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Tag: skills

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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...

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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...

  • Neuroscience Perspectives on Disparities in School Readiness and Cognitive Achievement

    1/1/05 - Noble, Kimberly G., Tottenham, Nim, Casey, B. J.

    This article allows readers to look at racial and ethnic disparities in school readiness from a neuroscience perspective. Although researchers have traditionally measured gaps in school readiness using broad achievement tests, they can now assess readiness in terms of more specific brain-based cognitive functions. Three neurocognitive systems--cognitive control, learning and memory, and reading--are essential for success in school. Thanks to recent advances in brain imaging, it is now...

  • On "gap gazing" in mathematics education: The need for gaps analyses

    1/1/08 - Lubienski, Sarah Theule

    Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere "gap gazing." Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in...

  • On "Gap Gazing" in Mathematics Education: The Need for Gaps Analyses

    1/1/08 - Lubienski, Sarah Theule

    Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere "gap gazing." Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in...

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

    1/1/90 - Brandt, R.
  • Opportunity to Learn and English Learner Achievement: Is Increased Content Exposure Beneficial?

    1/1/08 - Aguirre-Munoz, Zenaida, Boscardin, Christy Kim

    This investigation examined the impact of opportunity to learn content and skills targeted by a writing assessment on the achievement of English learners (ELs), including the potential for differential impact of increased exposure to literary analysis and writing instruction. Results revealed several factors contributing to students' writing performance. Student-level and teacher-level variables were found to significantly contribute to writing performance. Although exposure to writing and...

  • 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.

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    Practical guidelines for the education of English language learners: Research-based recommendations for serving adolescent newcomers.

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

    Book 2 of 3: TThis book, released in October 2006, is the second in a series of three Practical Guidelines for the Education of English Language Learners. This document was written primarily for the group of ELLs who are adolescent newcomers to the United States and who have a relatively short period of time in which to simultaneously develop academic language skills and master grade-level content. It provides evidence-based recommendations for policymakers, administrators, and teachers in...

  • Professional Development:A 21st Century Skills Implementation Guide

    1/1/09 - Partnership for 21st Century Skills

    To succeed in college,career and...

  • Race, inequality and educational accountability: the irony of 'No Child Left Behind'

    1/1/07 - Darling-Hammond, Linda

    The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies include focusing schools' attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the complex requirements of the law have failed to achieve these goals, and have provoked a number of unintended negative consequences which frequently harm...

  • Race-ethnicity, SES, gender, and language proficiency trends in mathematics achievement: an update

    1/1/97 - Tate, William F.

    The purpose of this article is to document changes in U.S. mathematics achievement by reviewing national trend studies, college admissions examinations, and Advanced Placement tests. This article examined this quantitative research literature to determine trends in mathematics achievement of various social groups defined along lines of race, class, gender, ethnicity, and language proficiency. The findings of this review indicate that over the last 15 years all demographic groups have...

  • 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...

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