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Category: TEACHING

  • An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

    1/1/03 - Hughes, Sherick A.

    This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to...

  • Closing the Achievement Gap Through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning

    1/1/07 - 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? The 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...

  • Direct instruction: Its contributions to high school achievement

    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...

  • 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...

  • Teaching Strategies for Children in Conflict: Cirriculum, Methods, and Materials

    1/1/84 - H. Lee Swanson, Henry R. Reinert

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