Academic literature on the topic 'Tiered assignments'
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Journal articles on the topic "Tiered assignments"
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Chien, Chin-Wen. "College Students’ Attitude Toward and Learning of Differentiated Instruction in Products." Journal of English Language and Literature 1, no. 2 (2014): 26–37. http://dx.doi.org/10.17722/jell.v1i2.5.
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Teachers should adjust their curriculum and instructional practice to meet the needs of individual learners, because one size does not fit all (Kaplan, Rogers, &Webster, 2008; Tomlinson, 2003). This study focuses on the implementation of differentiated instruction in products, “tiered assignments,” in a Children’s English class in a teacher education program in Taiwan. The study concludes that 52 college students held a positive attitude toward these tiered assignments and that they learned theories and instructional strategies not only from lectures and tasks in the university classes but also from completing different choices. Another important finding is that participants’ choice of completing these assignments is based on the level of easy of the assignments. Two suggestions are made to effectively implement differentiated instruction in products in teacher education programs in terms of explicitly modeling and explaining differentiated instruction in products and designing tiered assignments based on the levels of challenge as well as learners’ readiness, interests and profiles.
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Yulianti, Delfita, and Widya Syafitri. "Effects of Tiered Tasks on Students’ Learning Achievement Across the Students’ Levels of Readiness." International Journal of Language Pedagogy 3, no. 2 (2024): 52–57. http://dx.doi.org/10.24036/ijolp.v3i2.55.
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Numerous studies have been conducted to investigate the effects of applying tiered assignments in the mixed-ability English as a foreign language classroom. Most of the studies were focused on students’ academic performance. There are still limited studies on the effects of tiered tasks on students’ learning achievement across the students’ levels of readiness since the implementation of tiered assignments in differentiated learning at Kurikulum Merdeka. So, this study was aimed at investigating the effects of using tiered tasks on students’ learning achievement across the students’ readiness levels in the Advanced English class pace F at SMAN 2 Lintau Buo. For the Advanced English class pace F, the tiered instructions were created to correspond with high, intermediate, and low levels of students’ prior knowledge. It involved one class as an experimental group and the other as a controlled group. The experimental class was given tiered tasks, and the other class used universal learning designs. The result of the study showed that there was a significant difference in scores between the students who received tiered tasks and those who did not receive tiered assignments. The high readiness students got has higher mean after they were taught by using tiered task. However, the same case cannot be said to the intermediate and low readiness students. Through this research, it became clear how important it is to have a strong understanding of the subject matter and to be aware of a variety of learning activities that can be adapted to the readiness levels of the students’ prior knowledge.
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Miftakhi, Diah Rina, and Hengky Pramusinto. "Implementasi Peningkatan Profesionalisme Guru PAUD Melalui Diklat Berjenjang." Papernia - Multidisciplinary Scientific Journal for Innovative Research 1, no. 1 (2023): 9–15. http://dx.doi.org/10.59178/papernia.202301012.
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Tiered education and training are a program of education and training activities carried out in stages. The target of this training activity is PAUD teachers who have not participated in tiered training activities. This study aims to improve teachers' teaching ability through training activities, namely tiered training. This training activity is carried out in stages. Participants are declared to have passed at each stage if they have carried out all training activities and submitted independent assignments to the education and training organizers. This study uses a qualitative descriptive method. The primary data source for this study was 60 PAUD teachers in Kepulauan Bangka Belitung Province. The secondary data sources of this research are the results of the independent assignments of each participant, policies related to the implementation of tiered training activities, and research journal articles. The results of this study indicate that the following tiered training can run effectively with excellent results and can improve teachers' teaching abilities.
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Geddes, Kimberly A. "Using Tiered Assignments to Engage Learners in Advanced Placement Physics." Gifted Child Today 33, no. 1 (2010): 32–40. http://dx.doi.org/10.1177/107621751003300109.
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VanScoy, Amy, and Megan J. Oakleaf. "Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College & Research Libraries 69, no. 6 (2008): 566–75. http://dx.doi.org/10.5860/crl.69.6.566.
