One of the best ways to study any language is in a university language course.  The instruction at the university level is always given by an instructor who is very fluent and sometimes even a native speaker.  You usually have a support structure, such as a language lab and a regularly scheduled conversation hour.  But of course you may not have access to a university course if you are not an enrolled student.  Moreover, only a few American universities offer a Hindi program.  And it goes without saying that higher education is very expensive.  So, although a university Hindi course may be the best option, it may not be a realistic choice for you.

If you are not a university student, or don’t have a university in your area that offers a Hindi program, you might consider a commercial language school.  The best language schools set a high standard for the competency of their instructors.  Since class sizes are usually relatively small, students get a lot of individual attention.  But ordinarily, commercial schools don’t offer a language lab.  In fact, when audio materials are available on CD or tape, they are usually an additional cost to the tuition, and quite expensive.  Commercial language schools aren’t available in every location.  Even if they are available, Hindi may not be a language that they offer.  If you do find a language school in your area that offers a Hindi course, chances are the tuition is quite high, possibly out of reach.

A private tutor may be available in your area.  You should use caution choosing a tutor, though.  Merely because someone speaks a language, even as a native language, does not mean that the person can teach the language. You’ll also want to evaluate the course materials, so that you have a structured approach and written and audio resources available to you between tutoring sessions.  Of course, tutors can be costly.  Furthermore, you’ll need to purchase the course materials, too.

Some people would want to just jump right in and catch a flight to India.  An immersion course in India could be exciting.  Or it could be harrowing.  It seems only reasonable that the best way to approach an immersion Hindi course in India is to prepare before you go by studying spoken and written Hindi.  The better course of action is to use an immersion course to strengthen your skills, not to introduce you to the language.

In many respects, an online Hindi course is your best choice.  You don’t need to be enrolled in a university.  An online course is substantially less costly than a commercial language school or a private tutor.  You can use the online course to supplement your learning with a tutor or a private class if you like.  And certainly, working through an online Hindi course is appropriate preparation if you are going to study Hindi in India.  An online Hindi course affords you the luxury of studying at your pace and on your schedule.  The better online courses offer instruction in both written and spoken Hindi.  The best also provide interactive games, quizzes and other creative approaches to learning to break up the routine of language study and to offer you a broad array of learning opportunities.  A Hindi course that is simply superior to the rest will have a members-only learning forum for students to ask questions, converse and build community with other Hindi students and teachers.

The most outstanding reality between best practice and best fit models with regard to training and development is that both principles recognise the importance of training and development in sustaining competitive advantage. However, there are differences on how this can be implemented. (Herzberg, 2001)

Best fit advocates believe that training and development should be encouraged by linking it to career development. The more training and skills employees gain, the more productive they become and the more their development should be. Best fit proponents argue that companies need to reward employees who have undergone training by giving them higher level jobs. They assert that when employees are given more complex jobs after training, this can be seen as a way of boosting their efforts. (IPC, 2001)

Additionally, best fit advocates assert that training and development prepares employees to be horizontally integrated into the organisation. Training and development is the tool with which employees can diversify and add value to the organisation. In this regards, employees who have undergone more training are liable to more promotions. Best fit advocates believe that employees with the highest ranks or promotions ought to be the ones that have undergone in depth and numerous training sessions.

Therefore, promotions may be seen as a form of reward for training and improvement of skills. These adherents believe that the corporate world has become increasingly competitive. Therefore, organisations must strive to compete for the most valuable employees or retain those good ones. The only way they can improve the competency of their employees is by encouraging them to improve their skills through training. The best fit method of achieving this is by linking it to career development. (Herzberg, 2001)

On the other hand, best practice advocates hold a different view from the latter. They believe that training should be made part of a high-performance-work system. According to them, training is the tool with which organisations can improve problem resolution, decision making and initiative within the organisation. Organisations that give precedence to training are usually well prepared in case of any economic recessions. Best practice advocates believe that training is a method that enhances the human capital within an organisation. Training empowers employees to be autonomous in their work environment. They can work independently in teams (Kohn, 1993a)

However, advocates of this model (best practice) do not provide a link between rewards and training. Best practice supporters provide no link between career progression and training. According to them, training is only instrumental in empowering the employee to add value to the organisation. They assert that employees who can perform their jobs well after training and development, will be more secure about their jobs and will contribute to the organisation’s competitive advantage. (Herzberg, 2001)

Conclusion

Best fit and best practice advocates both believe in training and development. However, best practice proponents hold the view that training should be regarded as means of enhancing job security. On the other hand, best fit advocates assert that training and development should be linked to career development. Employees with greater skills should be granted promotions and should be vertically integrated into the organisation.

