Tag » action

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  Addressing Bullying and Harassment Matters

  1/1/11 - Gonzales, JoEtta & Hamilton, Kori, The Equity Alliance at ASU

  Bullying and harassment in schools often includes violations of federally protected civil rights. Many organizations have put forth information regarding bullying and harassment as it relates to the LGBTQ community of youth in our schools, yet the harassment of all other marginalized groups deserves attention as well. This is a pervasive issue that requires collective and immediate action by educators, and a culturally responsive approach is necessary to tackle the problem head-on. This...

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  Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

  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...

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  Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

  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...

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  Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special Education

  1/27/10 - Fergus, Edward

  This Equity In Action is intended to provide educators and researchers with the most comprehensive, praxis-oriented information on identifying and reducing disproportionality in schools. Over the course of developing and piloting a data-driven process (2004-2010) for identifying root causes, we’ve gained insight into not only the root causes but also the driving forces (internal and external to district) of these root causes. Our data driven root cause process focused on examining various...

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  Professional Learning for Culturally Responsive Teaching

  1/14/10 - Kathleen A. King, Alfredo J. Artiles, Elizabeth B. Kozleski, Equity Alliance at ASU

  Professional learning for culturally responsive teaching has the potential to address achievement gaps across ethnic groups and disproportionate representation in special education for students from culturally and linguistically diverse backgrounds. This Equity In Action has a twofold purpose: (a) to demonstrate the need for rethinking current approaches to professional learning and (b) to provide guidelines for professional learning for culturally responsive teaching, as well as...

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  The School Improvement Process

  1/24/09 - National Institute for Urban School Improvement, , University of Colorado at Denver and Health Sciences Center, , Equity Alliance at ASU

  Each page of this guide focuses on a different part of the School Improvement Process. You’ll find ideas about how to gather and use information to set your focus areas and action cycles. There’s no one right place to start. If your building already has an active planning process, you may want to proceed directly to the action cycle step.

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  A Call to Action: Transforming High School for all Youth

  1/14/09 - National High School Alliance,

  "In A Call to Action: Transforming High School for All Youth, the National High School Alliance identifies six core principles and recommended strategies that will foster high academic achievement, close the achievement gap, and promote civic and personal growth among all high-school-age youth in our high schools and communities. At the center of the framework is the Alliance’s belief that the purpose of high school is to ensure that all high-schoolage students are ready for college...

• Action research: some methodological and political considerations.

  1/1/90 - Chisholm, L.

• Action, Talk, and Text: Learning and Teaching Through Inquiry

  1/1/01 - Wells, G.
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  An Instrument for Screening New Practices for Adoption

  1/23/09 - Judy Smith-Davis

  "This instrument was developed by Judy Smith-Davis for the OSEP-funded Dissemin/Action Project during the 1980s. It is derived from the classic R&D literature on the dissemination, diffusion, adoption, and implementation of innovations in education and related disciplines. The instrument (with variations of an accompanying article) have been published over the years by the California School Boards Journal, the North Central Regional Educational Laboratory, the Alliance Project at Vanderbilt...

• Attrition/retention of urban special education teachers : Multi faceted research and strategic action planning.

  1/1/95 - Morvant, M., R. Gersten, et al.

• Authentic assessment in action: Studies of schools and students at work.

  1/1/95 - Darling Hammond, L., J. Ancess, et al.

• Class Actions: Teaching for Social Justice in Elementary and Middle School

  1/1/99 - Allen, JoBeth

• Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

  1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

  This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

• Closing the achievement gap with curriculum enrichment and differentiation: One school's story

  1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

  This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

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  Corrective action in low-performing schools: Lessons for NCLB implementation from State and district strategies in first-generation accounability systems

  1/5/09 - Education Commission of the States,

  The goal of state intervention in a school or district designated as low-performing is not to punish. It is to help figure out how to improve student learning. The challenge, particularly for a chief state school officer or state board of education, is how best to leverage assistance to schools that have varying degrees of need. Most state legislatures have provided the state board the authority to act. How to proceed with limited funding and staffing is the truly difficult question. This...