Running head: JOURNAL ARTICLE CRITIQUE PAPER Journal Article Critique Paper Chris Muth University of Phoenix Action Research MTE 561 Mishaleen Allen October 31, 2009 Journal Article Critique Paper Journal Article Critique The following critique features, “Who is responsible for educating English language learners? Discursive construction of roles and responsibilities in an inquiry community,” by Bonnie English, featured in Language & Education in 2009. The purpose of the critique is to identify the integral parts of the journal article. What background information is given, if any? Schools across the United States are educating more linguistically diverse students than ever before (Garcia and Cuellar
4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. 5.1 Explain how to judge whether evidence is Sufficient, Authentic and Current. 5.2 Explain how to ensure that assessment decisions are made against specified criteria, Valid, Reliable and Fair. 6.1 Evaluate the importance of quality assurance in the assessment process.
PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
UNDERSTAND A RANGE OF LEADERSHIP STYLES, THEIR BENEFITS AND POTIENTIAL IMPACT ON INDIVIDUALS AND PERFORMANCE 4. Identify the most commonly used leadership style(s) within an organisation and explain the likely effect this leadership style(s) has on a team’s performance. The most effective and commonly used leadership style used within an organisation is Situational Leadership. The success of this leadership style on enhancing the performance of its employees relies on the skills and the consistent execution of its principles by the ‘situational leader’. Situational leadership is a style that utilises all four leadership styles discussed in question 3: 1.
a) Explain the strategic purpose of School governors b) Senior management team c) SENCO d) Teachers e) Support staff f) External professionals (named e.g. educational psychologist) In all state maintain schools the governing body is responsible for making decisions that are in the best interest of the children and young people. It is the main accountable body and its main purpose is to promote high standards of educational achievement within the school. The governing body establishes the ethos, mission and aims of the school within and agreed framework. The governors appoint the head teacher, set statutory targets and monitors performance by reviewing the effectiveness of the progress and targets.
The five focus areas within the standard contribute to these notions: 4.1 Support student participation, 4.2 Manage classroom activities, 4.3 Manage challenging behaviour, 4.4 Manage student safety and 4.5 Use ICT safely, responsibly and ethically. Standard four falls within the domain of professional practice, which advocates that the creation of an effective learning environment is influenced by the cycle of planning, classroom management and feedback. The language contained in standard four suggests that the work of a graduate teacher is carried out at the ‘micro’ level, demonstrating and applying knowledge in the classroom whereas the lead teacher also operates at the ‘macro’ or organisational level. While the graduate teacher adheres to the accepted practices of the school framework in order to support positive learning within the classroom, the lead teacher’s sphere of influence is wider; with possible involvement in reviewing the framework itself for better student outcomes across the school. ‘We remember 50% of what we
Physical, cognitive/intellectual, social/ emotional, and moral development will be examined. The course focuses on defining the various stages as they impact instructional practice and decisions in a preK-8 environment. (3 credits) Prerequisite: GEN 200. EDU 310 Models and Theories of Instruction This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined.
ESL 223N May-27-2012 Michele Jervell – Instructor Alignment of Academic Standards with ELL Proficiency Standards The population of English language learner(ELL) studentsin schools has grown tremendouslyover the past few years, with statistics indicating that 20% of the school-age populationin Americais coming from homes where a language other than English is used. It makes itcritical that the components necessary to decreasethe language barriers,which can negatively affect students’daily performance, be analyzed and modified. To face this increase in ELL students and their need to recognize their educational needs, the United states Department of education required that all states develop English language proficiency standards for English
In this paper I will discuss the stages of problem solving and decision making and as well my experiences. The first stage of problem solving is being aware of the problem. When I worked as a Pre-K teacher, I had a situation where my assistant would call out sick or leave work early a day where we had some sort of celebration. I always needed her assistance with the children. Celebrating an event with twenty five children is not easy.
Unit 2: Team Leadership in the Uniformed Public Services 1 Understand the styles of leadership and the role of a team leader 2 Be able to communicate effectively to brief and debrief teams 3 Be able to use appropriate skills and qualities to lead a team 4 Understand what makes an effective team. Introduction Your Objectives: In this chapter you will learn about the following: The styles of leadership and the role of a team leader The process of briefing and debriefing teams The appropriate skills and qualities required to lead a team The things that make a team effective 1. Leadership Styles 1. What are leadership styles? Definition: Leadership styles may also be known as management styles.