Ad
related to: what is operational responsiveness in teaching
Search results
Results From The WOW.Com Content Network
Operational responsiveness has been used in a military context to describe both the ability of a military unit or operation to respond quickly and effectively to changes in the local situation as they occur, and the ability for the central leadership to quickly provide information, resources, or new capabilities to the field, typically in ...
In education, Response to Intervention (RTI or RtI) is an academic approach used to provide early, systematic, and appropriately intensive supplemental instruction and support to children who are at risk of or currently performing below grade or age level standards.
Culturally responsive classroom management (CRCM) is an approach to running classrooms with all children [not simply for racial/ethnic minority children] in a culturally responsive way. More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make.
Responsiveness is the ability to react to changing requirements and respond to meet the needs to maintain support. Through responsive sustainment, commanders maintain operational focus and pressure, set the tempo of friendly operations to prevent exhaustion, replace ineffective units, and extend operational reach.
The board of education and principals are responsible for managing an educational institution's daily operations. The school board formulates policies and has decision-making powers. [ 86 ] Their responsibilities include regulating the school budget, formulating its strategic vision and mission, and reviewing and enhancing school policies. [ 86 ]
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Spady coined the term outcome-based education in 1988 as an extension of the works completed by John Franklin Bobbitt and Ralph W. Tyler. [6] In his conceptualization, Spady described OBE as the reorientation in educational system towards what is essential for all students to be successful at the end of their learning experiences. [7]
Gender-responsive evaluation is important as a means for building strong systems for generating and using evidence in order to improve the work that people do to achieve gender equality and women's empowerment. Gender-responsive evaluation is a powerful resource for accomplish the transformative agenda of the Sustainable Development Goals. [13]