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Category: Research

Category » Research

Subcategories: Culturally Responsive
  • pdf

    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)

  • pdf

    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)

  • pdf

    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)

  • pdf

    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)

  • pdf

    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)

  • pdf

    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)

  • pdf

    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)

  • pdf

    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)

  • pdf

    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)

  • pdf

    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...

  • pdf

    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.

  • pdf

    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.

  • pdf

    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.

  • pdf

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

    1/5/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU

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

  • Black–White Achievement Gap and Family Wealth

    1/1/08 - Yeung, W. Jean, Conley, Dalton

    This article examines the extent to which family wealth affects the Black–White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3–12). This study found little evidence that wealth mediated the Black–White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a...

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