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Tag: implementation

  • Achieving inclusion through CLAD: Collaborative Learning Assessment through Dialogue

    1/1/08 - Fitch, E. Frank, Hulgin, Kathleen M.

    This study measures the effectiveness of Collaborative Learning Assessment through Dialogue (CLAD) on reading achievement in inclusive classrooms in the USA. The CLAD process involved students collaboratively completing multiple-choice quizzes, using dialogue and critical thinking to reach consensus and receiving immediate feedback on their responses. The procedure was implemented in three third-grade classrooms (n = 30) in a midwestern elementary school for the purpose of reducing a...

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    Adding value to discussions about value-added: A new framework for talking about teacher effectiveness

    1/16/09 - Raegen Miller

    "Past initiatives to improve teacher quality offer two general lessons. First, simplistic responses—across-the-board raises, more stringent licensure requirements, mandated professional development—are extremely expensive, utterly ineffective, or both. Only policies that tightly link incentives to desired results stand a chance of being effective and affordable. Clearly, making such links requires a robust approach to assessing teachers’ impact on outcomes of interest, especially...

  • Advancing Adolescent Literacy: Pennsylvania Literacy Program Improves Student Opportunities, Outcomes, New Alliance Report Finds

    1/15/14 - Waite, Cyndi

    As one of only six states receiving a federal Striving Readers Comprehensive Literacy (SRCL) grant, Pennsylvania has designed and implemented an innovative program that focuses on improved instruction and interventions to ensure every student is literate and graduates from high school ready for college and a career.

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    AfterZones: Creating a Citywide System to Support and Sustain High-Quality After-School Programs

    1/23/10 - Laura J. Kotloff

    "Building on a long history of investments in OST learning, The Wallace Foundation launched an out-of-school learning initiative in 2003. The initiative was created to support citywide system-building efforts that could advance three interrelated goals for the OST field: improving program quality, making programs accessible to youth who need them most, and improving youth participation so more children can realize benefits. The Foundation granted funds to five cities to support their...

  • An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

    1/1/03 - Hughes, Sherick A.

    This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to...

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    An early look at the Economic Stimulus Package and the public schools: Perspectives from state leaders

    1/7/09 - Center on Education Policy,

    "This report looks at the early efforts of states to implement the elementary and secondary education provisions of the American Recovery and Reinvestment Act of 2009. The findings are drawn from a survey of officials in state education agencies and governors’ offices in 44 states and the District of Columbia. Key findings concern the financial condition of state education budgets, progress toward meeting the reform assurances, interest in national content standards and the Race to the Top...

  • At Risk Children in Resegregated Schools: An Analysis of the Achievement Gap

    1/1/03 - Ipka, V. W.

    Historically, political and social forces have strategically converged to directly influence the formulation and implementation of education policies that seek to equalize educational opportunities for members of minority groups. Such has been the case with school desegregation efforts. Since the 1954 Brown Decision, powerful interest groups have sought and secured the assistance of the courts in providing legal support in abandoning desegregation initiatives. Unfortunately, fifty years...

  • Building level Checklist for Implementation of the Colorado Effective Education Model

    1/1/92 - Colorado Department of Education

    This document is a model education for systemic change for students with severe disabilities.

  • 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 Through Evidence-Based Inquiry at Multiple Levels of the Education System

    1/1/07 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems and a focus on evidence-informed inquiry into effectiveness at each level of the system. Over the 2 years of the project's operation, these two premises interacted in ways that led to...

  • Closing the achievement gap through evidence-based inquiry at multiple levels of the education system

    1/1/08 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems, focus on evidence-informed inquiry into effectiveness at each level of the system. Over the years of the project's operation, these two premises interacted in ways that led to ongoing...

  • Closing the Achievement Gap Through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning

    1/1/07 - Levine, Thomas H., Marcus, Alan S.

    How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? The second approach-promoting multiple trajectories of learning among groups of teachers-has advantages, as well as some challenges, as a means of closing various achievement gaps. Sociocultural...

  • Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning

    1/1/08 - Levine, Thomas H., Marcus, Alan S.

    How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? second approach--promoting multiple trajectories of learning among groups of teachers--has advantages, as well as some challenges, as a means of closing various achievement gaps. Sociocultural...

  • Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

    1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

  • Closing the achievement gap with curriculum enrichment and differentiation: One school's story

    1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

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    Developing early warning systems to identify potential high school dropouts

    1/3/09 - Heppen, Jessica B., Therriault, S. B.

    The information that follows and an accompanying tool developed by the National High School Center can help schools and districts to systematically collect early warning indicator data so they can identify students at highest risk of dropout. An early warning system can be implemented at the school as well as at district levels. The role of the state is critical for providing support that can help districts and schools collect the key information with relative ease, including the use of...

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