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Tag: administrators

  • pdf

    Instructional Decision-Making Procedures: Ensuring Appropriate Instruction for Struggling Students

    1/1/10 - Bryant, Diane Pedrotty

    The purpose of this booklet is to provide campus-based administrators and educators with procedures for ensuring appropriate instruction for students struggling with reading, mathematics, and behavior, and for students who are English language learners (ELL). The procedures in this booklet can be used by educators and school teams to identify effective instructional practices and interventions to reduce referrals to special education.

  • Journal of Special Education Leadership

    1/1/03
  • Leadership for Social Justice And Democracy in Our Schools

    1/1/11 - Blankstein, Alan M., Houston, Paul D.
  • Legal and educational perspectives of equity in assessment

    1/1/08 - Cumming, J. Joy

    Equity in assessment concerns all educational authorities and practitioners. While educators commonly consider issues of equity in terms of accommodations for students with special needs, or addressing cultural difference, equity issues in educational assessment have emerged outside these bases. This paper examines equity assessment issues, drawing predominantly on case history from the United States of America (US) with examples from Australia and England, to demonstrate areas that may draw...

  • No Child Left Behind: Who Wins? Who Loses?

    1/1/05 - Arce, Josephine, Luna, Debra, Borjian, Ali, Conrad, Marguerite

    The article focuses on the 2002 No Child Left Behind (NCLB) Act, signed by U.S. President George W. Bush, focusing on policy and distribution of funds to public schools. Proponents of the act claim that it aims to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice. However, one question arises about the means by which the U.S. administration's public school...

  • Notice of Language Assistance Dear Colleague Letter on the Nondiscriminatory Administration of School Discipline

    1/8/14

    The U.S. Department of Education and the U.S. Department of Justice (Departments) are issuing this guidance to assist public elementary and secondary schools in meeting their obligations under Federal law to administer student discipline without discriminating on the basis of race, color, or national origin. The Departments recognize the commitment and effort of educators across the United States to provide their students with an excellent education. The Departments believe that guidance on...

  • pdf

    Obama Lauds Pledges to Expand College Opportunities

    1/16/14 - Calmes, Jackie

    Mobilized by the Obama administration, and egged on by both the president and the first lady, scores of college presidents along with corporate and nonprofit leaders on Thursday promised initiatives and grants toward enrolling and graduating more low-income minority students.

  • Practical Behavior Management Techniques to Close the Accessibility Gap for Students Who Are Culturally and Linguistically Diverse

    1/1/08 - Cartledge, Gwendolyn, Singh, Angella, Gibson, Lenwood

    Students from culturally and linguistically diverse backgrounds are disproportionately identified for special education in the most restrictive placements. These students tend to have the least access to the general education curriculum and experience the greatest levels of school failure. Educators see an obvious need to change this pattern. These students would benefit most from positive, proactive interventions that enable them to adjust to their school's culture and to master the...

  • pdf

    Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions.

    1/1/06 - Francis, D., Rivera, M. , Lesaux, N., Kieffer, M., Rivera, H.

    Book 1 of 3: This book, released in October 2006, is the first in a series of three Practical Guidelines for the Education of English Language Learners. It provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs. The domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized...

  • pdf

    Practical guidelines for the education of English language learners: Research-based recommendations for serving adolescent newcomers.

    1/5/09 - Francis, D. , Rivera, M., Lesaux, N., Kieffer, M., Rivera, H.

    Book 2 of 3: TThis book, released in October 2006, is the second in a series of three Practical Guidelines for the Education of English Language Learners. This document was written primarily for the group of ELLs who are adolescent newcomers to the United States and who have a relatively short period of time in which to simultaneously develop academic language skills and master grade-level content. It provides evidence-based recommendations for policymakers, administrators, and teachers in...

  • pdf

    Promoting Children’s School Readiness: Rethinking the Levers for Change

    1/30/10 - National Center for Research on Early Childhood Education,

    "Growing public investments in ECE, especially prekindergarten (pre-k), make understanding of how different research findings fit together increasingly important. This NCRECE In Focus offers teachers and administrators direction in this regard by looking at how two prominent “puzzle pieces” fit together."

  • Race, inequality and educational accountability: the irony of 'No Child Left Behind'

    1/1/07 - Darling-Hammond, Linda

    The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies include focusing schools' attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the complex requirements of the law have failed to achieve these goals, and have provoked a number of unintended negative consequences which frequently harm...

  • Ready to Succeed in the Classroom: Findings from Teacher Discussion Groups on their experiences and aspirations teaching students in the foster care system

    1/1/10 - The Center for the Future of Teaching and Learning for the Stuart Foundation and the Ready to Succeed Leadership Team

    B y the time children enter the foster care system, they are likely to have experienced a variety of emotional, physical and psychological harms. These accumulated hurts affect children to varying degrees. With caring support and interventions, many can overcome the hurdles that (through no fault of their own) have been placed in their way. Still, the path to a healthy, happy adulthood is often arduous — with many of the most glaring difficulties manifesting themselves in the...

  • Retention of special education professionals: A practical guide of strategies and activities for educators and administrators, National Clearinghouse for Professions in special Education

    1/1/98 - Wald, J. L.
  • Review of Black American students in an affluent suburb: A study of academic disengagement

    1/1/05 - Drain, J. Denise

    Reviews the book, <i>Black American students in an affluent suburb: A study of academic disengagement</i> by J. U. Ogbu (see record 2003-04692-000). The purpose of this book is to report findings of a research project that investigated the achievement gap between African American and White students in the community of Shaker Heights, OH. The topic of the racial achievement gap is quite current and interesting to many school administrators, government agencies, and community leaders. The...

  • Review of Great Teachers and Great Leaders

    1/1/10 - Shaker, P.

    "Great Teachers and Great Leaders" (GTGL) is one of six research summaries issued by the U.S. Department of Education in support of its Blueprint for Reform. This review examines the presentation of research about improving teacher and administrator quality in GTGL. The review concludes that there are serious flaws in the research summary. The report, however, lacks sufficient analytic depth, does not present its evidence in a logical manner, makes sweeping claims, and draws conclusions...

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