These changes in ESEA and IDEA legislation clearly provide opportunities for students to participate in quality core instruction in reading and mathematics designed to ensure that poor achievement is not a result of inappropriate or inadequate instruction. Thus, recent legislation has provided an alternative to reliance on a model based primarily on a severe discrepancy between achievement and ability in the learning disabilities identification and eligibility process. Other legislative changes have influenced the assessment and evaluation process. These include provision for funding early intervening services as well as recognition of the importance of assistive technology, universal design for learning, and postsecondary transition to educational success for many students with disabilities, including learning disabilities.
Micki Caskey, Vincent A. Early adolescence is a distinct period of human growth and development situated between childhood and adolescence.
During this remarkable stage of the life cycle, young adolescents, to year-olds, experience rapid and significant developmental change. Understanding and responding to the unique developmental characteristics of young adolescents is central among the tenets of middle level education.
Tenets of This We Believe addressed: Educators who value working with this age group and are prepared to do so Curriculum that is relevant, challenging, integrative, and exploratory Organizational structures that support meaningful relationships and learning During the 20th century, early adolescence gained acceptance as a distinctive period of development.
Stanley HallAmerican psychologist, identified early adolescence i. Other notable psychologists and theorists Flavell, ; Havighurst, ; Piaget,advanced the credibility of early adolescence and developmental stage theory.
Research suggests distinctive characteristics of young adolescents with regard to their physical, cognitive, moral, psychological, and social-emotional development, as well as spiritual development Scales, While examining these developmental characteristics of young adolescents, two cautions warrant consideration.
First, developmental characteristics are overlapping and interrelated; each affects another characteristic. These categorizations vary and are relatively arbitrary Scales, Many factors—race, ethnicity, gender, culture, family, community, environment and the like—influence development.
Cognizant of these cautions, a summary of developmental characteristics follows.
Physical Developmental Characteristics Physical development refers to bodily changes including growth, improved gross and fine motor skills, and biological maturity. In early adolescence, the young adolescent body undergoes more developmental change than at any other time except from birth to two years old.
Because bones are growing faster than muscles, young adolescents often experience coordination issues. The onset of puberty is an intense developmental period with hormones signaling the development of primary sex characteristics genitalia and secondary sex characteristics e.
Girls tend to mature one to two years earlier than boys Caissy, The increased adrenal hormone production affects skeletal growth, hair production, and skin changes Dahl, The young adolescent brain undergoes remarkable physical development.
The prefrontal cortex—an area of the brain that handles executive functions such as planning, reasoning, anticipating consequences, sustaining attention, and making decisions—continues to develop. Adults can provide accurate information, respond to questions, and encourage young adolescents to consult credible resources Scales, Schools can support physical development by offering responsive educational opportunities for young adolescents.The Characteristics of Effective English Teachers Table 5 be friendly to students.
learning was most influenced by the amount of academic All the group comparisons―between teachers and ability students had and how motivated they were to use that students 8 arouse students’ motivation for learning English 2.
Research suggests that, among school-related factors, teachers matter most when it comes to a student's academic performance. Nonschool factors do influence student achievement, but effective teaching has the potential to help level the playing field.
the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University This study includes the characteristics of effective principals as perceived by the special education directors, principals, and teachers.
special education students?”. Characteristics given in response by 50% or more.
The three characteristics of an effective teacher are: has good classroom management skills teaches for mastery has positive expectations for student success. 2. Your expectations of your students will greatly influence their achievement in your class and in their lives. In determining the characteristics of an effective leader, it is essential to first be aware of how a leader needs to perform. A leader communicates directly with individuals, creates and maintains relationships with them, inspires and motivates them to carry out the organizations objectives. we present an analysis of our findings, illustrating the opportunities, tensions, and trajectories that appeared the characteristics of effective middle level schools. Finally, we explore the implications of these findings students’ attitudes toward learning, self .
Tartt, Fannie Harrison, "School improvement: the relationship between effective school characteristics and student achievement in selected Dekalb County Schools" (). ETD Collection for AUC Robert W. Woodruff Library. Effective Vocabulary Instruction: What the research says In its analysis of the research on vocabulary instruction, the National Reading Panel () found that there is no one best method for vocabulary instruction, and that vocabulary should be taught both directly and indirectly.
In particular, in their analysis of the perspectives of faculty (n = 99) and students (n = ) regarding characteristics of effective teaching, Schaeffer, Epting, Zinn, and Buskit () found strong similarities between the two groups when participants identified and ranked what they believed to be the most important 10 of 28 qualities.