Tracking: U.S. Secondary Schools
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Tracking divides students into different academic ability levels (low, middle, high tracks) in secondary schools. There is debate around whether tracking improves achievement and is equitable. Some research finds tracking improves achievement for higher and middle ability students but not for lower tracks, while other research finds no benefits or disadvantages for any groups. Placement decisions are considered fair when based on academic performance but unfair if other factors like race, gender or socioeconomic status influence placement. Tracking is also considered inequitable as it can limit curriculum access and college opportunities for lower tracks which often have more minority and low-income students. Teachers must consider these issues and their professional responsibility to practice fairness for all students.
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Megan Himan discusses using storytelling to drive adoption and buy-in. She notes that stories should have a purpose, use real people to connect authentically with what people care about. When starting with storytelling, understand the story you want to tell and collect real people's pain points. Tell the story at the right time, frame it for your audience and desired outcome, and use details to evoke emotion by bringing the "why" to life with real people and descriptive pain points. Avoid pitfalls when storytelling.
The Cambridge Institute Presents: College Head Start
The College Head Start program is a 9-day college preparation camp held in August 2013 that will provide high school students lectures and workshops at Harvard, campus tours of top Northeast colleges, and optional trips to further colleges, to help students get ahead in their US college admissions and lay the foundation for college success. The camp will be led by lecturers with education and teaching experience and will cover topics like strategies for college success, communication skills, and essay writing to prepare students. Students will stay at local colleges during the program and registration is due by July 12th, 2013.
AIRC 2012 Conference Workshop: Best Practices in Building U.S. Partnerships f...
AIRC 2012 Conference Workshop: Best Practices in Building U.S. Partnerships f...American International Recruitment Council (AIRC)
The document discusses best practices for international recruitment agents when approaching new institutional partners. It notes that establishing new partnerships requires more of a courting approach than a business deal. Successful agents understand that gaining approval takes time and that prospective partners face institutional barriers that agents must seek to understand in order to develop an action plan. A survey of 31 institutions found that 9 currently use agents while 14 do not. The document is published by the American International Recruitment Council.LASD Survey Highlights 2015-16
The survey of over 1,700 parents on the satisfaction of a school program found:
- Elementary satisfaction was similar to last year while junior high satisfaction decreased by 5%
- Parents desire smaller class sizes, especially in lower grades, and better communication on student progress
- Critical thinking, communication, and real-world experiences were seen as most important skills for students
- Most supported project-based learning alongside lecture-based approaches
- The majority felt the current funding level for the program was appropriate
Cambridge Institute
Cambridge Institute is of the leading Institute in India offering specialised foreign language training, along with translation and interpretation services. We are providing Corporate Training to various premier companies successfully for years together.
Our institute offers language courses in French, Spanish, German, Chinese, Russian, Arabic and Japanese along with fluent English course which will be taught at 7 different levels. Well equipped with well groomed professional trainers, language training is given with the aid of Audio Visuals for better learning and understanding.
