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Tag: involvement

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    Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

    1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU

    Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...

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    Addressing Discrimination in School Matters

    1/9/09 - Sullivan, Amanda L., Equity Alliance at ASU

    "Every student has the right to an education free from discrimination that provides high-quality, equitable opportunities to learn. Unfortunately, sometimes individuals or systems may act in ways that violate this right. Discrimination occurs when people are treated unequally or less favorably than others because of some real or perceived characteristic. In every community and every school, discrimination exists in both intended and unintended ways. It may take the form of direct, overt...

  • Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

    1/1/09 - Turney, Kristin, Kao, Grace

    Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to...

  • Direct instruction: Its contributions to high school achievement

    1/1/00 - Kozioff, Martin A., LaNunziata, Louis, Cowardin, James, Bessellieu, Frances B.

    Describes the design principles, instructional practices, and specific curricula of Direct Instruction. At a time when public schools are increasingly held accountable for students' achievement and for closing and preventing the achievement gap between minority/disadvantaged and white/advantaged students, Direct Instruction provides highly effective programs whose implementation fosters beneficial change in students' engagement and achievement, in teachers' skill at instruction and...

  • Equal Access to Content Instruction for English Learners: An Example from Science

    1/1/12 - Brown, Z.A. & DiRanna, K.

    Equal access to content instruction is the foundation of educational equity—it reduces opportunity gaps that lead to achievement gaps. Achievement gaps lead to gaps in college and career access, which lead to income gaps. Income gaps lead to language gaps, thus perpetuating one of the most critical gaps we face in education. This paper is about the importance of equal meaningful access to content instruction for English learners and how academic-language instruction through content...

  • 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...

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    The Reflective Principal

    1/1/06 - Gail McGregor & Christine Salisbury

    This booklet was developed as part of the activities of the Principal’s Project, a federally funded grant from the U.S. Department of Education, Office of Special Education Programs.The insights and strategies described in this booklet were derived from our direct involvement with principals in four states over a three year period. Our partnership with these principals involved gathering information to assist us in understanding the context, culture, and process of change in these...

  • 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...

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    A Family Guide to Response to Intervention (RtI)

    1/23/10 - National Center for Learning Disabilities

    This booklet reviews the basic components of any RtI process and includes questions you might want to ask your child’s school to learn more about their RtI process. Also included are ways you can get involved in the process and what to do and where to go if you have questions or concerns.

  • A How-to Plan for Widening the Gap

    1/1/09 - Marshall, Kim

    The article discusses ways that instructional decision making could widen achievement gaps for students. The author suggests educational leaders might increase achievement gaps through policies that benefit advantaged students, such as assigning novice teachers to classes with disadvantaged students, reducing professional development regarding classroom management and reducing classroom activities. She suggests effective teaching, a positive classroom environment, teacher collaboration...

  • A new wave of evidence

    1/1/02 - Anne T. Henderson & Karen L. Mapp

    Many policymakers, administrators, and funders ask for evidence that parents' involvement helps student achievements, including test scores. This report provides some useful answers.

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    A New Wave of Evidence:The Impact of School, Family, and Community Connections on Student Achievement

    1/5/09 - Anne T. Henderson, Karen L. Mapp

    "This review of the research examines the growing evidence that family and community connections with schools make a difference in student success. It is a synthesis of 51 studies about the impact of family and community involvement on student achievement, and effective strategies to connect schools, families and community. This publication is the second in the series of annual research syntheses by SEDL's National Center for Family & Community Connections with Schools, and the fourth in the...

  • According to Jim: The Disproportions of Abilities

    1/1/09 - Gallagher, James J.

    The article discusses the factors involved on the issue about disproportion which refers to the absence of minority students in the classroom of gifted students in the U.S. One main factor is an assumption of equality in ability between ethnic and racial groups at birth with no superior races involved. The author explains that the country's educational system is facing real differences in the development of intellectual abilities of students by school age which is a morally and socially...

  • Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools

    1/1/04 - Borman, Kathryn M., Eitle, Tamela McNulty, Michael, Deanna, Eitle, David J., Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deirdre, Dorn, Sherman, Shircliffe, Barbara

    In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized...

  • 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...

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