Sentence examples for define skill from inspiring English sources

We define skill or practice based off of work within teacher education focused on high-leverage practices for teaching specifically as skills or practices that help students learn, are used across content areas, and are key components of teaching (Ball and Forzani 2009; Grossman et al. 2009).

The alternative counterfactual, whereby the mismatched worker takes a job previously held by someone else, requires considering the effect of such a transition on the latter worker, thus making it impossible to define skill mismatch as a feature of the job-worker pair and bringing it nearer to the macro notion of mismatch.

Moreover, I define skill groups in terms of education and experience, rather than in terms of occupation because "individuals can move between occupations, and they would be expected to do so if there is a relative oversupply of workers in a particular occupation" (Card 2001, p. 32).

These findings indicate that using the pure self-reported information to define skill-mismatch would lead to classify workers as over-skilled even if their assessed proficiency levels are very often below those of the self-reported well-matched or even under-skilled.

The concern is less about measuring knowledge of chemistry or literature than about harder to define skills like critical thinking and problem-solving.

Bureaucracies decomposed complex technologies into manageable pieces, then allowed individuals to specialize and master a defined skill set.

But even if an immigrant's language skills aren't great and he doesn't have a defined skill, he can get many jobs for at least $15 an hour tax-free.

These defined skill sets allowed them to focus on building business and think about it holistically".

These resources can be human operators with defined skill level or software modules of transformation in predefined languages.

After all, it is easy to manipulate results by defining skill groups in ways that either accentuate the relative supply shift or that mask it.

CDM characteristics share several features with traditional item-response theory models (e.g., latent trait model, probabilistic model, item-response-patterns), as well as with confirmatory factor analysis (CFA: e.g., complex loading structure, a priori defined skill to task assignments as depicted within the Q matrix).