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Tag: activities

  • Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors

    1/1/06 - Noble, Kimberly G., Wolmetz, Michael E., Ochs, Lisa G., Farah, Martha J., McCandliss, Bruce D.

    Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse socioeconomic backgrounds, we use functional magnetic resonance imaging (fMRI) to demonstrate that a child's experience, as operationalized by SES, can...

  • A concept of educational activity for school children.

    1/1/83 - Davydov, V., & Markova, A.
  • A How-to Plan for Widening the Gap

    1/1/09 - Marshall, Kim

    The article discusses ways that instructional decision making could widen achievement gaps for students. The author suggests educational leaders might increase achievement gaps through policies that benefit advantaged students, such as assigning novice teachers to classes with disadvantaged students, reducing professional development regarding classroom management and reducing classroom activities. She suggests effective teaching, a positive classroom environment, teacher collaboration...

  • A READING PROGRAM TO NARROW THE ACHIEVEMENT GAP

    1/1/08 - Erickson, Elizabeth

    The article presents a study on an Intensive Reading program (IR) intervention for sixth grade students who were behind at least one year in reading proficiency. The article evaluates whether the program increased student achievement and discusses how students of different ethnic groups performed in the program. Findings showed that no ethnic group performed better than the others. An overview of the literature related to the teaching of reading and active learning is also provided.

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    A User's Guide to Advocacy Evaluation Planning

    1/30/09 - Julia Coffman

    A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how. The tool helps users: Identify how the evaluation will be used and who will use it to ensure the evaluation delivers the right kind of information when it is needed; Map...

  • Activities in a teacher preparation practicum: Providing and blocking opportunities for change.

    1/1/85 - Gebhard, J. G.
  • AFRICAN AMERICAN PARENTS IN THE SEARCH STAGE OF COLLEGE CHOICE

    1/1/06 - Smith, Michael J., Fleming, Michael K.

    A serious imbalance exists in today's African American undergraduate student population in which the number of women far outnumber the number of men. Although at the macro level, political, sociological, and economic forces frame this gender enrollment gap, scant research has explored microlevel influences such as parents and parenting. This study uses a qualitative methodology and Hossler's model of college choice to examine African American parent involvement during the search stage. The...

  • An Analysis of the Performance Gap Between American Indian and Anglo Students in the New York State Fourth and Eighth Grade Mathematics Assessments

    1/1/05 - Marchand, Richard, Pickreign, Jamar, Howard, Keary

    This study explores differences in mathematics assessment results between American Indian students in Western New York and their Anglo peers. The sample consisted of 2,256 fourth grade students (Native=323 Anglo=1933) and 2,475 eighth grade students (Native=353 Anglo=2122). Scores from New York State's Fourth and Eighth Grade Math Assessments were examined to identify areas of mathematics that contribute to the gap in performance. Analysis of scores indicated that 58[percent] of Native...

  • Beginning Reading Intervention Report: Peer-Assisted Learning/Literacy Strategies

    1/1/12 - What Works Clearinghouse., U.S. Department of Education

    Peer-Assisted Learning Strategies and a similar program known as Peer-Assisted Literacy Strategies are peer-tutoring programs that supplement the primary reading curriculum (Fuchs, Fuchs, Kazdan, & Allen, 1999; Mathes & Babyak, 2001). This review uses the acronym PALS to encompass both programs and their respective full names when referring to a specific program. Students in PALS classrooms work in pairs on reading activities intended to improve reading accuracy, fluency, and comprehension...

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    Building Inclusive Schools Webinar

    1/13/10 - Equity Alliance at ASU,

    The focus of this webinar is Building Inclusive Schools and provides activities and tools to use in your school to engage others in creating environments where all students belong, are included, and are empowered.

  • Closing the Achievement Gap

    1/1/05

    Technology makes the assessment of student achievement based on ethnicity more precise and faster and can create and store a huge amount of remediation activities. Furthermore, technology can engage students in alternative teaching and learning that is customized to students' individual learning styles and standards. Examples of the use of technology to help close the achievement gap in West Virginia and Louisiana are provided.

  • Closing the Achievement Gap Through Evidence-Based Inquiry at Multiple Levels of the Education System

    1/1/07 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems and a focus on evidence-informed inquiry into effectiveness at each level of the system. Over the 2 years of the project's operation, these two premises interacted in ways that led to...

  • Closing the achievement gap through evidence-based inquiry at multiple levels of the education system

    1/1/08 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems, focus on evidence-informed inquiry into effectiveness at each level of the system. Over the years of the project's operation, these two premises interacted in ways that led to ongoing...

  • Creating Programs that Close the Achievement Gap

    1/1/05 - Burke, Jim

    The characteristics of established academic success programs that help close the achievement gap are outlined. Effective academic success programs develop students' and others' commitment to academic success, develop students' content knowledge so they can complete assignments and participate in academic activities, develop students' competencies in those areas essential to academic success in general and the teacher's class in particular, and develop students' capacity to meet the demands...

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    Did You Know?: 10 Things Any School Can Do to Build Parent Involvement…. Plus 5 Great Ways to Fail!

    1/1/05 - Wherry, J.H.

    The Family School Linkages (FSL) Project of the National Institute for Urban School, now the Equity Alliance at ASU, worked with schools and families to think about and improve relationships between schools and all the families of their students. A growing number of studies show that when family members talk to their children about schooling, participate with school personnel, and support their children’s efforts, the students achieve more, attend more regularly, and are more motivated and...

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    Did You Know?: 10 Things Any School Can Do to Build Parent Involvement…. Plus 5 Great Ways to Fail!

    1/1/05 - Wherry, J.H.

    The Family School Linkages (FSL) Project of the National Institute for Urban School, now the Equity Alliance at ASU, worked with schools and families to think about and improve relationships between schools and all the families of their students. A growing number of studies show that when family members talk to their children about schooling, participate with school personnel, and support their children’s efforts, the students achieve more, attend more regularly, and are more motivated and...

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