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Tag: skills

  • Relating test-taking attitudes and skills and stereotype threat effects to the racial gap in cognitive ability test performance

    1/1/03 - Nguyen, Hannah-Hanh D., O'Neal, Alisha, Ryan, Ann Marie

    This research extended past studies on race effects and stereotype threat (ST) effects outside the academic domain, as well as exploring the mediating role of test-related cognition, motivation, and emotionality in the Black-White cognitive ability test performance differences. One hundred seventy-two undergraduates took a simulated personnel selection test and responded to measures of attitudinal and test-taking skills prior to and after the test. Half of the participants were told that the...

  • 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...

  • Review of Improving the quality of education for African-American males: A study of America's urban schools

    1/1/07 - No authorship, indicated

    Reviews the book, Improving the quality of education for African-American males: A study of America's urban schools by George R. Taylor and Thaddeus L. Phillips (2005). This text is designed to assist educators in urban school districts in closing the achievement gap among African-American males. It provides a framework for innovative educators to extrapolate creative methods and strategies for closing this gap. The book demonstrates that African-American males' achievement and standards can...

  • Schools, achievement, and inequality: a seasonal perspective

    1/1/01 - Alexander, Karl L., Entwisle, Doris R., Olson, Linda S.

    Are there socioeconomic differences in the seasonality of children's learning over the school year and summer months? The achievement gap across social lines increases during the primary grades, as much research indicates, but descriptive analyses and HLM within-person growth models for a representative panel of Baltimore school children demonstrate that the increase can be traced mainly to the out-of-school environment (i.e., influences situated in home and community). School-year verbal...

  • Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers

    2/1/14 - Yoder, Nicholas

    The educational community is increasingly focused on the development of students’ social and emotional learning (SEL) competencies and the link between SEL and improved educational attainment and achievement. SEL is the process through which students develop the skills necessary to recognize and manage emotions, build relationships, solve interpersonal problems, and make effective and ethical decisions. The significance of SEL continues to grow in the context of policy debates...

  • Social skills instruction in secondary education: Are we prepared for integration of difficult to teach students?

    1/1/90 - Cosden, M.A., Iannaccone, C.J., & Weinke, W.D.
  • Socialization technique helps in academic achievement, trial study finds

    3/5/14 - Layton, Lyndsey

    A popular teaching technique to help elementary students develop emotional and social skills also leads to academic achievement, according to a study released Thursday. In a randomized, controlled trial that examined the technique known as Responsive Classroom, researchers found that children in classrooms where the technique was fully used scored significantly higher in math and reading tests than students in classrooms where it wasn’t applied.

  • 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...

  • Student Success Skills: A Promising Program to Close the Academic Achievement Gap for African American and Latino Students

    1/1/07 - Miranda, Alexis, Webb, Linda, Brigman, Greg

    Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar...

  • Student success skills: A promising program to close the academic achievement gap for African American and Latino students

    1/1/07 - Miranda, Alexis, Webb, Linda, Brigman, Greg, Peluso, Paul

    Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar...

  • Student Success Skills: A Promising Program to Close the Academic Achievement Gap for African American and Latino Students

    1/1/07 - Miranda, Alexis, Webb, Linda, Brigman, Greg, Peluso, Paul

    Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar...

  • pdf

    Teacher Perspectives of School-Level Implementation of Alternate Assessments for Students With Significant Cognitive Disabilities

    1/28/10 - Renée Cameto, Frances Bergland, Anne-Marie Knokey, Katherine M. Nagle, Christopher Sanford, Sara C. Kalb, Jose Blackorby , Beth Sinclair, Derek L. Riley, Moreiça Ortega

    "Read about teachers' perspectives on school-level implementation of alternate assessments in a national study released by the National Center for Special Education Research. This study included more than 400 teachers of students with significant cognitive disabilities from three states. The report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their...

  • Teacher skills and strategies.

    1/1/90 - Woods, P. (Ed.).
  • 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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