AS/ A level...a fruitful journey
Contents
1. Cambridge progression page 3
2. IGCSE page 3
a. Grading, course load and awarding
b. Recognition and equivalence
c. Overview
d. Building a curriculum
e. Assessment
3. Cambridge International AS & A page 7
a. Overview
b. Cambridge International AS & A
c. Flexibility
d. Assessment option
e. International relevance
f. Assessment
g. Reporting of achievement
h. Performance feedback
4. IGCSE/AS/A@ ROOTS page 8
a. What is IGCSE
b. Where is IGCSSE acceptable and recognized
c. Who can take IGCSE
d. How IGCSE taught at ROOTS COLLEGE INTERNATIONAL RCI
e. Examination information
f. What is AS & A levels
g. Where are AS and A levels accepted and recognized
h. Who can take AS & A level
i. How are AS and A levels taught at RCI
j. Examination Info
5. Professional Development Qualification page 11
a. Cambridge international certificate for teachers and trainers
b. Cambridge international Diploma for teachers and trainers
c. Cambridge international Diploma in Teaching with ICT
d. ECIS international teacher certificate
e. Certification for teaching in bilingual education
6. Cambridge Students Website page 11
7. General Questions asked page 11
8. Register for Cambridge School Exams page 18
a. CIE guide to Making Entries Booklet
b. GCE/IGCSE Exams Guideline
Maintaining Standards in Agency-Based International Recruitment - Region XI
Maintaining Standards in Agency-Based International Recruitment - Region XIAmerican International Recruitment Council (AIRC)
This document provides information on frameworks for assessing best practices in international student recruitment agencies. It discusses the importance of quality control and regulatory standards. Part 1 defines standards and best practices, explaining frameworks like government regulations, self-regulation codes, industry standards and ISO guidelines that institutions can use to evaluate agencies. Part 2 will discuss institutional criteria for considering agency-based recruitment. Part 3 will cover how applying standards can lead to continuous improvement and success.Student Recruitment for the Mobile Generation: An Exploratory Study of Mobile...
Marian Zinn's Master thesis is titled "Student Recruitment for the Mobile Generation: An Exploratory Study of Mobile Marketing Practices in the International Higher Education Industry".
The research focused on the phenomenon of Mobile Student Recruitment by exploring how and why mobile marketing tools and channels (e.g. mobile advertising, mobile SEO, mobile-optimised websites, mobile apps, sms/mms or email marketing) can be used by HEIs during the enrolment process to recruit new students. The study provides new insights about mobile marketing practices in the International Higher Education Industry from the perspective of education-marketing practitioners.
Live Chat and Virtual College Fairs: Strategies for International Student Rec...
Live Chat and Virtual College Fairs: Strategies for International Student Rec...Centennial College International Centre
Centennial College is presenting this interactive "how to" session for Higher Education Professionals at the 2014 Canadian Bureau for International Education (CBIE) Conference in Ottawa, Canada.
· Gain strategies for planning, promoting and hosting chat events that support recruitment such as: Skype Conferences with High School and University Classrooms Internationally, Virtual College Fairs, Webinars, live chat at in person fairs
· Get ready to solve seating limitations and remove barriers to participation by broadcasting International Student Services workshops online for free (Google Hangouts on Air, Google Classrooms)
· Improve pre-arrival communication procedures and helps welcome, support and engage new and potential international students.
· Design an inclusive live chat program that supports outreach to groups with specific needs.Best Practices in International Student Engagement: From Inquiry to Enrollmen...
Presentation by Mike Elms, Hotcourses CEO, from NAFSA 2014 in San Diego. The presentation focuses on best practice in international student engagement following student inquiry on the part of higher education institutions. Consisting of findings from Hotcourses' own student survey and mystery shopper exercise involving universities, as well as examples of tracked responses in other sectors.
Key Marketing & Student Recruitment Strategies for the Current International ...
The document discusses key marketing and student recruitment strategies for international schools in China's current market. It outlines the problem of declining student enrollment facing many international schools. To address this, it recommends that schools understand basic marketing principles, manage their brand effectively by developing a unique value proposition, and utilize social media platforms to promote their school's strengths and differentiate themselves from competitors. Conducting market research and analysis is also advised to understand families' needs and wants. The presentation provides guidance on implementing these strategies to help international schools survive and thrive in China's competitive private education sector.
21st Century Challenges for Teaching Chinese in the U.S.
Challenges of the 21st Century for Teaching Chinese Language and Culture
By Frank Lixing Tang, Co-Director for Project DCLT, New York University Research Professor
Stratford Student Survey Results - September 2016
Every two years, Stratford teens are surveyed about alcohol and drug use. The survey data is utilized to assess students levels of involvement with substance use as well as current social norms. Current attitudes and behaviors are examined.
The data assists in Stratford Partnership’s efforts to educate the community on current trends and norms as well as allow them to pursue data-driven prevention strategies and activities.
