Sentences with phrase «quality instruction often»

A key player in high - quality instruction often gets overlooked — the learning environment.

Not exact matches

The treaties promised First Nations farming equipment and instruction, but it was often of poor quality, and Indigenous farmers could not sell their produce without the approval of Indian agents, who were sensitive to the concerns of white settlers who resented the competition.

Through this scheme, over 3,100 students received one or more semesters of deficient instruction and were awarded high grades that often had little relationship to the quality of their work.

As a result, early childhood quality improvement efforts often include attention to educator competencies such as instruction and relationship quality.

We can also describe instruction as it exists across a wide variety of U.S. classrooms, for example, asking whether — as is often assumed — instruction in urban districts is inferior to those in other areas and whether differences in instructional or teacher quality by academic track (honors, general, or remedial) exist.

When they rate specific actions, however, they are even more discriminating: the district «s ability to Clarify the steps needed to improve the quality of instruction has a mean of 4.5, while the question of how frequently they Communicate about best practice in high - priority areas of instruction has a mean of 3.6, which falls between categories of occasionally and often on a five - point scale.

The middle grade years are the last best chance to get students ready for success both in high school and beyond, but these grades are often overlooked in both research and resources The MSM initiative takes on this challenge by turning high - quality research into strategies for districts, schools, and teachers to improve reading, writing, and math instruction.

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.

The typical teacher evaluation in public education consists of a single, fleeting classroom visit by a principal or other building administrator untrained in evaluation who wields a checklist of classroom conditions and teacher behaviors that often don't focus directly on the quality of instruction.

Research indicates that quality teaching is the most effective lever to improve student achievement, with one often - cited study suggesting that top - quartile teaching instruction four years in a row could effectively eliminate the profound achievement gap between white and non-white students in this country.

For far too long, definitions of high - quality teaching have been local, variable, and superficial — and often focused heavily on matters other than instruction itself.

Even with the gamesmanship by states, No Child's accountability rules have shown that far too many schools are dropout factories, failure mills, and warehouses of mediocrity; that far too many teachers are not capable of providing high - quality instruction; that school leadership at all levels is often abysmal; and that the fierce urgency of right now is not only necessary, but paramount to helping all kids get the education they need to fulfill their potential.

Often he or she wields a checklist of classroom conditions and teacher behaviors that don't focus directly on the quality of instruction.

High - quality corrective instruction is not the same as «reteaching,» which often consists simply of restating the original explanations louder and more slowly.

Where the quality of law firms» instructions to experts is poor, the outcome in terms of the quality of experts» reports is often adverse.

So what people often end up doing is simply going with the formats they see in Microsoft Word, which is often outdated and poor quality, or looking up instructions, which takes a lot of time and effort and is often imprecise, or getting a sample from a poor quality source and hoping it can show them the right things.