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Tag: professional
- 1/1/08 - Thea Abu El-Haj
When my daughter was five she was diagnosed with Type 1 diabetes. It was clear from the first moment that my daughter returned to her kindergarten class that, as a parent advocating for a child with a medical disability, the stance I took toward difference would matter greatly. One approach, perhaps the obvious one, would have focused on her physiological disability and understood the “problem of difference” as an individual one, making the fewest possible demands on the school... - 1/1/06 - National Early Child Transition Center,
"CIT was developed by John Flanagan as a method to identify behaviors that contribute to the success or failure of individuals or organizations in specific situations." - 1/1/07 - Shana Ritter
This presentation discusses development of cultural competence for educators - 1/1/05 - Kim Kennedy White, Shelley Zion, Elizabeth Kozleski, Equity Alliance at ASU
This On Point is the second in a series of three On Points that explore issues around culture and teaching. The first On Point operationalizes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. While this On Point focuses on teacher’s identity, the third On Point in this series addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their... - 1/1/09 - Bryan Goodwin, Elizabeth Hubbell, Laura Lefkowits, Danette Parsley, Howard Pitler, Mel Sussman
At McREL, we analyze research on the science of education and translate it into effective teaching, schooling, and leadership practices. But we have learned that the effectiveness of any practice is dependent on the school culture. Culture is not “touchy-feely”—it makes a difference. In this issue, we take a critical look at school culture. We offer concrete guidance for improving school culture and provide examples of what happens when school leaders fail to acknowledge its importance... - 1/1/08 - Ron Glass
It is probably never easy to have a deep conversation with another person; each person’s hopes, fears, anxieties, doubts, dreams, and many other powerful feelings, conscious and unconscious, easily get in the way of honest and full expression. To have a deep conversation with a stranger, or with whole groups of strangers and even an entire community, can seem impossible.To talk openly and honestly about our experiences of schooling is equally challenging. Some of our most significant... - 1/1/08 - Kozeski, Elizabeth B.
Gives an overview of what inclusive education is - 1/1/07 - Davis, C., Atcherson, S., Johnson, M.
This book focuses on the access needs of individuals who are hard of hearing or deaf who rely on aural/oral and/or print communication and not sign language. It covers information on hearing aids, audiograms, cochlear implants and other auditory implantable devices, the definition of communication access, assistive listening devices, speech-to-text accommodations, alerting devices, and telecommunication options. In addition, there is an extensive resource section with additional information... - 1/1/07 - Gloria Harbin, Beth Rous, Nancy Peeler, Joneen Schuster, Katherine McCormick
"Transitions are often watershed events that present challenges for all young children and their families. However transitions from one environment or program to another are often particularly stressful and frustrating for families of young children with disabilities...Perhaps one reason for continued problems in the area of transition is the absence of aligning evidence-based practice with a set of clearly defined outcomes of transition. This requires a more systematic understanding of the... - 1/1/09 - National Dissemination Center for Children with Disabilities,
Think of all the skills that children have to learn when they come into the world: smiling, turning over, responding to people, communicating, eating solid food, crawling, standing, and on and on. We expect these skills to emerge naturally over time and know more or less when they should. At 3 months, Susana will probably be doing this, at 4 months, she’ll be doing that. By a year, well, she’ll be tottering around, getting into everything. This time-table for skills to emerge is commonly... - 1/1/07 - National Center on Response to Intervention,
This 2007 brief and tool were developed to guide stakeholders through dialogue on identifying students for learning disabilities. A brief, developed by the IRIS Center, explains what the IQ-Achievement Discrepancy Model is, how it is used in identifying students with learning disabilities, and three main problems with this model. It describes RTI as an alternative method of identifying students with learning disabilities. Six sets of questions for stakeholders, developed by the IDEA... - 1/1/07 - National Center on Response to Intervention,
This 2007 brief and tool were developed to guide stakeholders through dialogue on the topic “Rationale for RTI.” The brief, developed by the IRIS Center, describes the primary features of RTI, discusses the benefits of RTI in relation to early intervening services and the identification of learning disabilities, and explains how RTI can address many of the concerns associated with the IQ-Achievement Discrepancy Model. Six sets of questions for stakeholders, developed by the IDEA... - 1/1/07 - National Center on Response to Intervention,
This 2007 brief and tool were developed to guide stakeholders through dialogue on two approaches to implementing RTI, the problem solving method and the standard treatment protocol approach. A brief, developed by the IRIS Center, explains the two approaches, including the common features and differences between the two RTI models. Six sets of questions for stakeholders, developed by the IDEA partnership, ask stakeholders to consider the benefits and drawbacks of the two models for their... - 1/1/07 - National Center on Response to Intervention,
This 2007 brief and tool were developed to guide stakeholders through dialogue on the topic “What is RTI?” A brief, developed by the IRIS Center, describes the key components of RTI, the characteristics of RTI related to early intervening services and the identifying students with learning disabilities. Six sets of questions for stakeholders, developed by the IDEA partnership, ask about participants’ knowledge of RTI and their views on its implementation, potential benefits, and... - 1/1/10 - Thomas D. Snyder, Sally A. Dillow
"In fall 2009, about 75.2 million people were enrolled in American schools and colleges (table 1). About 4.7 million people were employed as elementary and secondary school teachers or as college faculty, in full-time equivalents (FTE). Other professional, administrative, and support staff at educational institutions totaled 5.4 million. All data for 2009 in this Introduction are projected. Some data for other years are projected or estimated as noted. In discussions of historical trends... - 1/1/09 - Peter Z Schochet
"For RCTs of education interventions, it is often of interest to estimate associations between student and mediating teacher practice outcomes, to examine the extent to which the study’s conceptual model is supported by the data, and to identify specific mediators that are most associated with student learning. This paper develops statistical power formulas for such exploratory analyses under clustered school-based RCTs using ordinary least squares (OLS) and instrumental variable (IV...
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