Reference

Pfeffer, J. (1994); Competitive Advantage Through People: Unleashing the Power of

the Workforce, Boston, MA: Stanford Graduate School of Business, Harvard Business

School Press

Herzberg, F. (2001); One More Time: How Do You Motivate Employees? Harvard

Business Review, 81(3), p. 87-96

Kohn, A. (1993a): Rethinking Rewards; Harvard Business Review, 71(6), p. 48-49

IPC (2001): High road to work organisation case study; journal for Irish Productivity Centre

Kohn, A. (1993b): Why Incentive Plans Cannot Work, Journal for Harvard Business, 71(5), p54-63
scienceshops.

Training and development views have changed drastically over the past years. Gone are the days when the issue was regarded as matter exclusive to the human resource department. Additionally, some strategic issues can be linked to training and development management. This research proposal will focus on the relationship between training and development management and best fit vs. best practice strategies. (Herzberg, 2001)

An analysis of best practice and best fit principle

Before one can establish a link between training and development and the best fit or best practice benchmarks. It is necessary to define their meaning. Best fit advocates assert that all human resource strategies need to be aligned to the business strategy in order to create or sustain competitive advantage. Therefore, these proponents believe that business strategy comes first then other human resource policies such as training and development need to be adjusted to suit that organisational strategy. (Pfeffer, 1994)

On the other hand, best practise proponents assert that an organisation with the right human resource polices such as good training and development approaches can motivate its employees to the extent they can cause the specific organisation to gain or sustain competitive advantage. In this regard, best practice advocates consider employee motivation as the key issue then other issues can follow after. In this case, policy is more important than strategy. (Kohn, 1993b)

As it can be seen there are some similarities between best practice and best fit models; both models attempt to connect the human resource strategy with that of the organisation. However, the approaches used in both instances are different. The research aims at comparing the similarities and differences between the two issues with regard to training and development management and a conclusion drawn on the matter. (Kohn, 1993b). siswo.

Another measure that is similar to the AYP test is the Reading Proficiency Tests in English (RPTE). This test mostly focuses on non-natives or second language learners. The tests are a measure of the growth in language proficiency for the above mentioned students. RPTE’s are supposed to be combined with Spanish Texas Assessment Knowledge and Skills (TAKS) tests or with English TAKS. Students who are categorized as Limited English Proficient students are required to pass these tests as long as they fall within grades three to twelve. A student will have passed the tests after achieving a rating of ‘advanced’.

Besides the latter approach, the state also established as a system that measures the progress made by schools, school districts, the state and student subgroups on an annual basis. Their progress is measured against performance targets. The system is known as the Annually Measurable Objectives (AMO). Similarly, there is the Texas Assessment of Academic Skills (TAAS). The purpose of the latter parameter is to assess proficiency in mathematics, writing and reading at the end of high school. (Ainsworth, 2003)

Since the NCLB, policy was passed to reduce the achievement gap between different categories of students, then it is necessary to establish some means of measuring it. Achievement gaps are determined by the differences in graduation rates and test scores between certain categories of students. The groups are largely determined by level of family income, ethnic or racial background, English proficiency and disability. Statistics indicate that these factors largely determine the nature of performance and must therefore be considered in the measurement process.

The Texas Assessment of Knowledge and Skills (TAKS) policy is relevant to the study because it is concerned with curriculum matters. The policy was mandated nine years ago and was implemented in 2002. Its purpose is to assess the curriculum status within the state. The main emphasis is on the nature of reading between Grades three and nine. TAKS also assess students in English language arts in those grades and writing in grades four and seven.

However, the latter mentioned test may not be appropriate for all students in the school environment. Consequently, the federal state came up with the State Developed Alternative Assessment (SDAA). This test focuses on students between the third and eighth grades receiving special education. Such children receive instructions under TAKS but accountability is reinforced through SDAA. (Texas Education Agency, 2008)

Any study focusing on changes in education in the US must mention the professional learning community. This is a group of teaching staff and administrators within the field of education who teamed up in order to demonstrate their commitment to learning. Professional learning communities make decisions about learning, review and visit classrooms and they collaborate with one another while working and learning. The overall result of such an effort is that teachers no longer operate in isolation. It also makes them more informed and committed to student academic gains. Professional learning communities can be regarded as an organizational arrangement. The approach can be seen as a strategy for improving and creating change within schools because it empowers school staff. It is also a platform for instructing change within schools. (Texas Education Agency, 2001)

Since the Adequate Yearly Progress blue print requires assessment of graduation rates, it is necessary to understand and compute drop out rates. Drop out rates can be divided into three major categories. The first one amongst them is status drop out rate. The latter is calculated cumulatively and indicates all the number of students who dropped out of school. The second category is called the cohort drop out rate. The latter parameter is an annual indicator of the total number of students who dropped out. Lastly, drop out rates can also be indicated through the event dropout rate. This parameter utilizes the October Current Population Survey. It indicates the number of students who dropped from school in twelve months starting from the month of October.

