(64 Results) Page: 1 2 3 4
- 1/10/09 - Alicja Rieger, Ewa McGrail, Equity Alliance at ASU
This OnPoint tackles the complexity of English language learners’ needs from our point of view. We are native Polish-speaking teacher educators who use our own experiences and knowledge as English language learners in methods courses that we teach in teacher education programs in the United States. We both were born and raised in Poland, and share our passion for our native language and culture with our students, who are either already practicing public school teachers or in the process of...
- 1/1/03 - Miller, G. Edward
The No Child Left Behind Act of 2001 requires that states demonstrate a reduction in the test score minority gap over time but does not specify what methodology states must use to demonstrate this. The Act also requires that a measure of Adequate Yearly Progress be established by each state expressed in terms of the percent of students who achieve a level of "proficiency" on the state examination. While the most common methods used by states for analyzing the minority gap in test scores over...
- 1/1/03 - Adler, Mary, Rougle, Eija, Kaiser, Eileen
The Partnership for Literacy is a university-school collaboration that endeavors to increase student achievement by enabling teachers to identify and use more dialogic methods for discussion in English language arts classrooms. The partnership offers ongoing instructional and professional development, and it helps teachers to consider how their instruction affects student learning. Some classroom vignettes that illustrate how participating teachers in this partnership worked in collaboration...
- 1/5/09 - Data Accountability Center,, Westat,
“Many different methods of calculating disproportionality exist. Each of these methods represents a different way of reporting the same data, and each answers a different question about racial/ethnic representation in special education. This technical assistance guide focuses on two of the more common methods: composition and risk. (The authors) also discuss the risk ratio as a means for comparing risk. This technical assistance guide summarizes how to apply each of these methods...
- 1/1/10 - Partnership for 21st Century Skills
This is an exciting and challenging time for teacher educators. The nature of teaching is
changing. In an effort to transform themselves into exemplary educator preparation institutions,
many programs are becoming more entrepreneurial, recognizing new opportunities and making
changes required to respond to the needs of 21st century learners.
Many are successfully engaged in strategies such as:
• Providing high-quality alternative routes to teaching,
• Building on private and...
- 1/1/94 - Murdick, N., Gartin, B., & Arnold, M.
- 1/1/08 - Erickson, Elizabeth
Due to the No Child Left Behind legislation (PL 107-110, reauthorization of the Elementary and Secondary Education Act), schools are looking for reading programs that will push students into reading proficiency on standardized tests. Programs tend to be expensive, require specific training, and often require buying that company's materials. Reprinted by permission of the publisher.
- 1/30/09 - Julia Coffman
A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how. The tool helps users: Identify how the evaluation will be used and who will use it to ensure the evaluation delivers the right kind of information when it is needed; Map...
- 1/1/09 - Obradović, Jelena, Long, Jeffrey D., Cutuli, J. J., Chi-Keung, Chan, Hinz, Elizabeth, Heistad, David, Masten, Ann S.
Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested...
- 1/1/99 - Gee, James Paul
- 1/1/07 - Teale, William H., Paciga, Kathleen A., Hoffman, Jessica L.
Although Reading First (RF) is having positive effects on early literacy achievement, it is resulting in a curriculum gap. RF, which has received more than $4 billion to improve reading instruction in the primary grades since 2002, is based on phonological awareness, phonics, vocabulary, fluency, and comprehension, five indispensable components of a quality beginning reading program. However, as legislation becomes classroom practice, there have been comprehension instruction gaps, gaps in...
- 1/1/00 - Jasinski, Jana L.
Low educational attainment has been a barrier to the advancement of Hispanic Americans in the United States, and a number of explanations for this have been suggested. One group of explanations centers around Hispanic Americans' use and exposure to English. A second group of explanations focuses more on socioeconomic disadvantages facing this population. Much of the research that looks at educational attainment among Hispanic Americans, however, does not consider Hispanic group differences...
- 1/1/05 - Beglau, Monica M.
The significant gains that have been made in the achievement of African-American students in Missouri may be the result of a collaborative education program called enhancing Missouri's Instructional Networked Teaching Strategies (eMINTS), which uses technology to make a difference in student achievement. Focusing on the expectation that all students can attain higher performance levels, eMINTS includes mechanisms for increasing quality parental involvement and provides teachers with...
- 1/1/92 - Shulman, J. H.
- 1/1/94 - Yin, R.
- 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...