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Tag: focus

  • The black-white "achievement gap" as a perennial challenge of urban science education: a sociocultural and historical overview with implications for research and practice

    1/1/01 - Norman, Obed, Ault, Charles R., Jr., Bentz, Bonnie

    A perennial challenge for urban education in the United States is finding effective ways to address the academic achievement gap between African American and White students. There is widespread and justified concern about the persistence of the achievement gap. In fact, historical evidence suggests that this achievement gap has existed at various times for groups other than African Americans. What conditions prevailed when this achievement gap existed for these other groups? Conversely...

  • The Black-White "achievement gap" as a perennial challenge of urban science education: A sociocultural and historical overview with implications for research and practice

    1/1/01 - Norman, Obed, Ault, Charles R., Jr., Bentz, Bonnie, Meskimen, Lloyd

    Explores the academic achievement gap between African American and White students in urban science classrooms. History shows that this gap existed for groups other than African Americans. The authors examine how historical and sociocultural factors in the manifestation and eventual disappearance of the gap for these groups may shed light on the present problem. The authors conclude that the sociocultural position of groups is crucial to understanding the scholastic performance of students...

  • The learning leaders: How to focus school improvement for bettter results

    1/1/06 - Reeves, B Douglas
  • The Mind Shift in Teacher Evaluation: Where We Stand - and Where We Need to Go

    Minnici, Angela

    The teaching profession today is full of contradictions: Teach the whole child, but focus on specific needs. Integrate 21st-century technology, yet go back to the basics. While often cited as one of the most rewarding professions, teaching is demanding, technically challenging, and more closely scrutinized by the public than ever. Although we better understand how children learn and how to support and develop educators, teachers today report more dissatisfaction with their jobs and are less...

  • The persistence of preschool effects: Do subsequent classroom experiences matter?

    1/1/07 - Magnuson, Katherine A., Ruhm, Christopher, Waldfogel, Jane

    Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of .14). This study considers the circumstances under which the preschool advantage persists, that is, the types of classrooms in which students who did not attend preschool "catch up" to their counterparts who did...

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    The relationship between changes in the percentage of students passing and in the percentage testing advanced on state assessment tests in Kentucky and Virginia

    1/31/10 - Louis Jacobson, Laura Holian

    "Under the accountability provisions of the No Child Left Behind Act of 2001, states are required to assess students in reading and math and to identify them as below proficient or as proficient or advanced (both considered passing). Because schools are held accountable only for ensuring that students test proficient or better, there have been concerns that a focus on increasing the percentage of students testing proficient might unintentionally lead to fewer students testing at the advanced...

  • The truth about testing: An educator's call to action

    1/1/01 - W. James Popham

    This is a book about educational testing in USA. The main focus of the book is high stakes tests. Much of its content applies to the clasroom assesments teachers routinely generate for their students.

  • Three Ways to Encourage Student Discovery

    1/29/14 - Duggan, Terri

    Students love technology. It’s that simple. When I present a new tool or application, the hush that falls over the room is unlike other more traditional lessons. The speed at which they embrace and implement new tools is rapid and typically self-directed. The students easily help and support each other as well. But, are they prepared to be effective users of ideas? Is the goal to be a great app user or do we want them to be responsible global digital citizens who contribute to the new...

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    Underperforming schools and the education of vulnerable children and youth

    1/2/09 - Lisa Walker, Cheryl Smithgall

    "This brief presents findings from several Chapin Hall studies on vulnerable children and youth to raise the issue of what it would mean to improve academic achievement in underperforming schools. Vulnerable children and youth are those who experience crises or disruptions in their lives, often accompanied by parental absence or inability to meet their needs, such that they are likely to become involved with public systems. The brief provides evidence that a disproportionate number of these...

  • Up to the Challenge: The Role of Career and Technical education and 21 century Skills in college and career readiness

    1/1/10 - Partnership for 21st Century Skills

    College and career readiness is the new direction for K–12 education. Preparing students to transition prepared for college and without remediation to postsecondary education or to careers. Integrating 21st careers that pay a living wage, or both, is the ultimate century skills and career and aim of federal and state education policies, initiatives technical education into the and funding. entire education system can Very few K–12 schools can meet this goal for make this a...

  • Using Participant Feedback to Evaluate and Improve Quality in Mediation

    1/1/07 - Hedeen, T.

    Mediation has become both an effective means to address concerns related to special education and early intervention services throughout the country and an alternative to contentious and litigious methods of dispute resolution. The process of mediation holds great promise for assisting parents, children, advocates, education agencies, and others in developing appropriate solutions to a wide range of concerns. Evaluating a mediation program is important and helps ensure that services are...

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    Using School Leadership Teams to Meet the Needs of English Language Learners

    1/24/10 - Movit, M, Petrykowska, I., Woodruff, D.

    To ensure that the implementation of Response to Intervention (RTI) strategies effectively addresses the needs of all students, the National Center on Response to Intervention (NCRTI) recommends that schools and districts establish leadership teams that focus on issues affecting culturally and linguistically diverse students. New leadership teams can be added to what already exists, or current leadership teams can be refocused on these issues. Leadership teams should meet regularly and...

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    Waiting for the bus that never comes…an analogy for inclusion in 2009

    1/21/09 - Phyllis Jones

    When I was a young girl living in the North East of England, our main form of transport out of the small town was a public bus. My family and I would sit in the bus shelter waiting for the bus to arrive with a sense of positive anticipation of the trip we were going to take. However, on occasion we would wait and the bus would not arrive at the scheduled time; sometimes the bus was late and sometimes it did not come at all. On many of these occasions, we had to return home or change our...

  • Why Black girls don't matter: Exploring how race and gender shape academic success in an inner city school

    1/1/07 - Rollock, Nicola

    The continued low academic attainment of Black pupils is now a well-established, familiar feature of the annual statistics of educational attainment. Black pupils tend to consistently perform below their white counterparts and below the national average. Key debates, examining how to address the difference in attainment gap, have tended to focus almost exclusively on the achievements of Black male pupils with little explicit attention paid to the needs and experiences of their female...

  • Workbook for Improving School Climate: Using your California School Climate Health and Learning Survey data.

    1/1/12 - WestED

    This Workbook is a companion resource to the California School Climate Health and Learning Survey System (Cal– SCHLS) which includes the California Healthy Kids Survey (CHKS), the California School Climate Survey for staff(CSCS), and the California School Parent Surve (CSPS). The CHKS, CSCS, and the CSPS contain a wealth of data that can be used to inform decisions meant to foster school improvement efforts, improve school climate, and enhance student engagement and performance and...

  • “The Information Gap?”

    1/1/06 - Teske, Paul, Fitzpatrick, Jody, Kaplan, Gabriel

    While the “achievement gap” generally and appropriately focuses upon gaps in test scores and other outcome measures, there may also be an “information gap” between higher and lower income parents that creates a disadvantage for lower income families in choosing good schools. In this article, we examine the extent to which there is such a gap, with a focus on data from a new survey of low- and moderate-income parents who have made school choices. We find that, at least in relatively...

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