TESOL
Language-related lesson modifications, as Peregoy and Boyle (2013) point out, are good ways to allow for differentiation in the classroom, especially when one makes use of "visuals, concrete objects, direct experience, and other nonverbal means to convey lesson content" in conjunction with the lesson of the day (p. 86). For English-language learners, these different means of learning can help to reinforce ideas that might otherwise elude them as a result of the language barrier. Visuals and experiential learner are means of overcoming these obstacles for the student. Likewise, rephrasing information in various ways can help the student to comprehend more fully ideas that he/she might have missed the first go-around. It is another way of reinforcing concepts through repetition and variation. Additionally, planning ahead of time what you as the teacher want to say and how you want to say it could be very helpful and will allow you the opportunity of refining your own speech and speech patterns so that they are more conducive to the needs of the overall classroom and the individual students. Taking students aside who need individual attention is also an acceptable practice when reviewing to ensure that they have followed what you have said and need additional...
87). As these materials are used over time, again and again, they reinforce for the students the particular standard that is expected of them and give them an idea of what they should be striving toward in their learning and in their assessments. Performance assessment is one such strategy that I would employ over the…
Pharmaceutical industries have to operate in an environment that is highly competitive and subject to a wide variety of internal and external constraints. In recent times, there has been an increasing trend to reduce the cost of operation while competing with other companies that manufacture products that treat similar afflictions and ailments. The complexities in drug research and development and regulations have created an industry that is subject to intense
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
political scenario illustrated that governments all over the globe are making their immigration rules more stringent because of the rise in terrorism; the implication of this phenomenon is a decrease in international traveling, which endangers continuance of a number of airlines, including Nigeria's Arik Air (Eze, 2010). Hofstede's power distance dimension denotes the degree to which unequal distribution of power is anticipated and accepted by the lower ranking members
Testing Accommodations Despite advances in research on teacher evaluation there has been virtually no attention given to whether teachers are effectively educating exceptionally populations mainly students with (SWDs) and (ELs)… or differentiating their instruction" when in fact "A second measurement challenge is that a large proportion of SWDs and ELs exhibit low performance on state assessments" (Jones, Buzick & Turkan 2013). Besides the adherence to (IEP) and (504) what other measures
The deal was immediately criticized as anti-competitive by William Kennard, the chairman of the Federal Communications Commission, and by the Communications Workers of America, which represents some workers at both of the merged companies. But neither government regulators nor union bureaucrats will have the slightest impact on the latest merger. They have neither the power nor the desire to oppose the plans of the giant telecommunications monopolies. More substantial opposition
According to a British Study conducted on all students born in the first week of March 1958, and following them through adolescence and on until the age of twenty-three: There were no average differences between grouped and ungrouped schools because within the grouped schools, high-group students performed better than similar students in ungrouped schools, but low-group students did worse. Students in remedial classes performed especially poorly compared to ungrouped students