The underlying issues of cognitive development in relation to special education, school improvement initiatives and qualified personnel staff.

摘要

This dissertation emphasizes teachers as national workers who made choices about the best teaching-learning situation for people. They were author tried to examine ideas about educational leadership and the decision-making abilities of teachers. The researcher used a mixed methodology approach to determine who were the professional decision-makers, and identified methods for teachers who wish to aim in the direction of contributing information scholastically. This approach provided knowledge to administrators about which services provided both teachers and students ways to be productive and highly motivated. This approach identified those who have not actually accepted the responsibility and thus, viewed professionalism within a corresponding obligation and self awareness of the importance to the teaching profession. This material was written for future use and researched by administrators, curriculum workers, supervisors, and laymen who have either inadvertently or purposely ignored the professionalism that already exists or who has chosen to ignore that the profession of teaching has come of age. Questions arose from administrators and teachers about the purpose of this work. There were numerous theories about curriculum and instruction. Some of the major premises dealt with theories that were the elaborate organization and reorganizations of subject matter, teacher growth and expectations, highly qualified educators teaching specific educational curriculum and how each one of these entity parts play a specific role in student achievement. This study addressed the many issues regarding teacher accountability, retention of highly qualified personnel in the classrooms and showed how these problems play a specific role in student achievement and productivity on standardized assessments.