The survey model is Search Institute’s “Profiles of Student Life: Attitudes and Behaviors”
AIRC 2015 Chinese Mobile Marketing
Learn about the changing ways Chinese students interact and international study options. Learn how to evaluate traditional and emerging social media channels in China and avoid common pitfalls that hamper successful recruitment in this country.
Finalists, best practices and winners at the 2014 TalentEgg Campus Recruitmen...
The document announces the 2014 TalentEgg National Campus Recruitment Excellence Awards (#TEawards). It lists various award categories and finalists, including Best Campus Career Website (Bell, Grant Thornton, PwC), Best Internship/Co-op Program (CPP Investment Board, KPMG LLP, Kraft), and Campus Recruiter of the Year (Corrine Bell, James Davidson, Melanie Ayer, Nikki Simone). The document provides commentary from student judges on what makes for strong programs and recruitment in each category. RBC is named the winner for categories like Campus Recruiting Program of the Year and Campus Recruiter of the Year for their exceptional digital engagement and relentless on
Sociology key terms and names
This document defines key terms and names related to families, education, and social stratification. It includes terms such as patriarchy, nuclear family, extended family, and cultural capital. It also lists influential theorists such as Parsons, Bernstein, Bourdieu, Bowles and Gintis, and Willis who have studied families and education.
How to create an international student recruitment plan
The document outlines a 9 step plan for universities to create an international student recruitment plan: 1) Understand growth trends in international mobility, 2) Develop a culture of internationalization, 3) Test markets through paid search, 4) Optimize websites and content for international audiences, 5) Leverage social media, 6) Ensure quick response to inquiries, 7) Provide virtual tours and online advising, 8) Develop partnerships and alumni networks, 9) Track results and adjust strategies. The plan emphasizes understanding different markets and providing personalized experiences online and during the admissions process.
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Mystery no more - China and beyond (NAFSA Region XI 2016)
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Drive Adoption and Buy-In Using Storytelling by Megan Himan
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The Cambridge Institute Presents: College Head Start
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AIRC 2012 Conference Workshop: Best Practices in Building U.S. Partnerships f...
AIRC 2012 Conference Workshop: Best Practices in Building U.S. Partnerships f...
Maintaining Standards in Agency-Based International Recruitment - Region XI
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Student Recruitment for the Mobile Generation: An Exploratory Study of Mobile...
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Best Practices in International Student Engagement: From Inquiry to Enrollmen...
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Key Marketing & Student Recruitment Strategies for the Current International ...
21st Century Challenges for Teaching Chinese in the U.S.
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Finalists, best practices and winners at the 2014 TalentEgg Campus Recruitmen...
Finalists, best practices and winners at the 2014 TalentEgg Campus Recruitmen...
How to create an international student recruitment plan
How to create an international student recruitment plan
Similar to Tracking: U.S. Secondary Schools
Hs cico todd
The High School Behavior Education Program (HS-BEP) is a secondary tier intervention for middle and high school students at risk of school failure. It combines components of PBIS and strategies to increase school retention. The HS-BEP provides a daily 45-minute class that focuses on building organizational skills, supporting homework completion, and coordinating with the Check-In Check-Out program. Data is collected daily and reviewed regularly to monitor student progress and determine if revisions or exiting from the program is needed.
Framework for Promoting Learning in Afterschool Programs
The document outlines a framework for promoting learning in afterschool programs. It identifies 7 practices to promote afterschool learning, including establishing a positive culture of learning and providing meaningful learning activities. It also discusses 6 learning outcomes for students, such as developing mastery motivation and self-regulation skills. Additionally, it describes 3 organizational practices like providing staff training and ensuring consistent student participation. The framework emphasizes the important role schools play through high-quality instruction and the need for afterschool programs to coordinate with schools.
