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Category: EDUCATION

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    Gaining ground in the middle grades: Why some schools do better

    1/9/10 - Trish Williams, Michael W. Kirst, Edward Haertel, Matthew Rosin, Mary Perry, Ben Webman, Kathy Wilson, Rebecca Payne, Kathryn Morgan Woodward

    "This study contributes to the field by identifying a broad range of traditional and newer middle grade policies and practices, and determining in California which of these differentiate higher- from lower-performing schools serving similar student populations, with performance measured by the state’s standards-based tests."

  • Gap or Gaps: Challenging the Singular Definition of the Achievement Gap

    1/1/06 - Carpenter, Dick M., II, Ramirez, Al, Severn, Laura

    Analyzing data on 15,618 12th-grade students from the National Education Longitudinal Study, a study examined within-group differences in achievement across Latino, Caucasian, and African-American student populations. Findings revealed multiple achievement gaps within and between ethnic groups, with similar variables contributing to within-group achievement gaps across all three groups. Ethnicity did not alter the importance of certain variables in academic achievement, variables such as...

  • Gender differences in academic achievement and the educational implications

    1/1/00 - Cheng, Gang, Xie, Guiyang

    Part of a special issue on women's education and employment in China. A study investigated gender difference among college students in China. Data were obtained from international research and a survey of three universities in the Wuhan region of China. The results indicate that female students' motivation to study rose significantly because they attributed their success to the positive factor of effort but they still underestimated their own ability, that female students have made some...

  • Gender Disparity in Mathematical Performance Revisited; Can Training in Problem Solving Bring Difference Between Boys and Girls?

    1/1/07 - Adeleke, M. A.
  • Gender Disparity in Science Education: The Causes, Consequences, and Solutions

    1/1/04 - Tindall, Tiffany, Hamil, Burnette

    Title IX of the 1972 Education Amendments prohibits sex discrimination in schools. However, research conducted since this time has consistently revealed that gender discrimination in schools remains, especially in the areas of science and mathematics. Girls are not receiving the same quality, or even quantity, of education as their male classmates. Over the past 20 years, a large body of international scholarly literature has developed to address gender disparity in science and science...

  • Gender gap linked to differential socialization for high-achieving senior mathematics students

    1/1/98 - Campbell, James R., Beaudry, Jeffrey S.

    Gender equity, especially in technical areas involving mathematics, is the focus of much current research. There are three explanations offered for gender inequities: biological causes, greater variability among male students, and cultural causes. High-achieving 11th-grade mathematics students (330 boys, 213 girls) who participated in the Longitudinal Study of American Youth (LSAY) were studied. Campbell's differential socialization paradigm was used as a theoretical framework. The results...

  • Girl friendly? Investigating the gender gap in national reading tests at age 11

    1/1/09

    Background: In England, there are concerns about boys' under-achievement in reading, and girls consistently do better than boys in national reading tests taken by 11-year-olds. At the same time, there have been accusations of bias in the content of the reading tests. Purpose: This article looks at the performance of boys and girls on the 2008 reading test during its development. Sample: In April 2007, 1423 students from a nationally representative sample of 62 primary schools participated in...

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    Health in childhood and adolescence and high school dropout

    1/23/10 - Joshua Breslau

    "There is ample evidence that poor health in childhood and adolescence is associated with higher risk of dropping out of high school. This association is suggestive of a causal effect of health problems on dropout and a potential role for health interventions to reduce the proportion of high school students who drop out. Interventions with such a dual benefit—improving health while decreasing dropout—would be important policy priorities. With the goal of identifying strategic priorities...

  • Help Close the Achievement Gap

    1/1/05 - Peebles-Wilkins, Wilma

    In an editorial, the writer urges social workers to become involved in the effort to help close the achievement gap between white and minority children.

  • High-Stakes Accountability, State Oversight, and Educational Equity

    1/1/04 - Mintrop, Heinrich

    This article argues that outcome-based accountability systems are not likely to close the achievement gap. Using California as an example, it suggests that states need to pay closer attention to learning conditions and powerful programs that deliver quality interventions. The article describes the design of the California low-performing schools program, discusses reasons for its limited effectiveness, and suggests design features that may increase the chances for the state to reach its...

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    How FPG Got It’s Groove: The Abecedarian Story

    1/5/09 - Pam Winton, Virginia Buyss, Catherine Hamrick

    The Abecedarian project was a carefully controlled scientific study of the potential benefits of early childhood education for poor children. Children from low-income families received full-time, high-quality educational intervention in a childcare setting from infancy through age 5. Each child had an individualized prescription of educational activities. Educational activities consisted of ‘games’ incorporated into the child's day. Activities focused on social, emotional, and...

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    Including children with disabilities in state pre-k programs

    1/31/10 - Education Law Center,

    "States and local school districts are required by federal law to educate preschool age children with disabilities in typical early childhood programs alongside children who do not have disabilities to the maximum extent appropriate. This policy brief provides an overview of the law and sets forth a list of policy recommendations that can help ensure that children with disabilities receive an appropriate public education in the least restrictive environment. It is intended to serve as a...

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    Instructional Challenges: Understanding the Needs of Novice Special Education Teachers

    1/20/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

    Understanding the challenges that novice special education teachers encounter provides important information for administrators as they consider policies and procedures that support new teacher induction. Find out how administrators can help novice special education teachers address instructional challenges.

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    Instructional Models and Strategies for Teaching English Language Learners

    1/24/10 - Ani C. Moughamian, Mabel O. Rivera, David J. Francis

    While some states (Arizona, California, Florida, and Massachusetts) have passed laws detailing the types of educational programs available to English language learners, others have not. Teachers who have not been trained to work with ELLs must make decisions about the types of instructional programs and strategies they will offer these students. This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners.

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    Intervention: Ladders to Literacy (Adolescent Literacy)

    1/31/10 - What Works Clearinghouse

    Based on two studies, the WWC considers the extent of evidence for Cooperative Integrated Reading and Composition® on adolescent learners to be medium to large for the comprehension and general literacy achievement domains. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of Cooperative Integrated Reading and Composition® on adolescent learners in the alphabetics or reading fluency domains.

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    Intervention: Ladders to Literacy (Early Childhood Education)

    1/31/10 - What Works Clearinghouse

    Based on two studies, the WWC considers the extent of evidence for Ladders to Literacy on preschool children to be medium to large for oral language and small for print knowledge, phonological processing, and math. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of Ladders to Literacy on preschool children in the early reading/writing or cognition domains.

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