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The whole goal of small group instruction is responsiveness. Teachers can tailor their instruction to what a group of students needs, rather than to the whole class. In TCRWP classrooms, observers will see different iterations of small group work based on the teachers purpose and the students needs. From guided reading groups to supporting readers in transitioning to new levels of text complexity, to strategy lessons on accountable talk, to extending the work around a writing goal, to coaching book clubs and so many other methods and purposes, small group instruction allows the opportunity for the classroom teacher to be responsive to what students need. Teachers who we work with are encouraged to be flexible in their approach to small group work recognizing we are teaching a class of individual readers with varied strengths, needs and goals. The effectiveness of this approach is supported in Denton, Vaughn and Fletchers 2003, Bringing Research Based Practice in Reading Intervention to Scale, which concludes that effective teachers are able to identify struggling readers and modify the nature and intensity of instruction to address their needs, basing instructional decisions on information gathered from frequent assessments and monitoring of student progress p. 202 Similar findings demonstrated the importance of small group work. In Instructional Grouping for reading for Students with LD: Implications for Practice, Vaughn, Hughes, Moody, and Elbaum 2001 further explore the implications of small group instruction on developing readers and noted that a descriptive study of the teacher student ratios in special education classrooms e. g. , 1 1 instruction, 1 3 instruction, and 1 6 instruction, smaller teacher led groups were associated with qualitatively and quantitatively better instruction. p.

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There are similar numbers of female and male graduates of professional degree programs,3 such as those in medicine and law, and these graduates are among the highest paid in the U. S. labor market. Table 3 shows that both women and men are expected to earn around $2. 5 million or higher as graduates with popular professional degrees though men still earn substantially more. In particular, men with medical, dental, optometry and veterinary degrees have massive earning potentials slightly less than $3. 5 million, while their female counterparts earn roughly $2. 8 million 21 percent less. While women outnumber men at most degree levels, Indiana's public universities still produce more male graduates than female graduates at the doctoral levelapproximately 598 compared to 426 each year see Table 4. The field of choice among women is once again education 23 percent followed by the social sciences 14 percent and arts and humanities 12 percent, which together account for half of all female graduates' doctoral degrees. In contrast, half of all men complete doctoral degrees in engineering 24 percent, mathematics and physical sciences 14 percent, and the biological, agricultural and environmental sciences 12 percent.

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