That said, NCLB has been in effect for more than ten years, but it is very relevant to this question. The curriculum resulting from NCLB has been decidedly "test-driven," has posed "a potential threat to national security," and has harmed programs "for gifted students" (Hockett, 2009, 394)
org). One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009)
The instructional strategies, however, tend to be different (Patrick & Reinhartz, 1999). For example, if an instructor is teaching in a school where children are impoverished and generally have no money and little food, they must adopted an attitude that is somewhat different from the teacher across town who is instructing affluent children in the same grade, because the level of knowledge is likely to be different between these two groups, and their worries, goals, and ideas are also likely to be different (Haberman, 1994)
Without proper instruction, many students would fail, even if the curriculum that they were being taught was very advanced. Many schools are trying a comprehensive approach to teaching, which works on both curriculum development and instructional strategies (Ogbu, 1992)
Generally speaking, the curriculum in a specific grade level across many schools, such as in a county or state, is basically the same. The instructional strategies, however, tend to be different (Patrick & Reinhartz, 1999)
Instructional strategies, however, must change with not only the times but also the school taught, and sometimes the particular class being taught. Teachers must be able to change their strategies rapidly, as many students need extra help or other things that a particular instructional strategy may not be able to provide (Portman, 1993)
Three main elements that form the basis of any classroom management should be the source of the decisions while developing such systems. These elements are the children, their families and the adults or teachers (Pakeys, 2015) Children The key element to develop the effective curriculum is the children
A good teacher examines the schoolroom setting in connection with pupils' social and academic requirements and adapts instructional elements for guaranteeing their schoolroom success. Thus, though educators specialized in taking care of visually-impaired pupils' needs are crucial and offer them with key support and instructional systems, it is, eventually, regular teachers who are the primary instructors for many disabled and special needs pupils, and will have to collaborate with specialized instructors for meeting this student group's needs (Cambra & Silvestre, 2013)
Students may also be grouped on basis of different abilities and interests, for fostering peer tutoring or joint problem-solving. Different students show different responses to such classroom groupings (Hung, 2009)
Competent teachers wind up every academic year, troubleshooting the previous year's classroom management techniques. A few tips to aid teachers in making classroom management somewhat less complicated and fulfilling the aim of keeping each child on task, learning, safe, and engaged are cited below (Joseph, 2014)
Advocacy is improved when staffing and scheduling are a collaborative procedure that self-scheduling approaches and staffing committees. Staff involvement has the ability to balance the schedules and flexible staffing approaches that meets the requirements of the staff and patients (Almidei, 2010)
One common result is that the major APRN clinical education responsibility falls on ineligible faculty for tenure and whose salaries are much lower than what APRNs in clinical practice earn. Educational institutions that lack well developed faculty practices are faced with additional hindrances for encouraging and retaining faculty required to practice with the aim of maintaining licensure and certification, as an addition to meeting the criteria for tenure and teaching (Fitzgerald, Kantrowitz-Gordon, Katz & Hirsch 2011)
Knowledge therefore, is what differentiates the nursing profession since possessing a 'distinctive form of knowledge' classifies a profession within a society. Therefore, curriculum holds a significant place within the nursing education (Hall, 2005)
These involve the supply-side challenges that relates to the nursing shortage proper and to all competitive factors that reveal, among others, the comparatively high cost of educating graduate nurses as compared to the income potentials of nurse teachers. The internal efforts of the educational institutions to strengthen and develop concerted partnerships has the potential to reduce the shortage in the nursing faculty and make available more clinical resources for APRN education (Malone, 2011)
These opportunities involve a higher voice for nursing in the healthcare policy, increased employment opportunities, and an improved image for both nurses and the nursing profession. The stress experienced in the workplace today squarely falls on nurses' shoulders with regards to care (Tomajan, 2012)