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Many academic library instruction programs seek to integrate information literacy skills into the curriculum of academic departments. Previous literature on this topic generally recommends a “tiered” approach to curriculum-integrated instruction (CII); these tiered approaches suggest teaching basic skills to first- and second-year students and advanced skills to third- and fourth-year students. Many authors identify skills to teach at each level; however, their recommendations appear to be based on anecdote and common sense. While both anecdote and common sense are useful as starting points, librarians who plan CII programs should use evidence to make instructional decisions. To provide evidence for CII planning, this syllabus study investigated the research skills required of first-year students in their first semester at college. The results demonstrate that most first-semester students are required to find articles and Web sites to support their assignments, and many students are required to find books. Some must also find reference books as well as data and statistical sources to complete their course assignments. These results suggest that previous recommendations regarding tiered instructional approaches should be investigated further and revised.
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Miftakhi, Diah Rina, and Hengki Pramusinto. "Implementasi Peningkatan Profesionalisme Guru PAUD melalui Diklat Berjenjang." Papernia - Multidisciplinary Scientific Journal for Innovative Research 1, no. 1 (2023): 9–15. https://doi.org/10.5281/zenodo.7618997.
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Abstract <em>Tiered education and training are a program of education and training activities carried out in stages. The target of this training activity is PAUD teachers who have not participated in tiered training activities. This study aims to improve teachers' teaching ability through training activities, namely tiered training. This training activity is carried out in stages. Participants are declared to have passed at each stage if they have carried out all training activities and submitted independent assignments to the education and training organizers. This study uses a qualitative descriptive method. The primary data source for this study was 60 PAUD teachers in Kepulauan Bangka Belitung Province. The secondary data sources of this research are the results of the independent assignments of each participant, policies related to the implementation of tiered training activities, and research journal articles. The results of this study indicate that the following tiered training can run effectively with excellent results and can improve teachers' teaching abilities.</em> Abstrak <em>Pelatihan diklat berjenjang merupakan program kegiatan pelatihan yang dilaksanakan secara bertahap. Sasaran kegiatan diklat ini adalah para guru PAUD yang belum mengikuti diklat berjenjang. Penelitian ini bertujuan untuk meningkatkan kemampuan guru dalam mengajar melalui kegiatan pelatihan, yaitu diklat berjenjang. Kegiatan pelatihan ini dilaksanakan secara bertahap. Peserta dinyatakan lulus pada setiap tahapannya apabila telah melaksanakan seluruh kegiatan diklat dan mengumpulkan tugas mandiri kepada pihak penyelenggara diklat. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Sumber data primer penelitian ini adalah 60 orang guru PAUD di Provinsi Kepulauan Bangka Belitung. Sumber data sekunder penelitian ini adalah hasil tugas mandiri masing-masing peserta, kebijakan tentang pelaksanaan diklat berjenjang, dan artikel jurnal penelitian. Hasil penelitian ini menunjukkan bahwa pelatihan diklat berjenjang yang diikuti dapat berjalan dengan efektif dengan hasil sangat baik serta mampu meningkatkan kemampuan guru dalam mengajar.</em>
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Vojinovic, Oliver, Vladimir Simic, Ivan Milentijevic, and Vladimir Ciric. "Tiered Assignments in Lab Programming Sessions: Exploring Objective Effects on Students’ Motivation and Performance." IEEE Transactions on Education 63, no. 3 (2020): 164–72. http://dx.doi.org/10.1109/te.2019.2961647.
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Owusu-Ansah, Nana Akosua, and Jones Apawu. "Mathematics Teachers’ Views and Use of Differentiated Instruction: The case of two teachers in the Winneba Municipality, Ghana." African Journal of Educational Studies in Mathematics and Sciences 18, no. 1 (2022): 1–13. http://dx.doi.org/10.4314/ajesms.v18i1.1.
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To ensure that the global sustainable development goal on education is achieved, the implementation of differentiated instruction (DI) is beginning to gain attention in the Ghanaian education system. But is Ghana embracing and implementing DI effectively in the mathematics classroom? This paper investigated two junior high school (JHS) mathematics teachers’ views and use of DI in their mathematics classrooms. Qualitative data obtained through observations and semi-structured interviews in an embedded mixed methods study that employed the Solomon four group quasi-experiment design were analyzed and in this report. The results show that teachers used flexible grouping, tiered assignment, end of unit assignments, worksheets and ICT tools (though extremely challenging) as the convenient DI strategies. The interview data after the experiment disclosed that, DI impacted students’ performance positively. However, the data showed that DI is time consuming, extremely challenging, expensive and required resources not readily available in public schools. Recommendations are made for the embracing of convenient strategies of DI in Ghanaian classrooms.
