Learning Resources

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New Project Forum report on Principal Preparedness to Support Diverse Learners

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Area: PRACTITIONER:inquiry on equity in schooling

Area » PRACTITIONER:inquiry on equity in schooling

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    Addressing Discrimination in School Matters

    1/9/09 - Sullivan, Amanda L., Equity Alliance at ASU

    "Every student has the right to an education free from discrimination that provides high-quality, equitable opportunities to learn. Unfortunately, sometimes individuals or systems may act in ways that violate this right. Discrimination occurs when people are treated unequally or less favorably than others because of some real or perceived characteristic. In every community and every school, discrimination exists in both intended and unintended ways. It may take the form of direct, overt...

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    Culturally responsive coaching for inclusive schools: A guide to planning your LeadScape Coaching Dialogues

    1/13/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU

    "NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of...

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    Gender Equity Matters!

    1/15/10 - King Thorius, Kathleen, Equity Alliance at ASU

    Despite remarkable progress along many indicators of equitable access, participation, and outcomes of schooling, there are still persistent, pervasive issues that must be addresses, including continued disparities in access to athletics and academic programs, sexual harassment, hate crimes, and discriminatory treatment of girls and women. This What Matters brief includes strategies for: * Achieving gender equity in access and opportunities to learn * Achieving a gender-balanced...

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    A summary of research on the effects of test accommodations: 2002 through 2004

    1/3/09 - Johnstone, C., Altman, J., Thurlow, M., Thompson, S. J.

    The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness, threats to test validity, and score comparability. This report summarizes 49 empirical research studies completed on test accommodations between...

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    Methods for assessing racial/ethnic disproportionality in special education: A technical assistance guide

    1/5/09 - Data Accountability Center,, Westat,

    “Many different methods of calculating disproportionality exist. Each of these methods represents a different way of reporting the same data, and each answers a different question about racial/ethnic representation in special education. This technical assistance guide focuses on two of the more common methods: composition and risk. (The authors) also discuss the risk ratio as a means for comparing risk. This technical assistance guide summarizes how to apply each of these methods...

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    Teacher learning for inclusive education: A framework for embracing diversity

    1/6/09 - Elizabeth B. Kozleski, Federico Waitoller

    This presentation covers aspects of teaching for inclusive education, teacher education, professional learning schools, and the PLS curriculum.

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    Teaching in Changing Times

    1/3/09 - National Comprehensive Center for Teacher Quality,

    The final report in this series by the National Comprehensive Center for Teacher Quality and Public Agenda focuses on the strengths and possible deficits of new teacher training. The research described in this report points to two specific areas in which teacher training may be lacking: preparedness for the diversity of the contemporary American classroom and teaching students with special needs.

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    Universal Access to a Quality Education: Research and Recommendations for the Elimination of Curricular Stratification

    1/16/09 - Carol C. Burris , Kevin G. Welner , Jennifer W. Bezoza

    "the principal recommendation made here is that policy makers and educators follow the path supported by the research evidence: the elimination of curricular tracks that separate students by race, socio-economic status, or assumptions about their learning potential. That is, we recommend the elimination of curricular stratification."

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    Working without a net: How new teachers from three prominent alternate route programs describe their first year on the job

    1/3/09 - National Comprehensive Center for Teacher Quality,

    Working Without a Net provides additional results from the new-teacher survey conducted by Public Agenda. It focuses on new teachers in high-needs schools, comparing the perspectives of those from traditional teacher education versus those from three alternate-route programs: Teach for America, Troops to Teachers, and The New Teacher Project.