*EDUCATIONAL vouchers, *FEDERAL aid to education, *ACADEMIC achievement, *PRIVATE schools, *UNITED States education system, *STUDENTS, *EVALUATION
Abstract
This article reports on the results of a study conducted by the U.S. federal government which found that 2,000 students from Washington, D.C. who paid to attend private schools during the 2007-2008 school year with federal vouchers performed at the same academic level as their peers in public schools. It is stated that the federal voucher program costs taxpayers approximately twelve million dollars each year.
TEACHERS, EFFECTIVE teaching, TEACHER-student relationships, EDUCATION policy, TEACHERS' assistants, CLASSROOM environment, ACADEMIC achievement, TIME on task (Education), RESPECT
Abstract
The article offers lessons on how to become a great teacher. It suggests that best teachers understood what they were talking about, willing to give loads of feedback on papers, and taught their introductory classes as if they had not taught them numerous times before. It is necessary to have a list of regulations of how to get an A score, as well as the need for a classroom equity, which promotes ideals that underlie the foundations of productive civic life and good global citizenship. It also proposes creating a pre-crisis classroom, which actively insists on respect by setting up rules for engagement as part of the classroom itself.
academic achievement, English language--Study and teaching--Foreign speakers, educational system, ComputingMilieux_COMPUTERSANDEDUCATION, academic services
Abstract
University systems have been accommodating learning-disabled students for decades, while at the same time holding limited English proficiency students to the same standards as mainstream students. With the increasing prevalence of people in the United States whose dominant language is other than English, there will no doubt be an increase in university students who would be considered ESL (English as a Second Language) students. Much has been written about academic standards and accommodations as they relate to the learning-disabled population. This paper proposes that true cultural responsiveness must include certain accommodations for the ESL students. Building such an organizational culture at the university level would help ESL students to enter professions in which they would clearly be useful. National Education Association
Published
2004
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