Categories

Tag: settings

  • How to differentiate instruction in mixed ability classroom

    1/1/01 - Tomlison, T. A.

    Greater number of students are diagoned with attention deficit and related disorder, so in todays diversed classroom setting it has become important to understand the diffferentiating teaching methods.

  • Improving Mathematical Problem Solving in Grades 4 through 8: A practice Guide

    1/1/12 - Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K.R., & Ogbuehi, P., U.S. Department of Education

    This section provides information about the role of evidence in Institute of Education Sciences’ (IES) What Works Clearinghouse (WWC) practice guides. It describes how practice guide panels determine the level of evidence for each recommendation and explains the criteria for each of the three levels of evidence (strong evidence, moderate evidence, and minimal evidence).The level of evidence assigned to each recommendation in this practice guide represents the panel’s judgment of the...

  • Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education

    1/1/04 - Weinstein, Rhona S., Gregory, Anne, Strambler, Michael J.

    The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has...

  • Intractable Self-Fulfilling Prophecies: Fifty Years After Brown v. Board of Education

    1/1/04 - Weinstein, Rhona S., Gregory, Anne, Strambler, Michael J.

    The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are reframed-- from integrating schools, to ensuring equal access in resegregated settings, to closing the petformance. gap. As seen through ecological theory (K S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has...

  • Linking Home-Based Child Care and State-Funded Preschool: The Community Connections Preschool Program (Illinois Action for Children). Evaluation Phase 1– Implementation Study.

    1/1/11 - Forry, N., Anderson, R., Banghart, P., Zaslow, M., Kreader, J.L., & Chrisler, A.

    The Community Connections preschool program (herein referred to as Community Connections) was developed to help prepare children in home-based child care for success in school and in life. It has three goals: (1) to make state prekindergarten classroom experiences available to children in home-based care, (2) to extend classroom learning experiences in the home-based care setting, and (3) to support infant and toddler development in participating providers’ homes.

  • Literacy Development of Students in Urban Schools:Research and Policy

    1/1/05 - J Flood & P.L Anders

    The issues concerning the teaching for reading in diverse disadvantaged community are important and difficult to deal with. This book is a must read for anyone teaching in an urban setting or preparing teachers to teach reading in diverse communities.

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    NCLR Announces 2013-2014 Fellows for National Institute for Latino School Leaders

    11/5/13 - Mimberg, Kathy

    The NILSL Fellows have decades of teaching and leadership experience working in public school settings with Hispanic students, the majority of whom are learning English and live in low-income communities. Designed for high-potential mid- to senior-level education leaders, the program provides training sessions geared toward providing the advocacy and communication skills needed to address issues important to Latino student achievement and urge national and state officials to consider these...

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    Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions.

    1/1/06 - Francis, D., Rivera, M. , Lesaux, N., Kieffer, M., Rivera, H.

    Book 1 of 3: This book, released in October 2006, is the first in a series of three Practical Guidelines for the Education of English Language Learners. It provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs. The domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized...

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    Quality Indicators of Inclusive Early Childhood Programs/Practices

    1/28/11 - Cate, D., Diefendorf, M., McCullough, K., Peters, M. L., & Whaley, K.

    Overall quality measures of inclusion based on an average rating of a program, classroom or setting may not reflect the actual inclusion experience or appropriateness for individual children. Multiple measures, along with individually relevant information and periodic review, may be the best way of determining the quality of inclusion experiences and opportunities for individual children. Consideration of the actual inclusion experience of individual children, their families and peers, and...

  • Ready to Succeed in the Classroom: Findings from Teacher Discussion Groups on their experiences and aspirations teaching students in the foster care system

    1/1/10 - The Center for the Future of Teaching and Learning for the Stuart Foundation and the Ready to Succeed Leadership Team

    B y the time children enter the foster care system, they are likely to have experienced a variety of emotional, physical and psychological harms. These accumulated hurts affect children to varying degrees. With caring support and interventions, many can overcome the hurdles that (through no fault of their own) have been placed in their way. Still, the path to a healthy, happy adulthood is often arduous — with many of the most glaring difficulties manifesting themselves in the...

  • Research in Urban Educational Settings

    1/1/11 - Scott, Kimberly A
  • 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...

  • 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...

  • Still Separate and Unequal: Examining Race, Opportunity, and School Achievement in "Integrated" Suburbs

    1/1/06 - Diamond, John B.

    Recent research examines the Black/White achievement gap in integrated, affluent suburban schools. This gap is particularly vexing more than 50 years after the Brown v. Board of Education (1954) decision emphasized creating educational equity through school desegregation. Drawing on a case study of one suburban school district, this article details the structural, institutional, and symbolic inequalities that characterize such settings and contribute to educational inequality. The case...

  • Structural Inequities and the Achievement Gap in Urban Schools

    1/1/04 - Talbert-Johnson, Carolyn

    The achievement gap between African-American students and their peers in urban schools can only be eliminated through policies that offer equal access to well-qualified competent instructors. There is a need for culturally responsive teachers that are more aware of the academic and behavioral requirements of students in urban settings. A transformation of practices in teacher education programs is needed to make these programs places where preservice candidates learn to adopt pedagogies that...

  • The Black–White test score gap and early home environment

    1/1/09 - Yeung, Wei-Jun Jean, Pfeiffer, Kathryn M.

    Based on panel data for three age cohorts of children from the Panel Study of Income Dynamics, we examine how early home environment contributes to black–white achievement gaps at different developmental stages and the extent to which early gaps contribute to later racial achievement gaps. We find large black–white test score differences among children of all ages even before children start formal schooling. Except for the oldest cohort, the gaps for all tests widened when...

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