东安格利亚论文代写:国家阅读小组

Keywords:东安格利亚论文代写

国家阅读小组（2000）教儿童阅读调查阅读教学对小学生的价值。作者很少讨论组织结构，但也解释说，教师应高度称职，在他们的专业领域。教一个学科领域的教师在教学领域比教所有学科领域的教师更专业。高质量的教师是没有孩子的一个关键组成部分落后（NCLB）。研究提供了一个明确的学生成绩和教师素质之间的联系（亲爱的哈蒙德，1999）。该法案要求所有的核心内容是高素质教师（HQ）在他们的任务。一个准备好的老师对一个孩子的教育至关重要，并确保所有的学生。而这一要求并不能保证在每个教室一个有效的教师，并为教师知识的专业内容领域的一个共同的期待，国家数学咨询委员会最终报告（2008），被释放在2008、研究在小学阶段数学专家的价值。该报告发现，在小学的学生没有差异在作业结构的数学得分相比具有完备的结构在一个学校的学生作者。然而，其中一个建议间接连接到小学数学的组织结构，通过使用全日制小学数学专家。至少有三种数学专家使用的模型：领导教师或数学教练模型，专门的教师模型，和拔出模型。专业的教师模式包括教师负责学生的直接指导和对单一级别的教学负责。
东安格利亚论文代写:国家阅读小组
The National Reading Panel (2000) Teaching Children to Read investigated the value of teaching reading to elementary students. The authors did little discussion on organizational structure but did explain that teachers should be highly qualified in their field of expertise. Teachers who teach one subject area become more specialized in their area of instruction than teachers who teach all subject areas. High-quality teachers' is a key component of No Child Left Behind (NCLB). Research provides a clear connection between student achievement and teacher quality (Darling-Hammond, 1999). NCLB requires that all core content teachers be highly qualified (HQ) in their assignment. A well-prepared teacher is vitally important to a child's education and ensuring for all students. While this requirement does not guarantee an effective teacher in every classroom, it does set a common expectation for teacher knowledge being that of a specialized content area.The Final Report of the National Mathematics Advisory Panel (2008), which was released in 2008, investigated the value of mathematics specialists at the elementary level. The authors of this report found that students in elementary school had no difference in the mathematics gain scores in a departmentalized structure compared to students in a school with a self-contained structure. However, one of the recommendations was indirectly connected to the organizational structure of the elementary schools for math through the use of full-time elementary math specialists. There are at least three models for the use of math specialists: the lead teacher or math coach model, the specialized-teacher model, and the pull-out model. The specialized-teacher model involves teachers being responsible for the direct - instruction of students and have the responsibility for the instruction of a single grade level.