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- 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...
Numbering nearly 5 million during the 2010-11 school year, English language learners (ELLs) are a diverse
and growing group of K-12 students whose varied linguistic, economic, and cultural backgrounds present unique
needs and assets for the school community. Nationwide, the number of ELLs in the United States has increased by
more than 10 percent in the past decade, although growth rates and percentages differ across states.
- 1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Equity Alliance at ASU
This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/9/10 - Elizabeth Kozleski, Amanda Sullivan, Miranda Kucera, Equity Alliance at ASU
This State Profile provides a snapshot of Ohio's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU
This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/5/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU
This State Profile provides a snapshot of Wisconsin's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/1/04 - Morgan, Stephen L., Mehta, Jal D.
The black-white gap in achievement, as measured by performance on standardized tests, has received considerable attention from researchers in the past five years. Claude Steele's stereotype threat and disidentification mechanism is perhaps the most heralded of the new explanations for residual racial differences that persist after adjustments for social background are performed. Analyzing data from the National Education Longitudinal Study, we found qualified support for portions of the...
- 1/1/08 - Luienski, Sarah Theule, Guiterrez, Rochelle
In this rejoinder, the authors further detail their positions on the role of gaps analyses in mathematics education research as outlined in the previous 2 articles. They clarify areas of agreement and probe areas of disagreement, focusing on the benefits and dangers they see in either emphasizing educational disparities between groups or shifting the focus to the advancement of particular groups. The authors discuss ways in which their backgrounds have shaped their differences in...
- 1/1/05 - Nichols, Dan J.
Focuses on the difference between the Brown versus Board of Education decision and the U.S. No Child Left Behind (NCLB) Act. Approaches to segregation; Historical background of the Brown case; Principles underlying NCLB.
- 1/1/06 - Lew, Jamie
Ogbu's theory of "burden of acting white" has been one of the most frequently cited studies to explain black and white achievement gap. However, emerging studies have argued that Ogbu's theory may be limited when examining variability of school achievement among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks, and school context may play a significant role when accounting for minority students' academic aspirations and...
- 1/1/03 - Lubienski, Sarah Theule
In the past, researchers concerned with educational achievement gaps sought to identify underlying causes of those gaps by examining deficiencies of students' home backgrounds. In reaction against this "blame the victim" approach, scholars have moved toward focusing on positive aspects of diversity. This article raises critical questions about the tradeoffs of framing all diversity as positive. The author contends that such framings divert attention from socioeconomic diversity and obscure...
- 1/1/84 - Moore, W. L., & Cooper, H.
- 1/1/05 - Richard A. Villa & Jcqueline S.Thousand
This book offers legal and historical background of inclusive education, a constellation of rationales for inclusion, advice on how to facilitate the transformation of schools so as to embrace an inclusive ethic and practice, promising educational practices supporting of differentiating instruction for diverse learners, and answers to common questions and concerns about inclusive education.
- 1/1/08 - Noguera, Pedro A.
This article explores the ways in which race is implicated in efforts to address the achievement gap in U.S. schools. Through an analysis of the theoretical and historical issues that have framed the relationship between race and intellectual ability, the author explains why the effort to close the achievement gap is politically and socially significant. The efforts of two suburban school districts to address the achievement gap is presented to illustrate why some schools are making progress...
- 1/14/09 - Deborah J. Short, Shannon Fitzsimmons
This report explores challenges to improving the literacy of adolescent ELLs who must complete double the work of native English-speaking students and still reach the same performance standards. In response to these challenges, the report presents recommendations for meeting ELLs’ varying literacy needs, taking into account their educational background, native language literacy, and socioeconomic status. Double the Work is informed by expert advice and a review of relevant literature and...
- 1/26/10 - Kimberly Moherek Sopko
"This in-depth policy analysis provides a background of the early childhood mental health (ECMH) focus of many organizations and legal elements of why it is essential that children with disabilities be included in a comprehensive mental health system. Findings from interviews with four state early childhood staff (i.e., the Individuals with Disabilities Education Act, Part B section 619 and Part C staff) were conducted around select components of mental health: Connecticut – consultation...