(22 Results) Page: 1 2
- 1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...
- 1/31/07 - Martha Countinho, Donald Oswald, Equity Alliance at ASU
The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately...
- 1/25/07 - Diane L. Ferguson, Equity Alliance at ASU
As schools restructure and reform for the 21st Century, educators are being required to work together in more ways. As teachers and other school professionals learn to work together in these (groupwork, teamwork, collobarative work) and other ways, they will also learn about each other. The different skills and roles any general and special educators, specialists and families will begin to diminish as working together “cross pollinates” these capacities creating a new variety of...
- 1/10/09 - Shelley Zion, Elizabeth Kozleski, Equity Alliance at ASU
This OnPoint is the first in a series of three OnPoints that explore issues around culture and teaching. This OnPoint describes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. The second OnPoint in this series focuses on teacher’s identity. The third OnPoint addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their homes and...
- 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...
- 1/1/09 - Liu, Ou Lydia, Wilson, Mark
Differential gender performance in standardized mathematics assessment has long been a heated topic. Gender gaps of varied magnitude have been identified on large-scale assessments in the United States. To continue the investigation, this study examined male and female performance on the Programme for International Student Assessment (PISA) 2003 mathematics along four in-depth dimensions (strand, content topics, competency cluster, and item format). Furthermore, to identify the shared and...
- 1/1/07 - Morales, M. Cristina, Saenz, Rogelio
The use of standardized testing to evaluate academic achievement is a widely debated topic. Despite controversies, standardized testing is used in all educational levels from elementary school to college entrance examinations. One of the ethnic groups particularly affected by this is the Mexican-origin population. An integrated model (individual, family, peer, and institutional factors) is used to enhance our understanding of the disparity in standardized mathematic test scores between...
- 1/1/94 - Goetting, Ann
Argues that the US as a nation does not really like children, an argument supported by the substantial numbers of children who experience an array of preventable burdens. Statistics are offered on such topics as the high rate of infant mortality, low rankings in academic achievement, and the high rate of poverty among children. The gap between achievers and nonachievers continues to expand, producing a large number of children at high risk for never becoming productive members of society. A...
- 1/16/09 - Lucinda Gray, Laurie Lewis
"This report provides national data on the availability and use of educational technology in public school districts during fall 2008. The data are the results of a national district-level survey that is one of a set that includes district, school, and teacher surveys on educational technology. Every year between 1994 and 2005 (with the exception of 2004), the Office of Educational Technology (OET) in the U.S. Department of Education asked the National Center for Education Statistics (NCES...
- 1/1/12 - Bos, J.M., Sanchez, R.C., Tseng, F., Rayyes, N., Ortiz, L., and Sinicrope, C.
English language proficiency is critical to academic achievement in the United States. For
several decades, educators and policymakers have explored strategies to ensure that English
language learner students have access to rigorous academic content as much as non–English
language learner students. Educating English language learner students is a challenge that has
become a civil rights issue and a topic of federal legislation. In 1968, Congress passed the
Bilingual Education Act...
- 1/14/09 - Western Region Outreach Center & Consortia at the National Center on Deafness,
A pocket sized handbook for professors, high school teachers and vocational teachers new to interacting with Deaf and Hard of Hearing students. Topics include a general understanding of deafness, classroom accomodations, and communication tips.
- 1/1/07 - Torney-Purta, Judith, Barber, Carolyn H., Wilkenfeld, Britt
Many studies have reported gaps between Latino and non-Latino adolescents in academic and political outcomes. The current study presents possible explanations for such gaps, both at the individual and school level. Hierarchical linear modeling is employed to examine data from 2,811 American ninth graders (approximately 14 years of age) who had participated in the IEA Civic Education study. Analyses of large data bases enable the consideration of individual characteristics and experiences, as...
- 1/1/12 - Burdge, H., Sinclair, K., Laub, C., Russell, S.T.
Data from the California Safe Schools Coalition 2004-2006 Preventing School Harassment
(PSH) survey illustrates the importance of LGBTQ-inclusive curriculum on student safety.1 In
particular, students who answered that they learned about LGBTQ people or issues as part
of a classroom lesson were more likely to feel safer, more likely to report a stronger sense
of school belonging, and less likely to report being harassed based on sexual orientation
- 1/14/10 - Ferguson, Dianne
Lots of schools have special classes or times during the year when teachers get to offer a class or a series of classes on favorite topics like gardening, dancing, stargazing, photography, or knitting, to name a few. Encourage family members to offer Family Fad Classes on topics they treasure and enjoy. The list could be endless and tailored to every age level. The classes could be a single session or a series.
- 1/1/04 - Peterson-Lewis, Sonja, Bratton, Lisa M.
Content analysis of 56 African American high school students' descriptions of the meaning of "acting Black" revealed five underlying content dimensions: (1) academic/scholastic, (2) aesthetic/stylistic, (3) behavioral, (4) dispositional, and (5) impressionistic. With the exception of the qualities in the aesthetic/stylistic category, the respondents attributed primarily negative qualities to "acting Black." Although Black youths' perspectives on "acting White" has been a topic of great...
- 1/1/09 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.
Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.