Achievement Gaps In Education: Findings of Different Ethnic Groups
The document discusses factors that contribute to achievement gaps between different ethnic groups. It finds that black and Hispanic students change schools more often than white students, which can negatively impact literacy rates. Students from low socioeconomic backgrounds and urban environments face greater psychological and physical barriers. Implementing learner-centered programs in schools has been shown to increase achievement scores and develop skills like self-efficacy. To close achievement gaps, teachers must raise students' self-concepts and support is needed from the government and society beyond just within schools.
Teacher attitude towards inclusive education copy
1. The document discusses teacher attitudes towards inclusive education in Ghana and finds that teachers have a high conceptualization of inclusive education and hold positive attitudes overall.
2. It identifies teacher training and knowledge of special education and disabilities as the major factor influencing teacher attitudes.
3. Recommendations include modifying teacher training to incorporate more inclusive education, collaborating with experts to provide in-service training, and providing more support services to teachers.
Intervention strategy -Behavior-Specific Praise
The document summarizes research on the use of behavior-specific praise (BSP) in classroom settings. A study observed 6 high school teachers over 15 minute intervals and found that only 3 teachers used BSP, while all teachers reprimanded students. The research suggests that BSP is an effective strategy that is underutilized. When teachers focus on praising appropriate behaviors rather than just reprimanding inappropriate behaviors, it can help reduce problem behaviors. While useful, many previous studies on BSP have had limitations such as small sample sizes and short observation times. Future research with larger samples over longer periods is needed to provide more conclusive evidence on the impacts of BSP.
Research dissemination.matthew l. parker
What factors contribute/hinder academic success in Black Males throughout the Public School System?
How can this information be enhanced and replicated to become obtainable for all Black Males?
Classroom level success factors
1. A document outlines factors for success in high-poverty classrooms, including using standards-based curriculum and instruction, building hope, retooling systems, engaging instruction, and arts/athletics/advanced placement.
2. It discusses how one school achieved nearly 100% graduation and college attendance rates through ensuring students master standards, using interim assessments, and having teachers analyze data to improve instruction.
3. The document also emphasizes how arts, athletics, and advanced placement can be essential for high-poverty schools by developing skills, motivating students, and improving academic performance, especially for low-income students. Research shows students with more arts involvement outperform peers on various measures.
High-Value Leadership 7.26.15
This document summarizes the findings of a study that examined factors that transform low-performing, high-poverty schools into high-performing schools. The study interviewed principals of 3 award-winning, high-poverty schools. Key findings included that principals cited trust and teamwork, scaffolded behavioral and academic instruction, and communities of care as transformational factors. The principals did not share similar backgrounds in terms of adversity, socioeconomic status, or being first-generation college graduates. However, all schools implemented comprehensive, school-wide frameworks focused on addressing habits, executive function, and resilience. These findings provide insights into practices of successful high-poverty schools.
Classroom Social Environment and School Performance in The Selected Secondary...
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
Positive Support Approach To Behavior Management In The Classroom
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
Creating an inclusive classroom finish
This document provides information about Rainbow Primary School and the roles of the principal, teachers, and parents in creating an inclusive school environment. It discusses how the principal serves as a catalyst for stakeholders and guides inclusive efforts. Teachers are encouraged to use peer assistance, cooperative learning, and differentiated instructional methods and assessments. The document also emphasizes the importance of involving parents as partners through meetings, communication, and encouraging parent participation in the classroom.
Co teaching
This document discusses co-teaching in regular education classrooms. Co-teaching involves two or more professionals sharing responsibility for a heterogeneous group of students in a classroom. There are several benefits to co-teaching including increased academic and social skills gains for students, as well as increased opportunities for direct teacher contact. The document outlines several co-teaching models and discusses key considerations for co-planning lessons, evaluating students, communicating, and defining teacher roles. It emphasizes that co-teaching requires shared instruction and responsibility between educators.