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Fitzgerald, Natalie, Cynthia Julian, and Shawna Thomas. "525 Tiered Orientation Model for Nurses in a Burn Unit." Journal of Burn Care & Research 44, Supplement_2 (2023): S92. http://dx.doi.org/10.1093/jbcr/irad045.122.
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Abstract Introduction As an acuity adaptable unit is is sometimes difficult to get nurses through an orientation in a manner that doesn't scare them off but still covers all their educational needs. The number of fluid resuscitations seen is approximately 30 per year which means that when one occurs new nursing staff needs to have exposure. However, it is a difficult experience to work through a large ICU admission as a new nurse even with preceptor support. Due to these issues the unit adopted a tiered orientation process. This process set forth task blocks as a focus during orientation versus entire patient care. For example, the new nurse and preceptor assignment could be the new fluid resuscitation in week one of orientation. However, the new nurse would only work on documentation of patient care. The preceptor would be responsible for procedures, dressing changes, fluid, and pharmacologic management that goes into caring for the acute burn. the new nurse could also be a part of these processes but that is not their focus during Tier 1. In Tier 2 the new nurse would start providing more patient care in addition to their documentation, the preceptor would still perform ICU level care items. In the final tier the orientee would do all direct care of the patient including documenation. This tiered approach allowed nurses to experience all levels of patient care without overwhelming them. Methods The process was brought to the shift coordinators to give them all a sense of how staffing assignments would be made during orientation. Education was presented to preceptors at unit council meetings and then in 1 on 1 meetings as needed. Additional, touch base meetings occurred every other week during the start of this process starting in May of 2022. During this time 7 new nurses were on-boarded. 7 unique preceptors were utilized. New hires were met with weekly on an informal basis from weeks 1-5 by either the clinical educator or the nurse manager. Each new nurse and their preceptor had formal meetings with the nurse manager, clinical educator or both at 6, 10 and 12 weeks. A short survey was sent to all preceptors following the initial 5 months of this new process. Results 50% of all preceptors found this new model to be an improvement over the previous model. 33% did not agree or disagree on if the process was an improvement. 2 out of the 7 preceptors had not precepted before which might account for the 33%. 40% of the preceptors felt satisfied with the overall process for orientation. 83% of the preceptors felt that they had adequate resources to orient new nurses to the unit. Conclusions It appears that the adoption of a tiered process worked well during the initial evaluation phase. However, the n was small and additional evaluation would be beneficial to further address how impactful a tiered orientation process is for on-boarding new nursing staff. Applicability of Research to Practice It important for nursing leaders to evaluate and update how to best meet the needs of staff to create competency and safety.
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Langley, Elizabeth C. "Bridging the Curriculum Divide: A Proposal for Expressive Writing in World Language Content Courses." Theory and Practice in Language Studies 12, no. 3 (2022): 425–30. http://dx.doi.org/10.17507/tpls.1203.01.
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In 2007, the Modern Language Association (MLA) called for significant changes to world language programs due to a curricular bifurcation between basic language courses and upper-division content courses. Although significant inroads have been made in the last 14 years, the two-tiered curriculum structure still exists in many programs, and the urgency for curricular coherence has been heightened by a dwindling number of language majors coupled with institutional disinvestment in language departments. In practice, when language programs have not undergone a significant redesign, the general remedy for this divide is to include more authentic content in the target language in lower-level courses and to provide opportunities to continue to develop the full range of linguistic skills in upper-level content courses. In this proposal, I enter the conversation surrounding the curriculum divide in language programs and recommend a supplementary approach to previous solutions. I explore the advantages and disadvantages of expressive writing in advanced language courses and propose that including expressive writing assignments in world language content courses will help bridge the divide between lower-level and upper-level curricula. More specifically, I argue that expressive writing encourages students to continue to develop their voice from lower-level courses, to activate their background knowledge and facilitate reflection on course content, and to develop their linguistic skills in lower-stakes writing assignments. I also offer suggestions for adaptable, expressive assignment types for advanced language content courses.
Dissertations / Theses on the topic "Tiered assignments"
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Jacob, Timothée. "Cession de créance et opposabilité." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAA035/document.
