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Category: Education

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    Understanding the Special Education Process

    1/10/09 - Technical Assistance ALLIANCE for Parent Centers,

    The chart below offers an overview of the special education process. It is not designed to show all steps or the specific details. It shows what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an individualized education program (IEP). The process begins when someone (school staff, parents, etc.) makes a referral for an initial evaluation. An explanation of each numbered area follows the chart.

  • Unpacking Immigration in Youths' Academic and Occupational Pathways

    1/1/06 - Tseng, Vivian

    This study sought to unpack how immigration is associated with youths' educational choices during the transition to college and adulthood. Surveys and school records were collected on 789 youth (ages 18–25) with Asian Pacific, Latino, African/Afro-Caribbean, and European backgrounds. The results indicated generational differences in educational choices, such that children of immigrants chose courses of study with higher math and science content than that of their peers with U.S.-born...

  • Urban School Achievement Gap as a Metaphor to Conceal U.S. Apartheid Education

    1/1/07 - Cross, Beverly E.

    Part of a special issue on urban education. The writer critiques the metaphor of the achievement gap between poor students in urban schools and their suburban, white middle-class counterparts. She argues that this achievement gap metaphor conceals the reality of an apartheid education system, capturing imagination and consciousness about minority groups while veiling cultural superiority, cultural imperialism, and unearned white privilege.

  • Urban/Rural Disparity and Migrant Children's Education: An Investigation into Schools for Children of Transient Workers in Beijing

    1/1/04 - Lu, Shaoqing, Zhang, Shouli

    Part of a special issue on migrant children's education and migrant children's schools in China. A study examined schools for children of transient workers in Beijing, China. Data were obtained primarily from 114 schools for migrant children in the Beijing municipality; 619 migrant peasant workers in Fengtai, Haidian, and Chaoyang districts; and teachers from these three districts who participated in a training intervention. Findings relate to how migrant children see the residence...

  • Using Correlational and Prediction Data to Enhance Student Achievement in K-12 Schools: A Practical Application for School Counselors

    1/1/06 - Ware, William B., Galassi, John P.

    Correlational data and regression analysis provide the school counselor with a method to describe growth in achievement test scores from elementary to high school. Using Microsoft Excel,, this article shows the reader in a step-by-step manner how to describe this growth pattern and how to evaluate interventions that attempt to enhance achievement and to reduce the achievement gap among ethnic groups. Reprinted by permission of the publisher.

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    Using Eco-Mapping as a Research Tool

    1/19/09 - National Early Child Transition Center,

    "An eco-map is a graphic representation or visualization of the family and linkages to the larger social system including informal and formal supports. It illustrates how families exist within the context of their relationships with other individuals and institutions with which the family has contact. Utilizing an ecological model, the eco-map provides a visual display of any group of interconnections and relationships, providing a graphic image of the family system within the larger social...

  • Using the Critical Thinking Belief Appraisal to assess the rigor gap

    1/1/08 - Torff, Bruce

    In a line of research employing a survey instrument, the Critical Thinking Belief Appraisal, teachers supported critical-thinking (CT) activities more for high-than low-advantage learners, likely exacerbating a "rigor gap" implicated in persistent achievement gaps. Such beliefs were less likely to be espoused by expert teachers than randomly selected ones, and teacher-education programs mitigated these beliefs but did not expunge them, suggesting a need for interventions that foster belief...

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    Waiting for the bus that never comes…an analogy for inclusion in 2009

    1/21/09 - Phyllis Jones

    When I was a young girl living in the North East of England, our main form of transport out of the small town was a public bus. My family and I would sit in the bus shelter waiting for the bus to arrive with a sense of positive anticipation of the trip we were going to take. However, on occasion we would wait and the bus would not arrive at the scheduled time; sometimes the bus was late and sometimes it did not come at all. On many of these occasions, we had to return home or change our...

  • What begat the achievement gap? History of Chicago schools provides few answers

    1/1/07 - Glazer, Nathan
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    What Induction Practices Do Novice Special Education Teachers Perceive to Be Effective?: Using this Information to Reshape Induction Programs

    1/14/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

    Administrators who understand the demands placed on novice special education teachers are in a better position to provide relevant induction experiences for them. Find out which features of induction programs novice special education teachers perceive to be effective.

  • When Are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective

    1/1/03 - Mickelson, Roslyn Arlin

    In this article I seek to answer the question, "When are racial disparities in education the result of racial discrimination?" To answer it I synthesize the social science research on racially correlated disparities in education. My review draws from the sociology, anthropology, political science, psychology, history, and education literatures. I organize explanations into six categories: biological determinism, social structure, school organization and opportunities to learn, family...

  • When Are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective

    1/1/03 - Mickelson, Roslyn Arlin

    In this article I seek to answer the question, "When are racial disparities in education the result of racial discrimination?" To answer it I synthesize the social science research on racially correlated disparities in education. My review draws from the sociology, anthropology, political science, psychology, history, and education literatures. I organize explanations into six categories: biological determinism, social structure, school organization and opportunities to learn, family...

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    Where are All of the Students of Color in Gifted

    6/1/09 - King, K.A., Kozleski, E.B.,& Lansdowne, K, National Association of Elementary School Principals

    New strategies are opening gifted programs to culturally and linguistically diverse students. While the efforts of the Offi ce of Civil Rights have improved educational opportunities for formerly excluded and marginalized students, there is still much work to be done to address achievement gaps and to ensure that all students are provided with high-quality education.

  • pdf

    Where are All of the Students of Color in Gifted

    6/1/09 - King, K.A., Kozleski, E.B.,& Lansdowne, K, National Association of Elementary School Principals

    New strategies are opening gifted programs to culturally and linguistically diverse students. While the efforts of the Offi ce of Civil Rights have improved educational opportunities for formerly excluded and marginalized students, there is still much work to be done to address achievement gaps and to ensure that all students are provided with high-quality education.

  • White enrollment in nonpublic schools, public school racial composition, and student performance

    1/1/00 - Bankston, Carl L., III, Caldas, Stephen J.

    Examined the relationship between the racial composition of public schools in school districts and the percentages of White students in nonpublic schools in those districts. Specifically, 2 questions were asked: (1) Is the enrollment of Whites in non-public schools associated with minority predominance in public schools? and (2) Is there an association between the enrollment of Whites outside of the public school system and the academic performance of students in the public school system...

  • Who is most responsible for gender differences in scholastic achievements: pupils or teachers?

    1/1/04 - Klein, Joseph

    The disparities between the scholastic achievements of girls and boys have been attributed to biological and sociological factors. The present study investigated the validity of these explanations in a multi-variable situation similar to field conditions. Achievement scores of 3446 pupils in the 5th through 11th grades, half girls and half boys, were sampled. The study controlled for teacher gender, teacher seniority, teachers' tendency to assign high or low grades, ratings of pupils'...

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