The credit recovery rate is also an important aspect of the study. It may be defined as a program designed to assist students in their final years (second half) in high school to graduate. It is called credit recovery because it mostly focuses on high school credit requirements. Other issues that will receive some emphasis in the study include at – risk – students, case study analysis and the Effective Learning programs.

Another program similar to the Professional Learning community is the Advanced Placement Program. This is a program applicable to colleges, universities and high schools. Its main purpose it to give high school students an opportunity to do some courses in college. It should be noted that students who can benefit from this program must be highly motivated. There is a provision for earning college level points while still being in high school. Eleven and twelve graders are eligible for the program.

3.0 Scope and delimitation of the study

This will encompass differential instruction through the use of vertical and horizontal curriculum alignment. Additionally, the issue of professional learning communities will be revisited. This study will also cover the adequate yearly progress reports and the Texas Assessment of Knowledge and Skills tests, public and district charter schools grades between grads three through to twelve. The study will specifically examine the success of the Texas state and Texas schools. These will be analyzed with national data related to the implementation of the No Child Left Behind Policy. The success rates of these entities will be examined using High school drop out rates, C-Scope delimitation of the study, data from the Texas Education Agency and through local district data. It should be noted that the Texas Assessment of Knowledge and Skills tests will end in the year 2012, instead, they will be required to take end year exams. This implies that the results may have a negative impact on the nature of learning and instruction within the state. Additionally, it could affect the outcomes of those student’s performances.  (Texas Education Agency, 2008)

4.0 Significance of study

The study’s major focus is on improving achievement gaps on standardized tests. This study will create a model applicable in charter and public schools. Not only will the study achieve this, but it will create a change in the field of education. Through this study, poorly performing schools will get a chance to improve based on the Adequate Yearly Progress. Additionally, well performing schools will get a chance to maintain their good records. Besides these, the study will also boost high school completion rates in blue ribbon schools through the model.

5.0 Conceptual framework

Marzano, 2003; Newman, 2007; English & Steffy, 2001 and Schmoker, 2006 conducted research on standardized tests. They all came to the conclusion that the tests improve student performance. They established that students are likely to do well in high stakes exams. Marzano (2003) asserted that a guaranteed curriculum severely affects students’ achievement. He came up with this conclusion after collecting data over a period of thirty-five years. English and Steffy (2001) asserted that when the curriculum, assessment and instruction are aligned, then students are likely to register high achievements. They drew these conclusions from a twenty-year long research conducted in the country. Newman (2007) asserts that standards must guide the curriculum in order to enhance performance. Similarly, Schmoker (2006) asserts that viable curriculums are a prerequisite to school improvements.

The study will involve an analysis of CSOPE (2007) and the curriculum based TEKS (2001) and TAKS 2008 in relation to five categories of students; White, African American, Hispanics, all students and the economically disadvantages.

Reference:

Ainsworth, L. (2003). Power standards: Identifying the standards that matter the most. Englewood, CO: Advanced Learning Press.

CSCOPE (2007). Targeted success with quality curriculum. Retrieved from http://www.cscope.us/ accessed on 4th July 2008

English, F. & Steffy, B. (2001). Deep curriculum alignment: Creating a level playing field for all children on high-stakes tests of educational accountability. Lanham, MD: Rowman & Littlefield Education

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development

Newman, F. M. (2007). Improving achievement for all students: The meaning of staff shared understanding and commitment. In Hawley.W & Rollie, D. (Eds.), The keys to effective schools: Educational reform as continuous improvement (pp. 33-49). Thousand Oaks, CA: Corwin Press.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Texas Education Agency (2008). Texas assessment of knowledge and skills (TAKS). Retrieved from http://www.tea.state.tx.us/student.assessment/ accessed on 4th July 2008

Texas Education Agency (2001). Texas essential knowledge and skills (TEKS). Retrieved from from http://www.tea.state.tx.us/teks/index.html accessed on 4th July 2008. costituzione.

