Category » RESEARCH

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  Collection and Use of Evidence, Academy 1, Facilitator's Manual

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 1, Participant Handouts

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 1, PowerPoints

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 2, Facilitator's Manual

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 2, Participant Handouts

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 2, PowerPoints

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 3, Facilitator's Manual

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 3, Participant Handouts

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Collection and Use of Evidence, Academy 3, PowerPoints

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

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  Language (Policy) Matters!

  1/1/11 - Kozleski, Elizabeth B.; Mulligan, Elaine M.; Hernandez-Saca. David I., Equity Alliance at ASU, Equity Alliance at ASU

  Public education has a vital role in ensuring that this and subsequent generations are successful in a global, multilingual economy. In this What Matters brief, we examine how teachers, students, parents, and communities in our nation's schools can create rich opportunities for students to learn. Language (Policy) Matters! includes information and resources about: * School policies and practices that support language access * Research on best practices for students who are English...

• A "Gap-Gazing" Fetish In Mathematics Education? Problematizing Research on the Achievement Gap

  1/1/08 - Gutiérrez, Rochelle

  A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

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  A guide to analyzing data from the Family Outcomes Survey

  1/18/09 - Melissa Raspa, Kathleen Hebbeler, Don Bailey

  The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses can then be used to plan for program improvement. The document is written for state agency staff, but many of the suggested analyses could be carried out at the local level as well.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Connecticut

  1/5/09 - Elizabeth Kozleksi, Amanda Sullivan, Kara Sujansky

  This report provides a snapshot of Connecticut’s efforts to provide for the education of students identified as having disabilities and students identified as CLD.2 We use NCCRESt’s conceptual framework for culturally responsive educational systems, which focuses on the connections between people, policies, and practices, to provide a schema for analyzing the relationships between federal, state, LEA, and school policies.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: North Carolina

  1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Equity Alliance at ASU

  This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Ohio

  1/9/10 - Elizabeth Kozleski, Amanda Sullivan, Miranda Kucera, Equity Alliance at ASU

  This State Profile provides a snapshot of Ohio's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Tennessee

  1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU

  This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.