Tracking: Investigating the Positives and Negatives
This document discusses the positives and negatives of tracking students by ability level in schools. It summarizes several studies that have investigated the impact of tracking on student achievement and teacher motivation. One study in Kenya found that tracking improved test scores and teacher attendance, while a Massachusetts study found slightly more advanced students in tracked math programs. However, other research has shown tracking may negatively impact the self-esteem of lower-tracked students and not provide benefits to higher-achieving students. Overall, the document concludes that both tracking and detracking systems have benefits and disadvantages, and more research is still needed.
Well-Being of Primary and Secondary School Students: A Longitudinal Perspective
Although the previous research on well-being has predominantly focused on the well-being of adults, in recent years the focus has shifted to the well-being of children and young adolescents. Facilitating students’ well-being at early stages of life forms a basis for their future well-being as adults (Rees et al., 2012). Not only does students’ well-being contribute to their engagement, enjoyment, and academic achievement in school, but it also helps to escalate the process of becoming self-directed life-long learners and responsible citizens (Noble & McGrath, 2016). Therefore, understanding students’ well-being as they move through different stages in life is crucial to creating an appropriate educational environment for effective student functioning. To address this issue, the present study investigated the development of student well-being among primary and secondary school students. So far, there is the apparant lack of longitudinal research examining the developmental trends of student well-being at different stages of child development.
In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
The present study employed the data from the longitudinal research project “School Alienation in Switzerland and Luxembourg” (SASAL, 2015–2019). The sample included 406 primary school students (46.3% male; Mage t1 = 10.3 years [SD = .99]; t1: grade 4, t2: grade 5, t3: grade 6) and 403 secondary school students (44.3% male; Mage t1 = 13.0 years [SD = .54]; t1: grade 7, t2: grade 8, t3: grade 9) from the Swiss canton of Bern. Student well-being, including six distinct dimensions, was assesses with the 19-item student well-being questionnaire (Hascher, 2007).
The findings suggested that student well-being decreases as students move from primary to secondary education that could be explained by a misfit between adolescents’ needs and their school environments (Archambault et al., 2009). Significant differences were also found across gender and students with and without a migration background. In general, our findings suggest that student well-being may vary by educational stage, gender, and a migration background. This study contributes to a deeper understanding of the underlying mechanisms behind student well-being and particularly vulnerable areas at different developmental stages that is crucial to creating an appropriate educational environment for positive student functioning and designing pertinent classroom interventions.
The Importance Of Diversity In Education
Diversity in education is important for teachers and students. Teachers must understand students' different backgrounds and learning styles to meet their needs. While it can be challenging, incorporating various teaching methods and respecting differences can benefit students. Testing teachers may help ensure they are prepared to teach diverse students effectively and continuously improve. Overall, understanding diversity is key for teachers to help all students succeed.
Education & Socioeconomic Status Fact Sheet
Socioeconomic status (SES) refers to the social class of an individual or group, often measured through education, income, and occupation. Lower SES is associated with less access to resources and worse life outcomes. Research shows lower SES correlates with poorer academic performance and psychological health in children and adolescents. Factors like inadequate school funding and under-resourced home environments negatively impact academic achievement for low-SES youth. Improving early education programs, school conditions, and community resources may help reduce these inequities.
Steven Norfleet, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertat...
Dr. William Allan Kritsonis, PhD Dissertation Chair for Steven Norfleet, PVAMU, Member of the Texas A&M University System
Dissertation Chair Dr. William Allan Kritsonis & Steven Norfleet
This document provides an outline for a proposed dissertation study examining effective school practices that are important for the achievement of African American learners. The study will use a mixed methods approach, collecting quantitative data through surveys administered to freshman students at a historically black college and qualitative data through focus group interviews. The quantitative research questions examine how former high schools were rated on effective school criteria and the relationship between those ratings and student achievement in developmental math courses. The qualitative questions explore how various effective school practices like instructional leadership and high expectations were implemented. The significance of the study and a review of relevant literature are provided to support examining school leadership strategies that could improve academic achievement, especially among African American students.