The Education system in the United States has undergone numerous changes over the past years. Some of the policies passed centered on the need to increase transparency in the education system, others focused on standardization of tests while others aimed at improving the performance disparities between various categories of students. This research will focus on closing achievement gaps on standardized tests. There are many ways of achieving this, however, this study will concentrate on horizontal and vertically integrated curriculums, benchmark testing, power objectives, learning communities and differentiated instruction. These methods will dwell on students in grades three to twelve. (Ainsworth, 2003)

2.0 Background to the study

The research is based on a policy called the No Child Left Behind (NCLB) Act. This policy was passed in the year 2002 while focusing on a number of key objectives. They included; enhancing parental choices in education, increasing accountability in schools especially with regard to education and redirecting resources in education to proven methods.

Accountability was a major goal set out in the NCLB policy. This blueprint was to be achieved through yearly state objectives in three realms

• Graduation rates for high schools
• Attendance rates in junior high school and in elementary school
• Language arts/ reading and math

The law required all school districts, public campuses and the state to adhere to these objectives and they called this yardstick the Adequate Yearly Progress (AYP). skorea.

So you see now that it doesn’t have to be a difficult chore when it comes to How to Get Started with Your Children’s Learning Activities. It just takes a little time and imagination on your part. Join in and see where this will lead not only to helping your kids learn, but also creating a tighter family bond with your children. sverige-info.

As a former teacher I was frequently asked by parents what they could do to help facilitate their children’s education. Here are 3 suggestions that will give you a basis for getting started assisting with your child’s learning.

1. Be a Role Model – Kids are very observant. They continually watch what is happening around them. Seeing Mom and Dad read daily may just spark their curiosity. Kids are naturally nosey little tykes. They also imitate what they see. They see you reading and wonder what you are doing. Talk to them about what you are reading about. Better yet have them select a book and start reading it to them. See they want to be just like you, so why not comply with their want. Children have inquisitive little minds that thirst for knowledge. Step up to the plate and give them what they crave. tagheuerformula.

The conclusions to be drawn from this for parents are that research and your natural parenting instincts tell you that your participation in your child’s learning process is a critical factor when it comes to preparing your children to be successful in school.

As a parent you want to provide every advantage that you possibly can for your child’s academic success. You know that good reading habits start in the home with your involvement and should begin at an early age. Parental participation is an important factor to help your child with their learning needs. Get involved and stay involved with all aspects of your children’s education. Their future achievement depends on your parental involvement. xtracms.

Common sense tells us that the more involved you are with your child and their reading habits the more likely they will become better readers. Parents that take an interest in reading activities at home create positive influences with their children when it comes to reading achievement, language comprehension and expressive language skills. aidim.

Parsimony refers to a behaviorist tool of learning in which all the things can be observes or seen are referred to as parsimony. Behaviorists usually embrace this tool because they believe that in order to understand how learning occurs, one must restrict himself/herself only to those things that cannot be seen. In other words, they need to be considered as the most appropriate

How the perspectives can be applied to the classroom setting

Determinism can be applied into the classroom setting when teaching students new phenomena. A teacher can ask questions that revolve around the topic of discussion. This will enable the teacher to assess just how must knowledge students have about that topic. Thereafter, the educator can then use knowledge revealed by the students to explain the new information. Since learning is as a result of one’s environment, then they will understand a concept a little better if that issue is related to something that had happened to them. (Funder,2001)

Empiricism can be applied in the classroom setting by linking abstract theories to the physical senses. For instance, when a science teacher is talking about the ecosystem, then he/she can take her students to the outdoors. By using a practical example such as a tree; the teacher can utilize the senses and thus heighten the chances of remembrance.

Parsimony can be applied to the classroom in instances where a teacher wants to find out whether her class has understood something that she had talked about. She can observe those students who seem alert and those who are not. She can then concentrate on such individuals.

Lesson plan

Learning perspective

Lesson objective

Application of learning perspective

Determinism

To teach children about the declaration of Independence in History class

-ask students about depictions of freedom in US today

-link their answers to the declaration of independence

Empiricism

To teach children about the declaration of Independence in History class

-each students participates in groups where they write a script about the declaration

-students enact a play on the declaration

Parsimony

To teach children about the declaration of Independence in History class

-talk about the declaration

-give students a pop quiz on the matter, those who fail will be given remedial classes

Conclusion

The latter theories can be applied in the classroom through various activities. The essay has looked at on activity of each theory using the fundamentals of each perspective. (Pares, 2000)

reference

Carver, C,& Scheier, F. (2000): Perspectives on learning; Allyn and Bacon

Funder, D. (2001): the personality Puzzle, Norton and Company

Pares, J (2000); Introduction to personality, Hartcourt Brace
drrt-bourgogne.