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Tag: knowledge

  • Power/Knowledge: Selected Interviews and Other Writings 1972-77.

    1/1/80 - Colin Gordon. , Colin Gordon et al
  • pdf

    Practical guidelines for the education of English language learners: Research-based recommendations for the use of accomodations in large scale assessments.

    1/5/09 - Francis, D., Rivera, M. , Lesaux, N., Kieffer, M., Rivera, H.

    Book 3 of 3: This book, released in October 2006, is the third in a series of three Practical Guidelines for the Education of English Language Learners. NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to ELLs. ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of...

  • Practical Guidelines for the Enducation of English Language Learners: Research-based recommendations for the use of accommodations in large-scale assessments

    1/1/06 - Francis, D.J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. , U.S. Department of Education

    The fundamental principles underlying the No Child Left Behind (NCLB) Act of 2001focus on high standards of learning and instruction with the goal of increasing academic achievement—reading and math in particular—within all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs). NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for...

  • Practices That Support DATA USE in Urban High Schools

    1/1/06 - Learning Point Associates

    This article presents initial findings of a case study focusing on data use in five low-performing urban high schools undergoing comprehensive schoolwide reform. The case study investigates: (a) the ways in which disaggregated data can be used to examine progress and guide improvement in the process of restructuring urban, low-performing high schools; (b) factors and conditions that either promote or act as barriers to data use; and (c) the policy and practice implications of achieving...

  • 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...

  • Research on teachers' knowledge: The evolution of a discourse.

    1/1/91 - Elbaz, F.
  • Results that Matter: 21st century skills and high school reform

    1/1/06 - Partnership for 21st century skills

    l levels of Across the country, there is a refreshing and growing movement to improve America’s government to implement high schools. However, as it is envisioned now in the many admirable initiatives under way in both the public and private sectors, high school reform is not likely to produce some fundamental graduates who are prepared for the challenges of the modern world. reforms that will result in signiicantly better the reason is straightforward: there has been little or no...

  • Review of Language and Literacy in Bilingual Children

    1/1/04 - Cummins, Jim

    This reviewed volume reports the results of a large-scale study of bilingual education conducted in the mid- to late-1990s in Miami, Florida, under a grant from the National Institutes of Child Health and Human Development (NICHD). Oiler & Eilers (and their colleagues who contributed to individual chapters) have made a very substantial contribution to the research literature on bilingual education and bilingual development generally. Their quasi-experimental study is exemplary from a design...

  • Some reflections on the acquisition of knowledge.

    1/1/84 - Anderson, R. C.
  • Standards and Equity

    1/1/04 - Muller, Chandra

    The article focuses on the amount and content of knowledge the students get from learning in schools and addresses the issue of equality in education. Certainly, a natural source of the tension between family and school is in the objective of education in their society. The common school is a source of standard and the family a source of difference. The common school is conceived to teach all students, including those from immigrant families, a common language and curriculum. Setting...

  • Stereotype Threat Does Not Live by Steele and Aronson (1995) Alone

    1/1/04 - Steele, Claude M., Aronson, Joshua A.

    This comment notes that P. R. Sackett et al (see record 2004-10043-001) have raised a concern: that 29 mischaracterizations of an experiment from C. M. Steele and J. Aronson (see record 1996-12938-001) spread over 8 years of media reports, journal articles, and textbooks could mislead teachers, students, researchers, policymakers, and parents into believing that the African American-White test-score gap is entirely caused by stereotype and not at all by group differences in opportunities and...

  • Tapping Students' Cultural Funds of Knowledge to Address the Achievement Gap

    1/1/07 - Risko, Victoria J., Walker-Dalhouse, Doris

    The writers discuss cultural modeling as a way to design culturally responsive instruction and address the achievement gap. Drawing on research, they describe and present a rationale for cultural modeling. They then provide suggestions for preparing to teach using a cultural modeling framework and teaching with cultural modeling.

  • Tapping Students' Cultural Funds of Knowledge to Address the Achievement Gap

    1/1/07 - Risko, Victoria J., Walker-Dalhouse, Doris

    The article focuses on cultural modeling as a way to design culturally responsive instruction. Cultural modeling is defined as a way of designing instruction to make explicit connections between content and literacy goals and the knowledge and experiences students share with family, community and peers. As a framework for guiding literacy instruction, cultural modeling demonstrates two components of culturally responsive instruction: a respect for differences and the use of these differences...

  • Teachers' Professional Knowledge Landscapes

    1/1/95 - Clandinin, D. Jean & Connelly, F. Michael, Soltis, Jonas F.
  • The Achievement Gap in Social Studies and Science Starts Early

    1/1/06 - Chapin, June R.

    The article focuses on the findings of a longitudinal study which investigated social studies and science education achievement gaps in early childhood. Using the Early Childhood Longitudinal Study, fifty-one science and social studies test items were combined into a General Knowledge Test. The test was administered individually to each respondent with no reading required. The analysis of the scores of the General Knowledge Test are discussed. The first years in education are critical for...

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