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Category: EDUCATION

  • Tapping Students' Cultural Funds of Knowledge to Address the Achievement Gap

    1/1/07 - Risko, Victoria J., Walker-Dalhouse, Doris

    The article focuses on cultural modeling as a way to design culturally responsive instruction. Cultural modeling is defined as a way of designing instruction to make explicit connections between content and literacy goals and the knowledge and experiences students share with family, community and peers. As a framework for guiding literacy instruction, cultural modeling demonstrates two components of culturally responsive instruction: a respect for differences and the use of these differences...

  • Teacher expectations, classroom context, and the achievement gap

    1/1/08 - McKown, Clark, Weinstein, Rhona S.

    In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students...

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    Teacher learning for inclusive education: A framework for embracing diversity

    1/6/09 - Elizabeth B. Kozleski, Federico Waitoller

    This presentation covers aspects of teaching for inclusive education, teacher education, professional learning schools, and the PLS curriculum.

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    Teachers' Use of Educational Technology in U.S. Public Schools: 2009

    1/5/10 - Lucinda Gray , Nina Thomas , Laurie Lewis

    "This First Look report presents data from a spring 2009 Fast Response Survey System (FRSS) survey on the availability and use of educational technology by public elementary/secondary school teachers. The teacher survey includes information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use...

  • Technology and the Achievement Gap

    1/1/05 - Patterson, Nancy

    All children must be provided with access to computer technology and the Internet. Children write more and better when they are allowed to use word processing programs to write, and they write even better when teachers allow them to go public with their writing through the use of online portfolios or through Web publishing. Middle school teachers can amplify their voice about the role of technology in education by joining the National Council of Teachers of English and the International...

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    Ten Tips for State Education Agencies and Lead Agencies to Improve Their Mediation Agreement

    1/31/10 - Center for Appropriate Dispute Resolution in Special Education,

    "This ‘tip sheet’ was developed to provide coordinators of mediation programs with ideas and strategies on how to improve their mediation agreement rate (Part B Indicator #19, Part C Indicator #13). These tips address the full range of program issues from policy and training to participant involvement and mediator techniques, recognizing that there are vastdifferences in state policy, design, coordination and improvement activities."

  • The 2007 Charles H. Thompson Lecture-Colloquium Presentation: Creating Schools Where Race Does Not Predict Achievement: The Role and Significance of Race in the Racial Achievement Gap

    1/1/08 - Noguera, Pedro A.

    A study investigated the ways in which race is implicated to deal with the achievement gap in U.S. schools. Based on the evaluation of theoretical and historical issues that have framed the association between race and intellectual ability, this analysis provided an explanation of why the effort to close the achievement gap was politically and socially significant. To demonstrate why some schools are making progress in closing the achievement gap while others are not, the efforts of two...

  • The achievement gap between science classrooms and historic inequalities

    1/1/08 - Howie, Sarah, Scherman, Vanessa

    Part of a special issue based on the secondary analysis of data from the Trends in Mathematics and Science Study (TIMSS) focusing on gaps between subgroups. A study compared classroom conditions, teacher actions, and pupils' achievement in science for well-functioning and provisioned classrooms and not well-functioning and poorly provisioned classrooms in South Africa. The well-functioning and provisioned classrooms predominantly house White teachers and White or mixed classes in urban areas...

  • The Achievement Gap in Social Studies and Science Starts Early

    1/1/06 - Chapin, June R.

    The article focuses on the findings of a longitudinal study which investigated social studies and science education achievement gaps in early childhood. Using the Early Childhood Longitudinal Study, fifty-one science and social studies test items were combined into a General Knowledge Test. The test was administered individually to each respondent with no reading required. The analysis of the scores of the General Knowledge Test are discussed. The first years in education are critical for...

  • The Achievement Gap in Social Studies and Science Starts Early: Evidence from the Early Childhood Longitudinal Study

    1/1/06 - Chapin, June R.

    Data were extracted from the Early Childhood Longitudinal Study (ECLS), a national sample of more than 20,000 kindergartners and first-graders. Fifty-one social studies and science test items were combined into a General Knowledge Test. This test was individually administered to each child with no reading required. General Knowledge Test scores were analyzed at two points in time: fall of kindergarten and spring of first grade. Wide racial-ethnic and very small gender differences were...

  • The Achievement Gap--Do We Need a New Strategy?

    1/1/07 - Kulm, Gerald

    The writer proposes a new strategy for reducing the achievement gap in mathematics between minority students and their white peers. This approach would examine proven methods of improving minority student achievement and train teams of practitioners with expertise and practical experience in mathematics curriculum to move from district to district helping schools to implement these strategies.

  • The achievement gap. A comparison of Anglo and Navajo student writing samples

    1/1/02 - Ashmore, Rhea A., Shields, Carolyn M.

    A study compared the writing performance of Anglo and Navajo students. Participants were 122 students in grades 7 and 11 who were required to respond in writing to 30 questions. The results indicated that there was no difference between the Navajo and Anglo children either in the average number of passages containing at least 30 words or in the richness of the content and ideas expressed and that although there was a gap in mechanics in favor of the Anglo students, this gap narrowed between...

  • The Achievement Gap: Issues of Competition, Class, and Race

    1/1/03 - Hunter, Richard C., Bartee, RoSusan

    The abolition of the achievement gap between racial majority and minority students will require more than the implementation of the principles proposed by the No Child Left Behind (NCLB) Act of 2001. Founded upon the market-based contextual framework of competition and choice in public education, standardized test scores, and the presumption of equal access and opportunity in schools and society, this act represents a flawed approach to the improvement of standards in public education...

  • The black-white "achievement gap" as a perennial challenge of urban science education: a sociocultural and historical overview with implications for research and practice

    1/1/01 - Norman, Obed, Ault, Charles R., Jr., Bentz, Bonnie

    A perennial challenge for urban education in the United States is finding effective ways to address the academic achievement gap between African American and White students. There is widespread and justified concern about the persistence of the achievement gap. In fact, historical evidence suggests that this achievement gap has existed at various times for groups other than African Americans. What conditions prevailed when this achievement gap existed for these other groups? Conversely...

  • The Black-White Achievement Gap: Do State Policies Matter?

    1/1/06 - Braun, Henry I., Wang, Aubrey, Jenkins, Frank

    A longstanding issue in American education is the gap in academic achievement between majority and minority students. The goal of this study is to accumulate and evaluate evidence on the relationship between state education policies and changes in the Black-White achievement gap, while addressing some of the methodological issues that have led to differences in interpretations of earlier findings. To that end, we consider the experiences of ten states that together enroll more than forty...

  • The Black-White Gap in Mathematics Course Taking

    1/1/09 - Kelly, Sean

    Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black-white gap in mathematics course taking...

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