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Tag: focuses

  • Practical Guidelines for the Enducation of English Language Learners: Research-based recommendations for the use of accommodations in large-scale assessments

    1/1/06 - Francis, D.J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. , U.S. Department of Education

    The fundamental principles underlying the No Child Left Behind (NCLB) Act of 2001focus on high standards of learning and instruction with the goal of increasing academic achievement—reading and math in particular—within all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs). NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for...

  • Practices That Support DATA USE in Urban High Schools

    1/1/06 - Learning Point Associates

    This article presents initial findings of a case study focusing on data use in five low-performing urban high schools undergoing comprehensive schoolwide reform. The case study investigates: (a) the ways in which disaggregated data can be used to examine progress and guide improvement in the process of restructuring urban, low-performing high schools; (b) factors and conditions that either promote or act as barriers to data use; and (c) the policy and practice implications of achieving...

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    Reading, Mathematics, and Science Instructional Strategies for English Language Learners with Disabilities: Insights from Educators Nationwide

    1/28/11 - Barrera, M., Shyyan, V., Liu, K. K., & Thurlow, M. L.

    This study focused on the instructional strategies employed at the middle and junior high school level. Teaching and learning at the middle school level have been found particularly challenging, perhaps because the curriculum places greater cognitive demands on emerging adolescents at a developmental stage when students, especially those who have already been struggling, can be at higher risk for academic failure (Mikow-Porto, Humphries, Egelson, O’Connell, & Teague, 2004). ELLs with...

  • Ready to Succeed in the Classroom: Findings from Teacher Discussion Groups on their experiences and aspirations teaching students in the foster care system

    1/1/10 - The Center for the Future of Teaching and Learning for the Stuart Foundation and the Ready to Succeed Leadership Team

    B y the time children enter the foster care system, they are likely to have experienced a variety of emotional, physical and psychological harms. These accumulated hurts affect children to varying degrees. With caring support and interventions, many can overcome the hurdles that (through no fault of their own) have been placed in their way. Still, the path to a healthy, happy adulthood is often arduous — with many of the most glaring difficulties manifesting themselves in the...

  • Reclaiming Urban Education

    1/1/01 - Fruchter, Norm

    Focuses on the differences in perception of the deterioration of public education in the United States. Evidence of widespread discontent with urban education; Influence of the publication of the report 'A Nation at Risk' on American education; Status of New York's public education.

  • Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap

    1/1/09 - Cohen, Geoffrey L., Garcia, Julio, Purdie-Vaughns, Valerie, Apfel, Nancy, Brzustoski, Patricia

    A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N = 133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced the racial achievement gap. Over 2 years, the...

  • Recursive processes in self-affirmation: Intervening to close the minority achievement gap

    1/1/09 - Cohen, Geoffrey L., Garcia, Julio, Purdie-Vaughns, Valerie, Apfel, Nancy, Brzustoski, Patricia

    A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lesson minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N=133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on self-affirming value, reduced the racial achievement gap. Over 2 years, the grade...

  • Reducing the gap: Success for all and the achievement of African American students

    1/1/06 - Slavin, Robert E., Madden, Nancy A.

    Success for All is a comprehensive reform model that uses cooperative learning, tutoring, family support services, and extensive professional development to help high-poverty schools succeed with their students. This article reviews research on Success for All with African American students, focusing on evidence that Success for All reduces the achievement gap between African American and White students. More than 40 studies, including a national randomized experiment, have found positive...

  • Reducing the Gap: Success for All and the Achievement of African American Students

    1/1/06 - Slavin, Robert E., Madden, Nancy A.

    Success for All is a comprehensive reform model that uses cooperative learning, tutoring, family support services, and extensive professional development to help high-poverty schools succeed with their students. This article reviews research on Success for All with African American students, focusing on evidence that Success for All reduces the achievement gap between African American and White students. More than 40 studies, including a national randomized experiment, have found positive...

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    Removing chronically ineffective teachers

    1/30/10 - Robin Chait

    "This report focuses on the challenges in dismissing chronically ineffective teachers, those who are persistently ineffective and don’t improve with additional professional development or other types of supports. These teachers may be identified by more than one year of poor performance when using so-called “value-added estimates” of their effectiveness and/or several poor observations of their teaching practice when they are assessed against state and district rubrics of effective...

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    Response to Intervention (RtI)

    1/16/09 - Janette Klingner

    I believe that RTI has the potential to change the way we think about supporting kids and may especially hold promise as a way to improve outcomes for culturally and linguistically diverse students and reduce their disproportionate representation in special education (see Donovan & Cross, 2002). Certain aspects of the RTI model are particularly encouraging: the emphasis on early intervention, the focus on making sure children receive appropriate instruction at the “first tier” or...

  • School counselors: Becoming key players in school reform

    1/1/02 - House, Reese M., Hayes, Richard L.

    This article presents the view that school counselors must be proactive leaders who are effective collaborators in advocating for the success of all students. Closing the existing achievement gap between poor students and students of color and their more advantaged peers is the focused mission of schools today. School counselors need to be integral players in helping all students gain access to rigorous academic preparation that will lead to greater opportunity for all students. By helping...

  • Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers

    2/1/14 - Yoder, Nicholas

    The educational community is increasingly focused on the development of students’ social and emotional learning (SEL) competencies and the link between SEL and improved educational attainment and achievement. SEL is the process through which students develop the skills necessary to recognize and manage emotions, build relationships, solve interpersonal problems, and make effective and ethical decisions. The significance of SEL continues to grow in the context of policy debates...

  • So Many Children Left Behind

    1/1/07 - Stiefel, Leanna, Schwartz, Amy Ellen, Chellman, Colin C.

    Although the No Child Left Behind Act was intended to help "all students meet high academic standards," it is focused on subgroups of low-achieving students. The authors analyze the possible impact of the legislation's requirement for performance reporting by racial subgroup in light of the considerable racial segregation in U.S. schools. In particular, using data on elementary and middle schools in New York State. the authors show that the schools are so highly segregated that more than...

  • Standards and Equity

    1/1/04 - Muller, Chandra

    The article focuses on the amount and content of knowledge the students get from learning in schools and addresses the issue of equality in education. Certainly, a natural source of the tension between family and school is in the objective of education in their society. The common school is a source of standard and the family a source of difference. The common school is conceived to teach all students, including those from immigrant families, a common language and curriculum. Setting...

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    States’ Accommodations Policies for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2008–2009

    1/2/10 - Sheryl S. Lazarus, Damien C. Cormier, Melissa Crone, Martha L. Thurlow

    "The National Center on Educational Outcomes (NCEO) has tracked and analyzed states’ accommodations policies for 17 years. This report presents the results of an analysis of states’ accommodations policies for the alternate assessment based on modified achievement standards (AA-MAS), and compares these policies with the states’ regular assessment accommodations policies. This is the first time that NCEO has published a report that is specifically focused on AA-MAS accommodations...

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