Andere Kunden interessierten sich auch für
![STANDARDS-BASED EDUCATION UNDER NO CHILD LEFT BEHIND ACT OF 2001]( "STANDARDS-BASED EDUCATION UNDER NO CHILD LEFT BEHIND ACT OF 2001")
STANDARDS-BASED EDUCATION UNDER NO CHILD LEFT BEHIND ACT OF 200138,99 €![Inclusive policy action:]( "Inclusive policy action:")
Inclusive policy action:51,99 €![A REVIEW OF EDUCATION POLICY TO ENROL AND RETAIN GIRL-CHILD IN JUBA]( "A REVIEW OF EDUCATION POLICY TO ENROL AND RETAIN GIRL-CHILD IN JUBA")
A REVIEW OF EDUCATION POLICY TO ENROL AND RETAIN GIRL-CHILD IN JUBA32,99 €![The Power of Contemplative Practices]( "The Power of Contemplative Practices")
The Power of Contemplative Practices44,99 €![Inclusive Education]( "Inclusive Education")
Inclusive Education51,99 €![Challenges of Implementing Inclusive Education]( "Challenges of Implementing Inclusive Education")
Challenges of Implementing Inclusive Education26,99 €![The Small State and Education Policy]( "The Small State and Education Policy")
The Small State and Education Policy51,99 €
This research study provides a holistic understanding of the many elements that must be aligned correctly in order for the inclusive pactices in our nation's public schools to function effectively. The data from this study supports the need for a review of the inclusive practices of the No Child Left Behind (NCLB) policy. Also, teachers must acquire new pedagogical approaches to enhance their performances in the classroom. Inclusion is the prefered way of instruction delivery under the NCLB mandate. All students are taught together in the same classroom with their peers. This practice includes students with varying learning exceptionalities and behaviors. Some teachers perceive that they are not fully prepared with the knowledge of how to provide effective instruction that meets the needs of all the students equally. However, they are held accountable for each student's success.