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Area: SCHOOL:S Area » SCHOOL:S- 1/5/09 - Howard Adelman, Linda Taylor
When it comes to mental health, urban schools have a wide range of assets and strengths - many of which have gone untapped. These assets reside within the school staff, the students, their families, and community resources, and bring with them resilience, perseverance, and hope. Urban schools are among the most ready of our nation’s schools to focus on mental health. Part of this readiness stems from an appreciation of the importance of promoting healthy social-emotional development, and... - 1/5/09 - Bridgeland, J., Diulio, J. , Streeter, R. , Mason, J.
Today in America, there are approximately 25 million parents who have children in American high schools. Their role in the educational achievement of their children is profound. Students with involved parents, regardless of their family income or background, are more likely to earn higher grades and test scores, enroll in higher level classes, attend school and pass their classes, develop better social skills, graduate from high school, attend college, and find productive work. The opposite... - 1/15/10 - Timothy Speth, Steffen Saifer, Gregory Forehand
This study explores how the improvement plans of Title I schools in improvement in the Northwest Region align with the parent involvement requirements of the NCLB Act. The study analyzed 2006/07 school improvement plans for 308 Title I schools, covering 84 percent of schools in improvement in the Northwest Region states. In addition to examining whether the plans contained parent involvement activities as required by NCLB section 1116, the study identified and looked for parent involvement... - 1/1/06 - Francis, D., Rivera, M. , Lesaux, N., Kieffer, M., Rivera, H.
Book 1 of 3: This book, released in October 2006, is the first in a series of three Practical Guidelines for the Education of English Language Learners. It provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs. The domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized... - 1/5/09 - Francis, D. , Rivera, M., Lesaux, N., Kieffer, M., Rivera, H.
Book 2 of 3: TThis book, released in October 2006, is the second in a series of three Practical Guidelines for the Education of English Language Learners. This document was written primarily for the group of ELLs who are adolescent newcomers to the United States and who have a relatively short period of time in which to simultaneously develop academic language skills and master grade-level content. It provides evidence-based recommendations for policymakers, administrators, and teachers in... - 1/5/09 - Francis, D., Rivera, M. , Lesaux, N., Kieffer, M., Rivera, H.
Book 3 of 3: This book, released in October 2006, is the third in a series of three Practical Guidelines for the Education of English Language Learners. NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to ELLs. ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of... - 1/1/08 - Parent Teacher Association,
The PTA's National Standards for Family-School Partnerships offer a framework for how families, schools, and communities should work together to support student success. This assessment guide, or rubric, helps facilitate the implementation of these standards. The guide includes specific goals for each standard, indicators for measuring these goals, and examples for each indicator to show what good practice looks like at different levels of development. - 1/5/09 - Martha Boethel
This research synthesis is the fourth in a series of reports to help local school, community, and family leaders obtain useful research-based information about key educational issues. This synthesis addresses readiness as it relates to children, schools, families, and communities. - 1/5/09 - Gay Lesbian and Straight Education Network,
"The Safe Space program manual will take you step by step through the process of implementing a Safe Space program in your school by teaching you to train allies, providing strategies for support and intervention when anti-LGBT bias occurs, and providing materials and ideas for making your program highly visible." - Gay Lesbian and Straight Education Network,
"GLSEN has created this resource for new and already-established Gay-Straight Alliances (GSAs) or similar clubs. The resources take you through the process of establishing or re-establishing your group, identifying your mission and goals, and assessing your school's climate. Jump Start your school and your GSA and create safer schools for all regardless of sexual orientation and gender identity/expression." - 1/5/09 - Chris Ferguson, Manica Ramos , Zena Rudo, Lacy Wood
This set of studies provides greater clarity about creating partnerships among schools, families, and community groups. Most importantly, these studies provide insight into the how and why of programs adopting contextually driven approaches rather than limiting efforts to those activities that are convenience to school staff, time, and facilities. When efforts are designed to meet the needs of the community setting, there is increased support for student learning and involvement from outside... - 1/23/09 - Maria Estele Zarante
"The findings of this study indicated that divergent definitions and perceptions of parental involvement in education exist among the different stakeholders. Moreover, the findings revealed that schools lack clear organizational goals and objectives on how best to involve parents in the schools. These insights can inform discussions about how schools can best acknowledge, encourage, and increase parental involvement in schools. School administrators, school board members, corporate school... - 1/3/09 - Kaye, C.B.
Service learning takes place in schools and youth groups across America. Service-learning connects classroom studies with the natural caring and concern young people have for their world. Service-learning allows young people to contribute to solving problems by helping others in their school community, their neighborhood, or around the world. When students apply what they are learning in ways that help others, the results are memorable. Students gain lessons that last a lifetime. While... - 1/5/09 - C William Morris Institute School of Public Affairs,
The research team for this study “found 12 elementary and middle schools in Arizona -- schools whose students are mostly Latino and mostly poor -- that are ‘beating the odds’ on reading and math scores. . . . The research team found six keys to success that can translate into broader messages for education policy and strategy. These are (a) clear bottom line; (b) ongoing assessment; (c) strong, steady principal; (d) collaborative solutions; (e) stick with the program; and (f) built to... - 1/1/05 - Ottke-Moore, C.
The Family School Linkages (FSL) Project of the National Institute for Urban School, now the Equity Alliance at ASU, worked with schools and families to think about and improve relationships between schools and all the families of their students. A growing number of studies show that when family members talk to their children about schooling, participate with school personnel, and support their children’s efforts, the students achieve more, attend more regularly, and are more motivated and...
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