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Tag: influence

  • Double Jeopardy: How third-grade reading skills and povery influence high school graduation

    1/1/12 - Hernandez, D.J.,

    Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades and drop out before earning a high school diploma. Now, researchers have confirmed this link in the first national study to calculate high school graduation rates for children at different reading skill levels and with different poverty rates. Results of a longitudinal study of nearly 4,000 students...

  • Effective District Planning and the Required Local Educational Agency Plan (LEAP): Insights from Successful Districts

    1/1/12 - Crotti, P. Almanzan, H.M., Flynn, K., Haas, E. and Tucker, S.

    Improving student academic achievement is central to the work of school districts (Fullan, 2001; Marzano & Waters, 2009; Rorrer, Skrla, & Scheurich, 2008; Supovitz, 2006); yet many districts do not succeed at significantly improving the low performance of their students, and, in some instances, student achievement actually decreases (Fullan, 2001; Payne, 2008). What districts can and should do to improve student achievement appears to be neither obvious nor easy. District work on...

  • Elementary School Counselors and Teachers: Collaborators for Higher Student Achievement

    1/1/08 - Sink, Christopher A.

    In this article I contend that elementary school teachers need to work more closely with school counselors to enhance student learning and academic performance and to narrow the achievement gap among student groups. Research showing the influence that counselors can exert on the educational process is summarized. Using the American School Counselor Association's organization framework for structuring counseling and guidance programs, I also illustrate where the educative roles of teachers...

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    Expanded time, enriching experiences: Expanded learning time schools and community organization partnerships

    1/1/10 - Kathleen Traphagen, Christine Johnson_Staub

    "We chose to study four standard district public schools in Massachusetts and one public charter school in New Jersey. We focused on Massachusetts because it is the only state where ELT is a statewide, publicly funded initiative. The Massachusetts ELT initiative is administered by the state’s Department of Elementary and Secondary Education, or ESE, and supported by a unique public-private partnership with the nonprofit intermediary Massachusetts 2020. We were interested in examining how...

  • Father-absense and scholastic performance in primary school children

    1/1/85 - Vandamme, Thomas H., Schwartz, Steven

    Studied the relationship between father absence and academic achievement in 21 females and 19 males from father-present (FP) homes and 21 females and 19 males from father-absent (FA) homes, all of whom were aged 8–12 yrs and of predominantly lower socioeconomic status (SES). Ss completed a battery of psychometric tests, including the Progressive Matrices, the Stanford Diagnostic Arithmetic Test—Levels I and II (Form W) and the GAP Reading Comprehension Test. Differences between...

  • Has reform in teacher education influenced teacher performance? An outcome assessment of graduates of eleven teacher education programs.

    1/1/95 - Andrew, M., & Schwab, R. L.
  • Identity and school adjustment: Revisiting the "acting White" assumption

    1/1/01 - Spencer, Margaret Beale, Noll, Elizabeth, Stoltzfus, Jill, Harpalani, Vinay

    It has long been offered as an explanation for the achievement gap between White and African American students, that African American youth would do better if they adopted a Eurocentric cultural values system. Unfortunately, this theory, along with a great amount of the established literature on minority youth identity development, depends on a deficit-oriented perspective to explain the discrepancy between African American and White students. This is problematic because the perspective...

  • Influence of child diagnosis on family and parental functioning: Down syndrome versus other disabilities.

    1/1/96 - Cahill, B. M., & Glidden, L. M.
  • Lasting Consequences of the Summer Learning Gap

    1/1/07 - Alexander, Karl L., Entwisle, Doris R., Olson, Linda Steffel

    Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental...

  • Mainstreaming Handicapped students: A guide for classroom Teachers

    1/1/84 - Jane B. Schultz; Ann P. Turnbull

    We believe in mainstreaming. Legislative, philosophical, and educational influences have contributed to the implementation of the mainstreaming concept. The major question teachers are posing has changed from why should we integrate handicapped students into our classes? to how can we do a better job integrating handicapped students? The book provides answers to the above questions.

  • Neighborhood and School Factors in the School Performance of Immigrants’ Children

    1/1/07 - Pong, Suet-ling, Hao, Lingxin

    This article examines the effects of neighborhoods and schools on the achievement gaps between adolescents of different nativities and ethnicities. We show that neighborhood and school conditions are better for natives' than for immigrants' children, and they are the worst for Hispanic immigrants. Using cross-classified hierarchical models, we find that introducing neighborhood and school characteristics helps to account for the disadvantage of Mexican immigrants' children but to reveal the...

  • 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...

  • On becoming a school leader: A person -centered challenge

    1/1/99 - Arthur W. Combs; Ann .B. Miser; Katherine S.Whitaker

    Section I of this book describes why it is important for school leaders to understand how people's belief systems drive their personal and professional behaviour. Section II focuses on the need for school leaders to understand how and why people respond to,or resist,change. Section II focuses on how organizations influence peerson-centered leadership and how leaders, in turn, influence organizations.

  • Preschool Antecedents of Mathematics Achievement of Latinos: The Influence of Family Resources, Early Literacy Experiences, and Preschool Attendance

    1/1/07 - Lopez, Edward M., Gallimore, Ronald, Garnier, Helen

    Seventy-three Latino middle school students participated in a longitudinal study of the preschool antecedents of their mathematics achievement. Path analysis indicated that family resources (parents' educational level, occupation, and income) predicted home literacy activities, which predicted combined early Spanish literacy and English language proficiencies at kindergarten entry, which predicted elementary mathematics achievement, which in turn predicted middle school mathematics...

  • Preschool antecedents of mathematics achievement of Latinos: The influence of family resources, early literacy experiences, and preschool attendance

    1/1/07 - Lopez, Edward M., Gallimore, Ronald, Garnier, Helen, Reese, Leslie

    Seventy-three Latino middle school students participated in a longitudinal study of the preschool antecedents of their mathematics achievement. Path analysis indicated that family resources (parents' educational level, occupation, and income) predicted home literacy activities, which predicted combined early Spanish literacy and English language proficiencies at kindergarten entry, which predicted elementary mathematics achievement, which in turn predicted middle school mathematics...

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    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.

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