Categories

Tag: general

  • Maximizing the Impact The pivotal role of technology in a 21st century education system

    1/1/09 - Partnership for 21st Century Skills

    How will we create the schools America needs to remain competitive? For more than a generation, the nation has engaged in a monumental effort to improve student achievement. We’ve made progress, but we’re not even close to where we need to be. It’s time to focus on what students need to learn—and on how to create a 21st century education system that delivers results. In a digital world, no organization can achieve results without incorporating technology into every aspect of...

  • More Than One Gap: Dropout Rate Gaps Between and Among Black, Hispanic, and White Students

    1/1/07 - Carpenter Ii, Dick M., Ramirez, Al

    The achievement gap, traditionally measured by test scores, also can be documented by dropout behavior. Examining dropout behavior among Black, White, and Hispanic students, with a particular focus on gaps within groups and not just between Whites and minorities, shows a clearer picture of the achievement gap. The results of our study show multiple achievement gaps both between and within groups, ultimately concluding that within-group gaps were often more significant than gaps between...

  • More than one gap: Dropout rate gaps between and among Black, Hispanic, and White students

    1/1/08 - Carpenter, Dick M., II, Ramirez, Al

    The achievement gap, traditionally measured by test scores, also can be documented by dropout behavior. Examining dropout behavior among Black, White, and Hispanic students, with a particular focus on gaps within groups and not just between Whites and minorities, shows a clearer picture of the achievement gap. The results of our study show multiple achievement gaps both between and within groups, ultimately concluding that within-group gaps were often more significant than gaps between...

  • Neuroscience Perspectives on Disparities in School Readiness and Cognitive Achievement

    1/1/05 - Noble, Kimberly G., Tottenham, Nim, Casey, B. J.

    This article allows readers to look at racial and ethnic disparities in school readiness from a neuroscience perspective. Although researchers have traditionally measured gaps in school readiness using broad achievement tests, they can now assess readiness in terms of more specific brain-based cognitive functions. Three neurocognitive systems--cognitive control, learning and memory, and reading--are essential for success in school. Thanks to recent advances in brain imaging, it is now...

  • New Teachers, High-Stakes Diversity, and the Performance-Based Conundrum

    1/1/06 - Margolis, Jason

    This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State--one of teacher interns and one of cooperating teachers--findings include that state level policies in response to NCLB may actually be decreasing teacher attention to closing the achievement gap. Further, the article explores how even progressive...

  • Parent educational investment and children’s general knowledge development

    1/1/09 - Cheadle, Jacob E.

    Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, this study used IRT modeling to operationalize a parental educational investment measure based upon Lareau’s notion of ‘concerted cultivation.’ The analysis used multilevel piecewise growth models regressing children’s general knowledge achievement from kindergarten through the first grade on a measure of concerted cultivation and indicators of the...

  • pdf

    Patterns in the identification of and outcomes for children and youth with disabilities

    1/19/10 - Jose Blackorby , Ellen Schiller , Sangeeta Mallik , Kathleen Hebbeler , Tracy Huang , Harold Javitz , Camille Marder , Katherine Nagle , Debra Shaver , Mary Wagner , Cyndi Williamson

    "This study utilizes existing data collected by the U.S. Department of Education and other federal agencies to provide a national description of identification patterns across time and comparisons of the outcomes for children and youth with disabilities with outcomes of samples including their nondisabled peers. The study found that, across age groups, there was an increase from 1997 to 2005 in the percentages of children either newly identified or continuing to receive early intervention...

  • Practical Behavior Management Techniques to Close the Accessibility Gap for Students Who Are Culturally and Linguistically Diverse

    1/1/08 - Cartledge, Gwendolyn, Singh, Angella, Gibson, Lenwood

    Students from culturally and linguistically diverse backgrounds are disproportionately identified for special education in the most restrictive placements. These students tend to have the least access to the general education curriculum and experience the greatest levels of school failure. Educators see an obvious need to change this pattern. These students would benefit most from positive, proactive interventions that enable them to adjust to their school's culture and to master the...

  • pdf

    Principals Make a Difference: Recommendations for Strengthening Special Education Teacher Induction

    1/14/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

    Although novice special education teachers benefit from the same types of support and induction that their general education colleagues receive, certain aspects of their experience require additional attention. Find out what principals can do to help novice special education teachers thrive.

  • pdf

    Professional Learning Communities: A Practice to Support the Induction and Retention of Novice Special Education Teachers

    1/1/09 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

    Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.

  • pdf

    Professional Learning Communities: A Promising Practice for Integrating Novice Special Education Teachers into the School Culture

    1/1/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

    Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.

  • Race, inequality and educational accountability: the irony of 'No Child Left Behind'

    1/1/07 - Darling-Hammond, Linda

    The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies include focusing schools' attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the complex requirements of the law have failed to achieve these goals, and have provoked a number of unintended negative consequences which frequently harm...

  • Race-ethnicity, SES, gender, and language proficiency trends in mathematics achievement: an update

    1/1/97 - Tate, William F.

    The purpose of this article is to document changes in U.S. mathematics achievement by reviewing national trend studies, college admissions examinations, and Advanced Placement tests. This article examined this quantitative research literature to determine trends in mathematics achievement of various social groups defined along lines of race, class, gender, ethnicity, and language proficiency. The findings of this review indicate that over the last 15 years all demographic groups have...

  • Racial Disparities and Discrimination in Education: What Do We know, How Do We Know It, and What Do We Need to Know?

    1/1/03 - Farkas, George

    This paper reviews what we have learned about racial discrepancies in education, with particular attention to those that might be attributable to discrimination. Empirical studies have found that, on average, African American, Latino, and American Indian children arrive at kindergarten or first grade with lower levels of oral language, prereading, and premathematics skills, as well as lesser general knowledge, than that possessed by White and Asian American children. African American...

  • Racial Disparities and Discrimination in Education: What Do We Know, How Do We Know It, and What Do We Need to Know?

    1/1/03 - Farkas, George

    This paper reviews what we have learned about racial discrepancies in education, with particular attention to those that might be attributable to discrimination. Empirical studies have found that, on average, African American, Latino, and American Indian children arrive at kindergarten or first grade with lower levels of oral language, prereading, and premathematics skills, as well as lesser general knowledge, than that possessed by White and Asian American children. African American...

  • 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...

(99 Results) Page:  1 2 3 4 5 6 7

Log In | Privacy Policy | Contact Us