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Technique de connection d'un élément juridique à son environnement, l'opposabilité présente un caractère crucial pour les opérations translatives de créances en ce que l'efficacité de l'opération va en dépendre dans un contexte d'enchevêtrement des relations juridiques. L'accomplissement d'une formalité d'opposabilité, distincte du transfert de propriété inter partes et de la possession, va permettre à l'opération de s'intégrer dans le système juridique en paralysant certains événements telles les cessions concurrentes et la procédure collective du cédant. L'allègement constaté du formalisme d'opposabilité appelle une protection adéquate des droits des tiers. La cession ne sera pas hermétique à son milieu, puisque l'opposabilité de certains éléments juridiques va avoir un impact sur l'opération conclue par les parties. Consolidée par la technique d'opposabilité, la cession sera vulnérable au rayonnement de l'objet du transfert ainsi qu'à certains droits réels et personnels externes<br>As a technique connecting a legal element to its environment, "opposabilité" is a crucial caracter to assignment of receivables, as it will determine the efficiency of the operation in a context of entanglement of legal relations. The accomplishment of an "opposabilité" formality, distinct from the transfer of the property right between the parties and from possession, will enable the transfert to integrate the legal system by paralysing certains events, as for example competing assignments or the bankruptcy of the assignor. The identified lightening of the "opposabilité" formalism requires an adequate protection of the rights of third parties. The assignment will not be hermetic to its environment, as the radiation of certain legal elements will have an impact ont the contract concluded by the parties. Consolidated by the "opposabilité" technique, the assignment will remain vulnerable to the influence of the object of the transfert and to external real and personal rights
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Riano, Saad Anabel. "La cession de créance en droit français et en droit colombien." Thesis, Paris 2, 2017. http://www.theses.fr/2017PA020084/document.
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La cession de créance est un mécanisme consacré tant en droit commun français qu’en droit commun colombien. Conformément à l’analyse classique dans ces deux systèmes juridiques, la cession de créance est un contrat translatif d’obligation envisagée activement. Ainsi, l’obligation passerait, telle qu’elle est, du patrimoine du cédant à celui du cessionnaire. Le débiteur de la créance cédée n’aurait donc rien à craindre, car l’obligation ne subirait aucune modification du fait de la cession. Il resterait tenu envers le cessionnaire dans les mêmes termes qu’il l’était envers son créancier initial : le cédant. La cession de créance opérerait donc un banal transfert d’un bien incorporel. Malgré le caractère ancré de cette conception, elle est critiquable. L’obligation reste avant toute chose un lien juridique de sorte que l’idée de sa transmissibilité, au moins par acte entre vifs, n’est pas convaincante. En réalité, on s’aperçoit que la cession de créance opère une modification de l’obligation par changement de créancier, et cela sans le consentement du débiteur, sujet passif du lien juridique. Le débiteur subit donc une telle modification, laquelle n’est jamais sans conséquence sur sa situation juridique, ce qui explique qu’il mérite une protection spéciale. C’est pourquoi les tentatives classiques de qualification du débiteur de partie ou de tiers à la cession et, par conséquent, la question de savoir si la cession produit à son égard un effet relatif ou un effet d’opposabilité se révèlent inopportunes.Cependant, cette analyse ne doit pas cacher une autre vérité : la cession de créance est également un acte translatif de créance, bien incorporel qui ne se confond pas avec l’obligation, même si les rapports entretenus entre la créance et l’obligation sont étroits. En tant qu’acte translatif de créance -bien incorporel-, la cession présente des spécificités qui empêchent de la cantonner à un acte juridique déterminé. En effet, la cession permet la réalisation de différentes opérations juridiques, ce qui explique sa nature polyvalente. En outre, la nature incorporelle de la créance explique la spécificité de certaines règles régissant le rapport entre les parties et la cession et celui concernant les tiers et la cession ; notamment celles relatives à l’étendue du transfert et à la garantie due par le cédant au cessionnaire, ainsi que celles portant sur l’opposabilité du transfert aux tiers<br>The assignment of claims is a mechanism enshrined in both French ordinary law and Colombian ordinary law. According to the classical analysis in these two legal systems, the assignment of claims is a contract transferring the obligation considered active. Thus, the obligation would pass as it is from the patrimony of the assignor to that of the assignee. The debtor of the assigned claim would therefore have nothing to fear as the obligation would not be affected by the assignment. He would remain liable to the assignee in the same terms as he was to his original creditor: the assignor. The assignment of a claim would thus operate