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Tag: knowledge

  • From Noncompetence to Exceptional Talent: Exploring the Range of Academic Achievement Within and Between Grade Levels

    1/1/05 - Gagné, Françoys

    This article analyzes the magnitude of individual differences in academic achievement and their growth over the first 9 years of schooling. The author anchors the widening-gap phenomenon on the theoretical recognition of large individual differences in learning pace, which logically leads over time to an increasing gap in knowledge and skills between the fastest and slowest learners. The achievement data used as evidence were borrowed from the developmental standard score (SS) norms of the...

  • From Noncompetence to Exceptional Talent: Exploring the Range of Academic Achievement Within and Between Grade Levels

    1/1/05 - Gagne, Francoys

    A study investigated the extent of individual differences in academic performance and their growth over the first nine years of education. Data were obtained from analysis of the developmental standard scores of the Iowa Tests of Basic Skills. Findings revealed that the range between the lowest and highest achievers in most grade levels exceeded the eight-year gap in knowledge between average students in the first and ninth grades. Furthermore, the achievement gap increased by around 145...

  • Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms

    1/1/05 - Gonzalez, Norma E.
  • Growing Up Teaching: From Personal Knowledge to Professional Practice

    1/1/02 - Schoonmaker, Frances
  • Helping Struggling Middle School Literacy Learners Achieve Success

    1/1/09 - Palumbo, Anthony, Sanacore, Joseph

    Teachers can help minority children close the academic achievement gap in intermediate and middle school by combining literacy instruction and content-area material. This connection improves reading achievement and increases curriculum knowledge, even if students have previously experienced difficulty with primary school reading. Fortunately, upper-elementary and middle-level learners are still naturally curious, are developing cognitively, and have acquired some basic reading skills...

  • Inside/outside: Teacher research and knowledge

    1/1/93 - Cochran-Smith, M., Lytle, S., Cochran-Smith, M., Lytle, S.

    The central concern of this book is the assumption that pedagogical knowledge is generated "outside-in"; that is, from the university, to be applied at schools. The first half of this book provides a thoughtful and thought-provoking conceptual framework for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. Cochran-Smith and Lytle argue that teacher research can transform, not simply add to, the present knowledge...

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    Intervention: Ladders to Literacy (Early Childhood Education)

    1/31/10 - What Works Clearinghouse

    Based on two studies, the WWC considers the extent of evidence for Ladders to Literacy on preschool children to be medium to large for oral language and small for print knowledge, phonological processing, and math. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of Ladders to Literacy on preschool children in the early reading/writing or cognition domains.

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    Just because I know how to dosen't mean I will

    1/16/09 - Robert Rueda

    When I was growing up, I ended up bedridden for a period of time. After endless days of watching cartoons, I was bored. Thankfully, a friend’s mother brought over a box of books which had been sitting in the attic which she had just cleaned out. I picked it up, and for the first time, was interested in reading without being required to. While I had the skill and knowledge to read, I had no reason or interest to do so.This example illustrates a neglected aspect of schools. Currently there...

  • Knowledge for action: A guide to overcoming barriers to organizational change.

    1/1/93 - Argyris, C.
  • Latino adolescents' civic development in the United States: Research results from the IEA civic education study

    1/1/07 - Torney-Purta, Judith, Barber, Carolyn H., Wilkenfeld, Britt

    Many studies have reported gaps between Latino and non-Latino adolescents in academic and political outcomes. The current study presents possible explanations for such gaps, both at the individual and school level. Hierarchical linear modeling is employed to examine data from 2,811 American ninth graders (approximately 14 years of age) who had participated in the IEA Civic Education study. Analyses of large data bases enable the consideration of individual characteristics and experiences, as...

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    Meaningful Measurement: The Role of Assessments in Improving High School Education in the Twenty-First Century

    1/7/10 - Pinkus, L.M.

    Success in today’s global and entrepreneurial economy increasingly requires some form of postsecondary education or training. Yet too many students—particularly poor and minority students—leave the K–12 system without the knowledge and skills necessary for success after high school. The long-term implications of an inadequate education have social and economic consequences for individuals, the communities in which they live, and the nation as a whole. The challenge ahead is twofold...

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    Measuring What Matters: A Stronger Accountability Model for Teacher Education

    1/2/10 - Crowe, Edward

    The redesigned accountability system proposed in this paper is an effort to direct regulatory oversight to things that matter: whether or not K-12 students are learning, how well teachers have developed the classroom teaching skills to be effective with their students, a graduate’s commitment to teaching as a professional career, feedback from graduates and employers, and high-quality tests of teacher knowledge and skills that are tied to classroom teaching performance and K-12 student...

  • On knowledge and cognitive skills: A conversation with David Brandt.

    1/1/90 - Brandt, R.
  • P21 Common Core Toolkit: A guide to aligning the common core state standards with the framework for 21 century skills

    Partnership for 21st Century Skills

    To.succeed.in.the.21st.century,.all.students.will.need.to.perform.to. high.standards.and.acquire.mastery.of.rigorous.core.subject.material.. elements of the American All.students.also.will.need.to.gain.the.cognitive.and.social.skills.that. educational system — enable.them.to.deal.with.the.complex.challenges.of.our.age..The. Partnership.for.21st.Century.Skills.(P21).Framework.for.21st.Century. the curricula that schools ...

  • P21 Framework Definitions

    1/1/09

    To help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies.

  • 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...

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