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Category: Curriculum
- 1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/24/09 - National Center for Culturally Responsive Educational Systems,, Equity Alliance at ASU
Assists teachers and administrators in assessing the degree to which mandated curricular guides in mathematics and reading curricula and strategies are responsive to the socio-cultural experiences and backgrounds of their students. - 1/1/05 - Werkema, Rachel Deyette, Case, Robert
Disparities in curricular offerings between poor, inner-city schools and their more affluent counterparts leave urban students at a disadvantage in terms of preparation for higher education and future job opportunities. Introducing more rigorous academic coursework into traditionally low-performing schools is one way to close this gap; however, the addition of advanced classes is only part of moving a school to a higher level of academic performance. Using a framework developed by Oakes, we... - 1/1/08 - Levine, Thomas H., Marcus, Alan S.
How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? second approach--promoting multiple trajectories of learning among groups of teachers--has advantages, as well as some challenges, as a means of closing various achievement gaps. Sociocultural... - 1/5/09 - Tandria Callins
This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in... - 1/1/00 - Kozioff, Martin A., LaNunziata, Louis, Cowardin, James, Bessellieu, Frances B.
Describes the design principles, instructional practices, and specific curricula of Direct Instruction. At a time when public schools are increasingly held accountable for students' achievement and for closing and preventing the achievement gap between minority/disadvantaged and white/advantaged students, Direct Instruction provides highly effective programs whose implementation fosters beneficial change in students' engagement and achievement, in teachers' skill at instruction and... - 1/1/10 - Bryant, Diane Pedrotty
The purpose of this booklet is to provide campus-based administrators and educators with procedures for ensuring appropriate instruction for students struggling with reading, mathematics, and behavior, and for students who are English language learners (ELL). The procedures in this booklet can be used by educators and school teams to identify effective instructional practices and interventions to reduce referrals to special education. - 1/28/10 - Renée Cameto, Frances Bergland, Anne-Marie Knokey, Katherine M. Nagle, Christopher Sanford, Sara C. Kalb, Jose Blackorby , Beth Sinclair, Derek L. Riley, Moreiça Ortega
"Read about teachers' perspectives on school-level implementation of alternate assessments in a national study released by the National Center for Special Education Research. This study included more than 400 teachers of students with significant cognitive disabilities from three states. The report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their...
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