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disparity in educational partiescauseddifferential academic performance and classroom functioning of both teacher ’s and student
important factorsinfluencingclass size decisions : subject matters , grade levels , student profiles , instructional practices , and student behaviors
thus allowingto createadaptive classroom education and possibly differentiate by ability level
16 o Providing training and technical assistance regarding selecting and implementing formative assessmentsdesigningclassroom based assessment , and using data to improve instruction and student academic achievement
political communication paperbackcreatingcapacity for learning and equity in schools instructional adaptive and transformational leadership countertransference in perspective
the african challenge to global death penalty abolition international human rights norms in local perspectivecreatingcapacity for learning and equity in schools instructional adaptive and transformational leadership
how the data collection will be usedto createindividualized instruction and learning outcome for gifted and exceptional students in the classroom
systemsto design, implement and evaluate school - wide , classroom , non - classroom , and student - specific management plans
to positive resultsledto positive results
the feedback processinfluencethe feedback process
effective classroom discipline and behavioral managementcan influenceeffective classroom discipline and behavioral management
the child 's performance ( Graue , 1999 ; Howes , 1990 ; Ladd & Price , 1987influencethe child 's performance ( Graue , 1999 ; Howes , 1990 ; Ladd & Price , 1987
, implement , and assess lesson plans that would enhance spoken language learning in hearing - impaired childrento design, implement , and assess lesson plans that would enhance spoken language learning in hearing - impaired children
to student apathycontributeto student apathy
to healthier academic self - esteemleadto healthier academic self - esteem
to meet almost any needs or requirementscan be designedto meet almost any needs or requirements
English teachers ’ attitudes which in turn determine their preparedness for the teaching of English language in inclusive educationmay influenceEnglish teachers ’ attitudes which in turn determine their preparedness for the teaching of English language in inclusive education
in recent increases in offerings of and publications about service - learning courses across disciplines ( Al - Khafaji & Morse , 2006 ; Talbert , Farnkhopf , Jones , & Houghtalen , 2003has resultedin recent increases in offerings of and publications about service - learning courses across disciplines ( Al - Khafaji & Morse , 2006 ; Talbert , Farnkhopf , Jones , & Houghtalen , 2003