a mere transfer of an intangible property. Despite the anchored nature of this conception, it is open to criticism. The obligation remains above all a legal bond so that the idea of its transmissibility, at least by inter vivos transaction, is not convincing. In fact, we can notice that the assignment of claim creates a modification in the obligation by change of creditor, without the debtor's consent, the passive subject of the legal bond. The debtor thus undergoes such a modification, which is never without consequence on his legal situation, which explains why he deserves special protection. Hence the classical attempts to qualify the debtor of a party or third party in the assignment and, consequently, the question whether the assignment produces a relative effect or an enforceability effect in his regard is undesirable.However, this analysis must not hide this other truth: the assignment of a claim is also an act transferring of the claim, which is intangible property, not to be confused with the obligation, even if the relationship between the claim and the obligation is narrow. As an act transferring of the assignment, intangible property, the assignment presents specificities which prevent it from being framed in a particular legal act. Indeed, the assignment allows the realization of different legal operations, which explains its versatile nature. Moreover, the intangible nature of the claim explains the specificity of certain rules governing the relationship between the parties and the assignment and that relating to third parties and assignment, in particular, those relating to the extent of the transfer and the guarantee owed by the assignor to the assignee as well as those concerning the effectiveness of the transfer to third parties
Books on the topic "Tiered assignments"
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Kossaczký, Igor. Vývoj softvérových aplikácií - prednášky a cvičenia. SPEKTRUM Publishing, 2025. https://doi.org/10.61544/ozbi7855.
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The textbook is dedicated to the creation of multi-tier applications using standardized technologies. It focuses primarily on the issues of object-relational mapping and REST services. The chapters corresponding to the lectures of the course Software Application Development are supplemented with complete implementation of sample projects and implementation assignments for exercises.
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Nirvikar, Singh. Part V Federalism, Ch.29 Fiscal Federalism. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198704898.003.0029.
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This chapter examines the fiscal aspects of federalism as enshrined in the Indian Constitution. It gives an overview of the original structures of fiscal federalism in India, including assignments of spending and revenue and mechanisms and institutions for making transfers across different government levels. It reviews constitutional amendments that have occurred since the adoption of the Constitution, from changes in expenditure and revenue authorities to the creation of a tier of local governments. It also considers the process of amending the Constitution, with particular emphasis on the intellectual and political drivers of change, and proceeds with a discussion of how the various constitutional provisions and amendments have been implemented in practice. Finally, it looks at legal cases concerning the constitutionality of fiscal federalism in India at various times, paying attention to institutions governing intergovernmental transfers, the distinction between taxes and fees, and the scope of authority of different levels of government.
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Albala, Ken, ed. From Famine to Fast Food. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400654466.
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The foods eaten by a nation's population play a key role in shaping the health of that society. This book presents country-specific information on how diet, food security, and concepts of health critically impact the well-being of the world's population. A country's food culture and eating habits directly impact the health and well-being of its citizens. Economic factors contribute to problems such as obesity and malnourishment. This book examines how diet affects health in countries around the world, discussing how the availability of food and the types of foods eaten influence numerous health factors and are tied to the prevalence of "lifestyle" diseases. Readers will discover the importance of diet and food culture in determining human health as well as make connections and notice larger trends within multicultural, international contexts. An ideal aid for high school and college students in completing research and writing assignments, this book supplies detailed diet- and health-related information about most major countries and regions in a single source. Each country profile will also include a convenient fact box with statistical information such as life expectancy, average caloric intake, and other health indicators.
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Sofras, Pamela Anderson. Dance Composition Basics. 2nd ed. Human Kinetics, 2020. http://dx.doi.org/10.5040/9781718227415.
