacy Technician * Previous experience working in a pharmacy setting * Previous direct patient contact * Previous patient care experience * Previous work experience as a Pharmacy Technician * Epic Systems software operation * Basic medication facts - generic / brand drug names, formulation, indication, etc * Basic healthcare facts - disease physiology, laboratory tests * Healthcare system resources to obtain medical information * Understanding formularies, medical charts, and legal issues related to pharmacy practice * Able to work as part of a team; balancing leadership and the ability to delegate while maintaining collaborative group efforts.

Educational practices such as remedial «pull - out» sections or homogeneous grouping can create negative labels for students assigned to low - ability group labels that often become self - fulfilling prophecies in terms of academic and developmental outcomes.

In addition to individual reflective supervision, most study sites supported reflective practice in small group experiences and used both processes to influence the consultant, provider, and caregiver relationships and enhance consultants» ability to meet the needs of those they are serving (Duran et al, 2009).

Explore the benefits of group practice including excellent compensation, the ability to focus on clinical work, an established consultation group, and opportunities for professional growth and development.

«The bringing together of a group of strong and successful independently branded companies, who share a common vision of business practice and the ability to expand their reach, will widen the choices available in real estate.