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She says that even "ordinary" situations, as soon as mandatory state testing is emphasized, that testing process becomes less valuable because it often ends up measuring results that are more representative of test-taking preparation rather than they are representative of genuine learning and academic proficiency.
Tenure
The interview subject expressed intense frustration at the way that the tenure system in modern education undermines the system. She has encountered several different fellow teachers who were tenured but clearly no longer motivated or particularly interested in teaching except as a regular paycheck. Some of them simply do the minimum and never challenge their students. Other teachers have even been disciplined for serious conduct issues. However, those teachers are almost always retained and even when they are suspended or placed on modified administrative duty, they still receive their full salaries. According to the interview subject, the tenure system is much too protective of tenured teachers who perform poorly or engage in misconduct. She fully supports the principle of tenure in teaching and she defends other tenure benefits. However, she has encountered too many situations where the fact that certain educators were tenured protected them...
When she studied teaching methodologies and learning theories in graduate school, the interview subject had formed the impression that decisions about those kinds of things in educational institutions were made very scientifically. She says that, in retrospect, she came into the teaching profession very idealistically and naively because she had no idea how political educational administration often is.
She has encountered situations where the entire school board has been undermined as an effective organization by virtue of cult-like followership of particularly influential principals and other group leaders. She said that in some schools, the entire teaching environment is dominated by "cliques" of teachers who are in line with the educational ideology of the principal. In that climate, she encountered unofficial forms of retaliation and ostracism for resisting ideas that were favored by group leaders. The interview subject said that she had assumed that kind of thing only happened with students and not professional educators.
Brevity is also necessary because reading for content and for linguistic problem solving is the focus" (Kruger). In contrast to the brevity of the intensive program the extensive program "consists of longer selections, that are assigned to be read outside of class, like novels or short stories" (Kruger). Of course a major goal of the program was English language knowledge and reading comprehension, but "Vocabulary building is an intrinsic part
For not only are students faced with learning a new culture outside of the classroom (in addition to having in many cases to gain fluency in a foreign language) and having to handle the pragmatics of living in a foreign country, they are faced with the daunting task of learning new ways to learn. Trice summarizes these problems, although she is describing the experiences of international students in the United
Adults With Learning Disabilities It has been estimated (Adult with Learning Disabilities) 1 that 50-80% of the students in Adult Basic Education and literacy programs are affected by learning disabilities (LD). Unfortunately, there has been little research on adults who have learning disabilities, leaving literacy practitioners with limited information on the unique manifestations of learning disabilities in adults. One of the major goals of the (Adult with Learning Disabilities) 1 National Adult Literacy
attendance in this course has been enlightening, specifically regarding how I now write as compared to previous attempts to put my words in a collaborative form. As this course began, I believed myself fairly decent at using the written word to convey my thoughts, feelings and perceptions to the average reader. I did not know, however, that academic writing was much more structured than what I had been previously
"The scheduling of courses in higher education institutions is already a challenge and considerable thought must be given to the development of a scheduling format for blended courses, which allows for meaningful and flexible reduction of classroom time" (Vaughan, Conclusion section,¶ 1) to best realize the benefits and overcome the challenges accompanying blended learning, leadership needs to be exhibited by those in administrative positions in higher education institution. "This
The Internet websites of these 37 universities were visited in April 2005 wherein the published strategic plans were identified and downloaded. Only 34 strategic plans were obtained and these were arranged to show universities in the manner developed by Marginson and Considine, the five-tier classification which included Sanstones, Redbricks, Unitechs, Gumtrees, and New. Data was analyzed using the complete set of public strategic plans. In order to proceed with the