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This PowerPoint presentation aims to educate young minds. To give them concept about teaching strategies especially those who are aspiring to be a teacher. This will serve as their guide in managing the students attitude inside a classroom. And handling students to be able for them to actively participate in a classroom discussion.
A PRESENTATION FOR DISCUSSION atriskstudents.ppt
This document discusses strategies for teaching at-risk students. It begins with statistics showing dropout rates for various demographic groups. It then defines at-risk students and lists their common characteristics. The document outlines numerous teaching strategies for motivating, engaging, and supporting the cognitive learning of at-risk students, including setting goals, promoting self-efficacy and self-determination, and making the curriculum meaningful. It emphasizes the need for teachers to believe in students' potential and communicate high expectations.
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Tracking: U.S. Secondary Schools
- 2. What is tracking? Students are divided into academic ability levels in each grade (ie. Low, Middle, High). • LOW • MIDDLE • HIGH
- 3. Questions Does tracking improve achievement? Is tracking equitable? Is placement fair? ------------- Professional Responsibility: “Teachers are professionals who must recognize that they are in a unique and powerful position to influence the future of their students. It is imperative that teachers practice the highest standards of integrity, honesty, and fairness.” (ODE Standards for Ohio Educators Handbook p. 37)
- 4. Does tracking improve achievement? YES Teachers - student’s needs can be met according to their academic ability. Motivation and pace of instruction increase in tracked classes. Higher ability students = Yes Middle ability students = Yes Lower ability students = Yes (Agne, 1999; Zimmer, 2003; Venezia & Kirst, 2005)
- 5. Does tracking improve achievement? NO Teachers – like tracking to make teaching easier and/or don’t have skills to teach differentiation Higher ability students = Yes Middle ability students = No difference Lower ability students = No (Oakes, 1987; Hallinan, 1991; Ansalone, 2010)
- 6. Is placement fair? Yes - when course placement decisions are based on student’s academic performance. (Archibald, & Keleher, 2008; Bernhardt, 2014) No - teachers base placement on multiple factors such as beliefs about student’s feelings, race, gender, SES. (Oakes, 1987; Hallinan, 1991; Mayer, 2008)
- 7. Is tracking equitable? NO African-American students and low SES generally score lower on standardized tests so less chance of high track placement Students do not have access to the same curriculum. Higher tracks have more in depth curriculum so they get college advantage. (Hallinan, 1991; Oakes, 1987; Ansalone, 2000) YES Tracking had nothing to do with race or SES (Agnes, 1999; Loveless, 1999) Tracking did not impact college plans especially if the school provided college admissions information
- 8. Critique Rules and standards dominate. “Schools were established to serve a high moral purpose, to prepare the young to take their place in society” (Starratt, 1991, p. 191) What practices/standards are unfair or discriminatory? “Injustice anywhere is a threat to justice everywhere” (King, 1963, p. 1) (King, 1963; Starratt, 1991; Giroux, 2002)
- 9. Ethic of Care Care is: developing interdependent relationships to sustain a sense of community and to advance the growth and well-being of all participants in the relationship (Beck, 1994) Activities of caring: Receiving, Responding, Remaining (Beck, 1994) Care is: a process of actualization with the ingredients of Knowing, Alternating Rhythms, Honesty, Trust, Humility, Hope, Courage (Mayeroff, 1995)
- 10. Care Teachers impact student success from an individual or whole class view point. Teachers who care make learning the focus of education and impact learning more than any other factor. (Lumpkin, 2007; Noddings, 1992)
- 11. How Shall We Govern Ourselves? Consequential Non- consequential Teleological Deontological “Greater Good” “Rule/Duty Bound” Utilitarianism Liberal Egalitarianism Libertarianism Benefit Maximization Equal Respect Reflective Equilibrium
- 12. So . . . what do you think? Consequential Non- consequential Teleological Deontological “Greater Good” “Rule/Duty Bound”