Qualification Management for Reading Specialist

2015 ◽  
Vol 36 ◽  
pp. 235-265
Author(s):  
Ji Hyun Choi
Keyword(s):  
Reading Specialist ◽  
Qualification Management

What to Do Until the Reading Specialist Comes

1978 ◽  
Vol 6 (3) ◽  
pp. 42-53
Author(s):  
M. Christie
Keyword(s):  
Learning Styles ◽  
Everyday Life ◽  
Teaching Methods ◽  
Reading Program ◽  
Reading Specialist ◽  
Teaching Techniques ◽  
Teaching Of Reading ◽  
Aboriginal Children

In an earlier issue (Vol.4 No.2) Michael Christie told us about the reading program he was using at Mi lingimbi. In this issue he outlines “a number of teaching techniques which are both simple to implement and congruent with what (little) we know about learning styles in Aboriginal children.”Nothing is more depressing for a teacher than to hear about other teachers’ fabulous successes while feeling incapable of replicating them. Enthusiasm for other people’s programs begins to wear thin in the cold light of your own circumstances. What exactly can be done to achieve reading without tears at your school? There are so many ideas and theories in the teaching of reading, we are at a loss as to which of them to choose. And teaching Aboriginal children to read is an even more difficult task for two main reasons. Firstly, they come from a culture where reading is not a part of everyday life, so there is a lot of reading which we take for granted and which they don’t understand. Secondly, we know only a very little about the ways in which Aboriginal children learn. If we think carefully, we can see that our past failures have only taught us that white teaching methods are by and large simply unsuitable for Aboriginal children. This paper is essentially an attempt to rectify this in the field of reading.

scholarly journals Are some fund managers better than others? Manager characteristics and fund performance

2004 ◽  
Vol 35 (3) ◽  
pp. 31-40 ◽  
Author(s):  
L. B. Friis ◽  
E. V.D.M. Smit
Keyword(s):  
Risk Taking ◽  
Fund Performance ◽  
Management Team ◽  
Team Size ◽  
Fund Manager ◽  
Independent Variables ◽  
Fund Managers ◽  
Qualification Management ◽  
Better Than

The research objective has been to find out whether fund manager characteristics help explain fund performance and propensity to risk taking. Eight independent variables; manager age, tenure of the manager with the fund, years of education, whether the manager holds a MBA or CA/CFA qualification, management team size, fund age and fund objective are regressed on measures of fund performance and riskiness.The findings of the study are highly significant and show that fund performance and riskiness are impacted upon by managers’ qualifications. One can expect better risk-adjusted performance from a fund manager who holds a CA/CFA qualification. Results show that these managers outperform managers without these qualifications, while taking on less risk than managers with MBA qualifications.

The clientele of the reading specialist

1968 ◽  
Vol 8 (1) ◽  
pp. 22-25
Author(s):  
Jeannette Veatch
Keyword(s):  
Reading Specialist

Practice and Improvement of Agent Construction System in Hydraulic Engineering

2012 ◽  
Vol 256-259 ◽  
pp. 2611-2615
Author(s):  
Yong Cheng Guo ◽  
Jian Lin Li
Keyword(s):  
Hydraulic Engineering ◽  
Water Diversion ◽  
The South ◽  
North Water ◽  
Improvement Measures ◽  
Punishment Mechanism ◽  
Management Modes ◽  
Direct Management ◽  
Qualification Management ◽  
Construction System

This paper introduces development of the agent construction system in China and overview of the South-to-North Water Diversion Middle Route Project. The current practical application of three management modes of direct management，agent construction system(ACS) and commissioning system in the Beijing-Shijiazhuang section of the South-to-North Water Diversion Middle Route Project is analyzed, and some of the advantages of the ACS is pointed out. In the process of practice of the ACS, several existent key problems are discussed, such as the choice of the agent construction units, defective section division of the agent construction, unclear responsibilities, rights and obligations of the agent construction unit, the unreasonable agent construction cost and so on. Then,some constructive improvement measures are put forward , such as to improve the supervision and inspection mechanism, to issue the regulations and standard contract templates of agent construction, to establish incentive and punishment mechanism, to strengthen qualification management of the agent construction unit and to actively cultivate the project management company.Through exploration and analysis on the ACS of the concrete practice and applied research, a reference is provided for further promotion and application of the ACS in the hydraulic engineering in China and the direction of development is indicated.

scholarly journals Principal Leadership and Reading Specialist Role Understanding In the Era of Test-Based Accountability Policies

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Dolores Marie Prezyna ◽  
Mark J Garrison ◽  
Carol P Gold ◽  
Hilary A Lockte
Keyword(s):  
New York ◽  
Principal Leadership ◽  
New York State ◽  
Reading Specialist ◽  
Reading Specialists ◽  
Building Administrators ◽  
Proper Role ◽  
Common Understanding ◽  
Teacher Compliance

This study investigates how the role of the reading specialist (RS) is defined and communicated by principals, and examines to what degree a common understanding of this role exists among teachers, building administrators and reading specialists. The principal’s responsibility in defining and communicating role, and the effect these efforts have on job satisfaction and specialists’ perceived effectiveness is also studied. Eight elementary schools in the western part of New York State (USA) are studied. Based on interviews with principals and reading specialists and surveys completed by principals, reading specialists, and teachers, the following themes emerge: (a.) Principal leadership was essential in defining the RS role; (b.) A clearly defined RS role was associated with greater RS satisfaction and perceptions of effectiveness as well as greater teacher compliance; (c.) Greater teacher compliance with a school’s literacy program did not affect beliefs about the proper role of RSs; (d.) Lack of a clearly defined role in a school was associated with role conflict and role ambiguity for reading specialists; (e.) Reading specialists, even without coaching responsibilities, served as a resource to teachers, although no time was allocated in their schedule to do so; (f.) Reading specialists faced challenges due to increased accountability and assessment demands affected by policy, demographics, and accountability requirements. It is concluded that principals must assume responsibility for defining and communicating the reading specialist role within their schools to strengthen literacy programming.

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