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Tag: explores

  • An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

    1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie, Malone, Patrick S.

    There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...

  • Attributed for academic achievement: A comparative study in tribal and non-tribal settings

    1/1/08 - Rath, Muralidhar

    The failure or poor performance of tribal students in their academic tests has initiated deep debates and grave discussions now-a-days. It is worthwhile to note that tribal students in India are not only they who reside in ashrams or hostels of different urban schools and colleges, and are mostly compared by researchers with non-tribal students. Rather, a major portion of tribals dwell in rural and tribal settings and some of them pursue their education in poorly maintained schools and...

  • Bridging the gap: aligning current practice and evolving expectations for middle years literacy programs

    1/1/98 - Hosking, Neville J., Teberg, Ann S.

    The writers present a summary of the goals and philosophies of a student-centered, middle school literacy program. They profile the evolving view of middle years literacy programs, discuss the results of a teacher survey exploring the gaps between the evolving view of effective middle years literacy programs and teachers' perceptions of their current practice, and provide a model of support that offers direction and flexibility designed to help teachers and administrators achieve successful...

  • Building The Movement To End Educational Inequity

    1/1/08 - Kopp, Wendy

    This article explores the efforts and success of the Teach for America (TFA) program. The author examines the disparities in education and achievement that exist between poor and affluent communities and claims that national policy and practice are not designed to combat the problems poor schools face. The author notes that TFA has shown that when students from poor schools are provided with the opportunities students from affluent communities have, they succeed. The author discusses the...

  • Cambodian Invisibility: Students Lost between the "Achievement Gap" and the "Model Minority"

    1/1/08 - Wallitt, Roberta

    This article discusses one aspect of a research study that explored the school experiences of Cambodian American students. Due to their invisibility in the school setting and also in the literature on school reform, these children from refugee families are often overlooked as schools attempt to "close the achievement gap." Through their own words, the young people provide insight as to why the schools are so ineffective in educating them, resulting in disproportionate dropout rates and...

  • Changing Students, Changing Teaching

    1/1/00 - Stodolsky, Susan S., Grossman, Pamela L.

    Educators are searching for effective ways to meet the challenges posed by increased cultural diversity among students. We explore this issue at the high school level where concerns about subject matter and student diversity intersect sharply. A case study approach, augmented by a large sample survey, is used to understand the dynamics of adaptation to a changing student population. We document adaptations in curriculum, instruction, and assessment made by math and English teachers. We...

  • Closing of the gender gap in technology enriched science education: a case study

    1/1/00 - Mayer-Smith, Jolie, Pedretti, Erminia, Woodrow, Janice

    This case study explores a popular assertion, namely that success in technology enriched science classrooms is gender dependent. We investigate how students respond to substantive changes that accompany a comprehensive integration of technology with the teaching and learning of secondary science and physics. Specifically, we ask: (1) Do female students view, participate, and achieve differently than male students in technology enhanced science classrooms? and, (2) If not, why not? Empirical...

  • Closing the Achievement Gap in Math: Considering Eighth Grade Algebra for All Students

    1/1/06 - Spielhagen, Frances R.

    Should all students study algebra in eighth grade? Would offering early access to algebra to all students help dose the achievement gap among minority populations? Traditional educational policies that provide eighth grade algebra to selected students raise questions about equitable access to advanced opportunities for all students. Even when access appears to be equitable throughout a school district's population, undetected lapses in equity may occur related to identification procedures...

  • CLOSING THE ACHIEVEMENT GAP IN MATH: CONSIDERING EIGHTH GRADE ALGEBRA FOR ALL STUDENTS

    1/1/06 - Spielhagen, Frances R.

    Should all students study algebra in eighth grade? Would offering early access to algebra to all students help close the achievement gap among minority populations? Traditional educational policies that provide eighth grade algebra to selected students raise questions about equitable access to advanced opportunities for all students. Even when access appears to be equitable throughout a school district's population, undetected lapses in equity may occur related to identification procedures...

  • Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra

    1/1/06 - Spielhagen, Frances R.

    Recent changes in national and state mathematics standards have increased the level of algebraic thinking taught in younger grades. These changes have prompted more inclusive curriculum designs that open the opportunity to enroll in advanced mathematics courses at younger ages. Of particular interest to this study is the access to eighth-grade algebra, once traditionally reserved for select populations. This study examined long-term academic outcomes for students who did or did not enroll in...

  • Closing the achievement gap: plausible solutions, multiple dimensions

    1/1/02 - Donlevy, James G.

    This article explores different dimensions of the "achievement gap" beyond mere technological solutions proposed to ameliorate test score discrepancies. Standards, potential, power and community are discussed as critical elements of the broader context of children in the public schools. Reprinted by permission of the publisher.

  • College Completion Gaps Between Blacks and Whites: What Accounts for Regional Differences?

    Kodrzycki, Yolanda K.

    Explores reasons for the differential college completion gaps by race across U.S. regions, focusing chiefly on adults between the ages of 25 and 34. Hypotheses; Determinants of college attendance and completion for blacks and whites; Differences in black-white socioeconomic status by region.

  • Confronting Racism in Literacy Education and Research

    1/1/05 - Edmondson, Jacqueline

    Reviews the book "Literacy and Racial Justice: The Politics of Learning After Brown v. Board of Education," by Catherine Prendergast (2003). Closing the achievement gap is a central and explicit aim of current federal decisions. The achievement gap has direct and specific implications for literacy education and research. By linking reading with eventual success in school and other aspects of life, the Bush administration and Congress continue the assumption that reading well will guarantee...

  • Creating Schools Where Race Does Not Predict Achievement: The Role and Significance of Race in the Racial Achievement Gap

    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...

  • Culturally Responsive Positive Behavioral Support Matters

    1/1/12 - Aydin Bal, Elizabeth B. Kozleski, Kathleen King Thorius,

    In this What Matters brief, we explore the critical role of addressing and supporting behavior and socialization in schools as educators, students, families, schools, and communities embrace the waves of diversity that surge through our schools and institutional systems.

  • Culture, Power, Place: Explorations in Critical Anthropology

    1/1/97 - Gupta, A., & Ferguson, J.
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