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Tag: classroom
- 1/1/04 - Heraldo Richards, Ayanna Brown, Timothy Forde, Equity Alliance at ASU
This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies... - 1/1/05 - National Center for Culturally Responsive Educational Systems,
Notice the number of times that data and evidence appear in NCCRESt’s principles. Saying that teachers, families and administrators need data to make decisions is one thing, understanding and using data well is another. In fact, few teachers and administrators have been educated in programs that have focused on making meaning from data and then using those analyses to guide school improvement and classroom instruction. This module is designed to help building leadership teams learn the... - 1/1/08 - National Center for Culturally Responsive Educational Systems,
Culturally responsive pedagogy and practice facilitates and supports the achievement of all students. In a culturally responsive classrooms and schools, effective teaching and learning occur in a culturally-supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement. - 1/1/09 - Kozeski, Elizabeth B., Equity Alliance at ASU
"In 2000, Professor Geneva Gay wrote that culturally responsive teaching connects students’ cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. By embracing the sociocultural realities and histories of students through what is taught and how, culturally responsive teachers negotiate classrooms cultures with their students that reflect the communities where students develop and grow... - 1/1/04 - Edward Garcia Fierros, Equity Alliance at ASU
This On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and... - 1/1/09 - Equity Alliance at ASU,, Kathleen King
Inclusive education, in policy and practice, rejects the exclusion and segregation of students, for ANY reason: gender, language, household income, sexual orientation, race, ethnicity, national origin, ability, or any dis/ability. Simultaneously, because of an active commitment to equity for all students, inclusive educational systems maximize the participation of all learners, by making learning opportunities relevant and high-quality. This is only achieved through the systemic exploration... - 1/1/04 - National Institute for Urban School Improvement,
This module introduces the inclusive model of education, which proposes that, with support structures in place, all students are able to successfully learn in the general education classroom. Rather than teach students with special needs separately, general and special educators collaborate to address the needs of all students to allow them to learn together. - 1/1/04 - National Institute for Urban School Improvement,
The concept of Universal Design foregrounds equitable opportunities and access to spaces, information and participation for all by creating environments and products that accommodate as many individuals as possible from the beginning. Universal Designs for Learning (UDL) extends Universal Design into the field of education. While initially defined as a method to minimize barriers students may experience when learning new concepts, this professional learning module presents UDL as an approach... - 1/1/06 - Phil Ferguson, Equity Alliance at ASU
Teachers and administrators are all familiar with the growing movement toward the inclusion of children with disabilities into general education classrooms. Discussions about how to do this, with which children, at what ages, and with what supports and structural reforms are happening in urban school districts across the country. As a result, there is an increasing amount of information and research about the “how and why” of inclusion. Indeed, some of that information is available from... - 1/1/05 - Diane L. Ferguson, Equity Alliance at ASU
As American schools seek to accommodate an increasing range of students, teachers are challenged as never before. When students with disabilities, linguistic differences or other unique abilities join general education classrooms, even willing teachers fear their lack of training and preparation to deal with such differences make their role as primary teacher inappropriate and inadequate. - 1/1/05 - Shelley Zion, Elizabeth Kozleski, Equity Alliance at ASU
This OnPoint is the first in a series of three OnPoints that explore issues around culture and teaching. This OnPoint describes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. The second OnPoint in this series focuses on teacher’s identity. The third OnPoint addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their homes and... - 1/1/06 - Alicja Rieger, Ewa McGrail, Equity Alliance at ASU
This OnPoint tackles the complexity of English language learners’ needs from our point of view. We are native Polish-speaking teacher educators who use our own experiences and knowledge as English language learners in methods courses that we teach in teacher education programs in the United States. We both were born and raised in Poland, and share our passion for our native language and culture with our students, who are either already practicing public school teachers or in the process of... - 1/1/06 - Ella Taylor, Kathleen Stremel, Nancy Steele
Designed to identify characteristics of model classrooms for students who are deaf-blind. The COI is comprised of three main components: (1) teacher interview; (2) student cumalative folder review; and (3) observation rubric. A final section allows the observer to note any special circumstances or additional information that should be noted about the classroom. A scoring guide is provided so that each individual section can be assessed as well as the total instrument. - 1/1/09 - Wayne Wright
One of the greatest strengths ELL students bring to the classroom is their primary language (L1). Richard Ruiz (1984) reminds us that effective programs for ELLs view the primary language as a resource, rather than as a problem to be overcome. Even in non-bilingual classrooms teachers can utilize their students’ L1 in a manner which will make content-area instruction in English much more comprehensible (Wright, 2008). As Krashen (1985) has pointed out in his Comprehensible Input... - 1/1/03 - Donna Bryant, Kelly Maxwell, Karen Taylor, Michele Poe, Ellen Peisner-Feinberg, Kathleen Bernier
The primary goal of Smart Start is to ensure that all children enter school healthy and prepared to succeed. Based on extensive evidence that child care quality can positively affect children's learning, one of the main ways that Smart Start has tried to achieve the readiness goal is by improving the quality of children's experiences in early care and education programs. Smart Start has funded a variety of technical assistance (TA) activities to improve child care including on-site technical... - 1/1/10 - U.S. Department of Education,
"This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness to ensure that every classroom has a great teacher and every school has a great leader; (2) Providing information to families to help them evaluate and improve their children’s schools, and to educators to help them improve their students’ learning; (3) Implementing college- and career-ready...
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