Tag: collection

Addressing Bullying and Harassment Matters
1/1/11 - Gonzales, JoEtta & Hamilton, Kori, The Equity Alliance at ASU
Bullying and harassment in schools often includes violations of federally protected civil rights. Many organizations have put forth information regarding bullying and harassment as it relates to the LGBTQ community of youth in our schools, yet the harassment of all other marginalized groups deserves attention as well. This is a pervasive issue that requires collective and immediate action by educators, and a culturally responsive approach is necessary to tackle the problem head-on. This...
Collection and Use of Evidence, Academy 1, Facilitator's Manual
1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)
Collection and Use of Evidence, Academy 1, Participant Handouts
1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)
Collection and Use of Evidence, Academy 1, PowerPoints
1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)
Collection and Use of Evidence, Academy 2, Facilitator's Manual
1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)
Collection and Use of Evidence, Academy 2, Participant Handouts
1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)
Collection and Use of Evidence, Academy 2, PowerPoints
1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)
Collection and Use of Evidence, Academy 3, Facilitator's Manual
1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)
Collection and Use of Evidence, Academy 3, Participant Handouts
1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)
Collection and Use of Evidence, Academy 3, PowerPoints
1/26/09 - National Center for Culturally Responsive Educational Systems,
This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)
Conducting Focus Groups to Develop a Comprehensive School Portrait
1/25/07 - National Institute for Urban School Improvement, , University of Colorado at Denver and Health Sciences Center,, Equity Alliance at ASU
This On Point is for all teachers who want to explore issues around conducting focus groups to develop a comprehensive school portrait. Focus groups are an effective means of collecting qualitative information that can be used to guide improvement planning and efforts. Building Leadership Teams can use focus groups to find out almost anything about the climate, day-to-day operations, and individual perceptions of the school. Conducting focus group can help in developing a comprehensive...
Principals of Inclusive Schools
1/10/09 - Christine Salisbury , Gail McGregor, Equity Alliance at ASU
School leaders play an important role in promoting and sustaining change in schools. Without their efforts, schools cannot change or improve to become places where all students are welcome, and where all students learn essential academic and non-academic lessons in preparation for life in the community. Nowhere is this initiative more important than in urban schools where many students have been left behind, shunted aside, or asked to learn with poor or inadequate buildings, materials, and...
Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: Wave 2 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS)
1/19/09 - Elaine Carlson, Tamara Daley, Amy Shimshak, Jamee Riley, Brad Keller, Frank Jenkins, Joy Markowitz
"PEELS includes a nationally representative sample of 3,104 children with disabilities who were ages 3 through 5 when the study began in 2003-04. The sample is divided into three age cohorts (A, B, and C) based on the children’s age at first data collection, ages 3, 4, and 5, respectively. The children will be followed through 2009. PEELS data were collected through several different instruments and activities, including a direct one-on-one assessment of the children, a telephone interview...
Collecting post-school outcome data: Strategies for increasing response rates
1/14/09 - Smith, S.C., & Bost, L.W.
The brief contains an overview of the requirement to collect post-school outcome data and challenges experienced by states in collecting these data. Recommendations and strategies that states can use to secure sufficient response rates, especially from youth who drop out of school, are provided.
Preschoolers with Disabilities: Characteristics, Services, and Results: Wave 1 Overview from the Pre-Elementary Education Longitudinal Study (PEELS)
1/19/09 - Joy Markowitz, Elaine Carlson, William Frey, Jamee Riley, Amy Shimshak, Harriotte Heinzen, Jeff Strohl, Sheri Klein, Hyunshik Lee
"The Pre-Elementary Education Longitudinal Study, commonly referred to as the PEELS study, is funded by the U.S. Department of Education’s National Center for Special Education Research (NCSER). It will follow a nationally representative sample of children with disabilities ages 3–5 for a period of six years. This study is designed to describe the characteristics of children receiving preschool special education, their educational programs and services, and their transitions from...
The children born in 2001 at kindergarten entry: First findings from the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B): First Look
1/30/09 - Kristin Denton Flanagan, Cameron McPhee, Gail Mulligan
"Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This...