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If the saying “To be the best, you must learn from the best” holds true, then this book is gold for all aspiring dancers. Dance Composition Basics, Second Edition, doesn’t just feature the works and brilliance of dance and choreographic legends Alonzo King and Dwight Rhoden–it is completely based on the choreographic operations and forms in three of their original works: Chants and Dreamer by King and Verge by Rhoden. All compositional exercises in the book are based on those three works, and the book itself is expertly crafted by Pamela Anderson Sofras, who has 34 years of experience teaching dance at the university level. Dance Composition Basics, designed for beginning dance composition courses, introduces dancers to choreography through a series of problem-solving activities. The activities are starting points for novice dancers to embark on their own attempts at choreography. Useful Tools The book offers several useful tools for instructors: 27 lesson plans that draw from and highlight selected portions of original compositions by King and Rhoden33 reproducible assessment and self-evaluation formsAn instructor guide that includes a sample course syllabus plus written exams for each chapterPowerPoint presentations to guide students through each lessonA web resource featuring online videos that are closely tied to the lesson plans and provide a richer learning experience for students; students can access this resource inside or outside of class Highly Valuable Video Resource The videos give students access to Alonzo King and Dwight Rhoden, highly successful and respected choreographers, who share their processes and techniques. Many video clips show the choreographers working on the same movement concepts featured in the corresponding lesson. Students will see the choreographers in action with professional dancers as they develop the movement material for each dance. Because students get to see the choreographers and dancers struggling with the same creative concepts they have been assigned, these clips add tremendous value to Dance Composition. Book and Web Resource Organization The text is split into five chapters, each of which features several lessons based on that chapter’s choreographic concept. Each lesson contains the following: An introductory statement and a vocabulary listA warm-up to prepare the body and focus the mindStructured improvisations that help dancers understand the movement concepts of the lessonProblem-solving activities that allow dancers to apply the concepts presented in the improvisationsDiscussion questions to engage dancers and promote understandingAssessment rubrics to guide evaluation of each dancer’s learning At the end of the book, a glossary provides definitions for the vocabulary terms introduced in the chapters. The main menu of the web resource corresponds with the five chapters in the book. To guide students’ use of the videos, icons have been placed throughout the book, referring readers to additional information in the web resource. Reviewing the videos will provide further insight into the choreographic assignment. The web resource also contains all the discussion questions, assessments, and evaluations found in the book. Instructors can distribute these to students electronically or print them out. Instructors can also adapt the forms to meet their specific needs. The Learning Process Dance Composition takes students through a systematic learning process: reading about a concept, discussing the concept, seeing the concept played out on video with professional choreographers and dancers, and exploring the concept through their own movement ideas. Through this process, which includes structured improvisations, students discover a movement vocabulary and original dance phrases. They then more fully develop their movement ideas, with specific movement assignments, and are given feedback by their peers and the instructor. Invaluable Resource Dance Composition Basics, Second Edition, is an invaluable resource for dancers of all styles, from ballet to modern jazz, as it introduces them to some of the compositional structures used by professional choreographers. Through the carefully designed lessons in the book and the expert examples on the video clips, students can use this resource to take their first confident and exhilarating steps into the craft of choreography.
Book chapters on the topic "Tiered assignments"
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Robertson, Shawn L. "Digital Pedagogy for the 21st Century Educator." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch015.
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This chapter explores the process by which educators entered into a 21st century pedagogy that aids students' access to course materials using a digital platform. It explains how graduate students in one course learned how to utilize different technological tools and change their thinking and skillset. It also explores differentiated instruction in digital form rather than using traditional means. The root cause of the limited pedagogy that prevents teachers from reaching their fullest potential through using differentiated tiered assignments is also examined.
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Gullett, Evelyn. "The Impact of Quality E-Feedback as an Element of Social Learning Theory Applied in the Context of E-Learning Communities of Practice." In Web-Based Learning Solutions for Communities of Practice. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-711-9.ch001.
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This chapter discusses the preliminary study of meaningful quality e-feedback as an element of social learning theory applied in the online learning environment, or a Web-based community of practice. This qualitative study compared the depth of e-feedback given by online facilitators on case study and discussion board assignments, how that feedback contributed to the learner’s social learning, development and growth, and how quality e-feedback influences the virtual social learning environment. This study identified seven criteria of feedback depth tied to social learning that serve online university communities of practice as a tool towards a base standard of e-feedback that encourages social learning and development of each learner.
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Gibson-Light, Michael. "There’s Rules in Prison." In Orange-Collar Labor. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780190055394.003.0004.
