Author: William Anderson McCall
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
Book Description
How to Classify Pupils
Author: William Anderson McCall
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
Book Description
Classification of Pupils in a Junior High School
Author: Walter Julius Saupe
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 36
Book Description
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 36
Book Description
The Classification of Pupils in Elementary Schools
Author: Ohio. Department of Education. Classification Committee
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 176
Book Description
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 176
Book Description
Allocating Federal Funds for State Programs for English Language Learners
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309186587
Category : Education
Languages : en
Pages : 240
Book Description
As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
Publisher: National Academies Press
ISBN: 0309186587
Category : Education
Languages : en
Pages : 240
Book Description
As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability
Author: Richard M. Gargiulo
Publisher: SAGE Publications
ISBN: 1506306675
Category : Education
Languages : en
Pages : 437
Book Description
Instructional Strategies for Students with Mild, Moderate, and Severe Intellectual Disability supports teacher educators who are preparing pre-service or in-service teachers to instruct students with intellectual disability from preschool through transition. As a solid, research based methods textbook, it focuses on providing strategies and approaches for how to teach across the spectrum of intellectual abilities and shows how teaching these students involves attention to evidence-based practice. The book presents academic, functional, and behavioral instructional strategies for all these populations.
Publisher: SAGE Publications
ISBN: 1506306675
Category : Education
Languages : en
Pages : 437
Book Description
Instructional Strategies for Students with Mild, Moderate, and Severe Intellectual Disability supports teacher educators who are preparing pre-service or in-service teachers to instruct students with intellectual disability from preschool through transition. As a solid, research based methods textbook, it focuses on providing strategies and approaches for how to teach across the spectrum of intellectual abilities and shows how teaching these students involves attention to evidence-based practice. The book presents academic, functional, and behavioral instructional strategies for all these populations.
Manual of School Management: for the Use of Teachers, Students, & Pupil-teachers
Author: Thomas Morrison
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 394
Book Description
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 394
Book Description
Validation of the Method of Ability Grouping Devised for 6A Pupils of the Minneapolis Schools
Author: Herbert Frithjof Sorenson
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 250
Book Description
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 250
Book Description
Manual of School Management for the use of teachers, students, and pupil teachers
Author: Thomas MORRISON (LL.D.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 376
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 376
Book Description
The National Curriculum and the Teachers′ Standards
Author: Learning Matters,
Publisher: Learning Matters
ISBN: 1529776015
Category : Education
Languages : en
Pages : 289
Book Description
The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. The Teachers′ Standards underpin professional practice and all teachers need to work towards and within this framework. This updated two-in-one handbook presents: The National Curriculum Programmes of Study for ALL curriculum subjects for Key Stages 1, 2 and 3 The complete Teachers′ Standards Now includes Relationships Education, Relationships and Sex Education (RSE) and Health Education guidiance in full Foreword from Dylan Wiliam focusing on the need for a broad and balanced curriculum in schools NC by topic planner for English and maths at Key Stages 1&2 Full index for easy reference A must-have resource for ALL teachers and trainee teachers!
Publisher: Learning Matters
ISBN: 1529776015
Category : Education
Languages : en
Pages : 289
Book Description
The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. The Teachers′ Standards underpin professional practice and all teachers need to work towards and within this framework. This updated two-in-one handbook presents: The National Curriculum Programmes of Study for ALL curriculum subjects for Key Stages 1, 2 and 3 The complete Teachers′ Standards Now includes Relationships Education, Relationships and Sex Education (RSE) and Health Education guidiance in full Foreword from Dylan Wiliam focusing on the need for a broad and balanced curriculum in schools NC by topic planner for English and maths at Key Stages 1&2 Full index for easy reference A must-have resource for ALL teachers and trainee teachers!
Annual Report of the Department of the Interior
Author: United States. Department of the Interior
Publisher:
ISBN:
Category : Public lands
Languages : en
Pages : 1182
Book Description
Publisher:
ISBN:
Category : Public lands
Languages : en
Pages : 1182
Book Description