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Abstract This chapter takes a deeper look at the role of race and ethnicity at work behind bars, and particularly in the allocation of prison jobs. Such characteristics were deeply intertwined with the accumulation of valued forms of capital that helped privileged individuals (relative to the general prison population) better navigate to the top of the hierarchical carceral employment system. Perceptions, assumptions, and norms tied to race also shaped within-job mobility and task assignments, despite claims of race-neutrality within individual carceral worksites from staffers and penal laborers alike. The chapter unpacks how the perserverence and reproduction of unequal prospects and processes diminishes the agency and wellbeing of incarcerated workers of color in this heavily racialized space.
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Zayas, Luis H. "I Didn’t Sign Up for This." In Through Iceboxes and Kennels. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197668160.003.0004.
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Abstract Chapter 3 takes its title, “I Didn’t Sign Up for This,” from the expression used by an Immigration and Customs Enforcement officer who did not like his assignment to oversee the detention of young children and mothers. The title also refers to a whistleblower who told about the dreadful conditions facing families in Karnes detention center. The purpose of the chapter is to demonstrate the situation of government and prison company employees, many of whom act heroically but sometimes reluctantly. One family story is tied to the whistleblower, and the other is a redemptive story of a blind child’s courage.
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Inman, Robert P., and Daniel L. Rubinfeld. "Economic Federalism." In Democratic Federalism. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691202129.003.0002.
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This chapter examines, both theoretically and empirically, the causal connections from multiple local and provincial governments and their local assignment of revenues and services to the three goals of economic efficiency, political participation, and the protection of rights and liberties. Economic Federalism does not require the direct representation of provincial or local governments within the central government. Rather, the central government is managed by a single leader, a president, elected nationally. The president makes and implements all national policies. The chapter then reviews the theory and evidence as to the performance of competitive lower-tier governments and finds that allowing citizens variety and choice provides significant economic benefits in efficiency and growth. Matters are less clear for how Economic Federalism might perform against the goals of democratic participation and the protection of rights and liberties.
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"Divisive Concepts." In Narratives of Pedagogical Development and Navigation of Educational Contexts. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-1847-9.ch017.
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Kennedy Larkin is an Elementary Education major at Columbus State University in Columbus, Georgia. Kennedy recorded and published a podcast episode on the author's podcast feed in 2024 for an assignment in a course she took with him focused on matters of diversity in education. As a young African American woman and future elementary school teacher, Kennedy was concerned about the impacts of Georgia's House Bill 1084 on her teaching practices. House Bill 1084 prohibits certain “divisive concepts” from being discussed in Georgia's public schools, mainly tied to matters of race, and is similar to the scope and focus of other anti-critical race theory bills that have been introduced or implemented in other states with conservative legislatures. In excerpts from her podcast, Kennedy ruminates on the importance of discussing the history of racism and slavery and fostering critical mindsets and empathy amongst today's students. She also shares the impacts of learning about the murders of two Black men from her home county in Georgia in the late 19th and early 20th centuries.
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Michelman, Frank I. "Constitutional Application: Between Will and Reason." In Constitutional Essentials. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197655832.003.0010.
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Abstract With Chapter 9, this book turns from its work of exposition of the Rawlsian proposal for justification-by-constitution (tied together with some wide-angle impressions of a constitutional democracy thus envisaged in action over time) to more focused debates regarding the authority of a supreme court and the contours of its assignment as arbiter of constitutional compliance. Attention to a justificatory function to go side by side with a regulatory function for constitutional law, Chapter 9 starts by suggesting, can help to explain the seeming interminability of debates over “originalist” as opposed to “philosophical” approaches to judicial constitutional interpretation. Between a principle of applying a scripted set of constitutional essentials as required in reason to sustain a liberal justification for the force of law, and a principle of reading and applying the essentials to match the will or understanding of some historical author, lies a gap that cannot be closed. A comparable gap can furthermore be found to lie within a constitution’s justificatory function as conceived by Rawls, inasmuch as (taking up the slogan from prior chapters) “justificatory ambition presupposes regulatory effect.” In developing these thoughts, this chapter finds occasion to join Ronald Dworkin with Rawls among liberal-minded philosophical protagonists for a primary justificatory function for constitutional law.
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Inman, Robert P., and Daniel L. Rubinfeld. "Fist." In Democratic Federalism. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691202129.003.0006.
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This chapter discusses the guidelines for the needed federalism debate by outlining a sequence of evaluative questions that national policy-makers should consider before the passage of any national law that affects one or more of the three institutions of federalism: assignment as to who does what, the number of lower-tier governments, and representation of those governments to the national legislature. The proposed evaluation provides citizens with a Federalism Impact Statement, or FIST, for the proposed policy. As implemented, FIST begins with an analysis of the economic implications of each proposed central government policy by asking whether the national benefits of the policy outweigh its national costs, and whether there might be an alternative policy that is plausibly more efficient. If the proposed policy is viewed as inefficient, by itself or relative to alternative policies, then FIST asks whether there is evidence of, or plausible argument for, compensating benefits from improved local political participation, improved economic fairness, or increased protection of individual rights or liberties. If so, then FIST asks whether these noneconomic benefits can be achieved more efficiently. The execution of FIST would be by an independent agency, such as the Congressional Budget Office or the European Commission, while a national court could ensure that all relevant central government legislation acknowledge, though not necessarily accept, the content and conclusions of the FIST analysis.
Conference papers on the topic "Tiered assignments"
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Posner, Michael. "Evaluating pedagogical techniques in introductory statistics: proficiency grading and assignment resubmission." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07805.
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How do innovative pedagogical techniques improve learning and mastery of introductory statistics? This research study examines proficiency grading and assignment resubmission and compares them to traditional statistical teaching methodology in two introductory statistics classes. The control class received traditional numeric grades, while the experimental class received grades on a three-tiered proficiency ranking and the opportunity to resubmit assignments to increase their proficiency score. Students in the control class scored higher on a common final exam (although not statistically significant), and believed the material was better taught, while students in the experimental class claimed to have learned more and were more satisfied with the grading in the course. Future research will expand data gathering and improve the research design.
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Nilsson, Gustav, Piyush Grover, and Uros Kalabic. "Assignment and Control of Two- Tiered Vehicle Traffic." In 2018 IEEE Conference on Decision and Control (CDC). IEEE, 2018. http://dx.doi.org/10.1109/cdc.2018.8619411.
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Oppolzer, Jan, and Robert Bestak. "Cell Identifier Assignment in Two-Tier Femtocell Networks." In 2013 IEEE 77th Vehicular Technology Conference (VTC Spring). IEEE, 2013. http://dx.doi.org/10.1109/vtcspring.2013.6692470.
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Du, Zhigao, Cui Zhang, Yangming Su, Depei Qian, and Yi Liu. "Two-tier dynamic address assignment in wireless sensor networks." In TENCON 2009 - 2009 IEEE Region 10 Conference. IEEE, 2009. http://dx.doi.org/10.1109/tencon.2009.5396134.
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Moein, Elham, Shiva Kazemi Taskou, and Mehdi Rasti. "Base Station Assignment in Two-tier Dual Connectivity Heterogeneous Networks." In 2018 9th International Symposium on Telecommunications (IST). IEEE, 2018. http://dx.doi.org/10.1109/istel.2018.8661107.
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Jayasinghe, Malith, Zahir Tari, and Panlop Zeephongsekul. "A scalable Multi-Tier Task Assignment Policy with Minimum Excess Load." In 2010 IEEE Symposium on Computers and Communications (ISCC). IEEE, 2010. http://dx.doi.org/10.1109/iscc.2010.5546501.
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Ko, Kyi Thar, and Masahiro Mambo. "Trapdoor Assignment of PEKS-based NDN Strategy in Two-Tier Networks." In 2020 16th International Conference on Mobility, Sensing and Networking (MSN). IEEE, 2020. http://dx.doi.org/10.1109/msn50589.2020.00099.
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Chang, Youcheng, Wenkai Ma, and Yaohua Wu. "Principles of storage location assignment in multi-tier shuttle warehouse system." In 2017 Chinese Automation Congress (CAC). IEEE, 2017. http://dx.doi.org/10.1109/cac.2017.8243792.
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Ao, Jianchang, Sheqin Dong, Song Chen, and Satoshi Goto. "Delay-driven layer assignment in global routing under multi-tier interconnect structure." In the 2013 ACM international symposium. ACM Press, 2013. http://dx.doi.org/10.1145/2451916.2451942.
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Farsi, Abdelhak, Nadjib Achir, and Khaled Boussetta. "Capacity Assignment for Multipath Routing in Multiclass Two-Tier Wireless Mesh Networks." In 2009 IEEE Globecom Workshops. IEEE, 2009. http://dx.doi.org/10.1109/glocomw.2009.5360719.
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