Tag » activities

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  Addressing Diversity in Schools: Culturally Responsive Pedagogy

  1/24/09 - Heraldo Richards, Ayanna Brown, Timothy Forde, Equity Alliance at ASU

  This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies...

• Inclusive Education for Equity

  1/1/09 - Equity Alliance at ASU,, Kathleen King

  Inclusive education, in policy and practice, rejects the exclusion and segregation of students, for ANY reason: gender, language, household income, sexual orientation, race, ethnicity, national origin, ability, or any dis/ability. Simultaneously, because of an active commitment to equity for all students, inclusive educational systems maximize the participation of all learners, by making learning opportunities relevant and high-quality. This is only achieved through the systemic exploration...

• Learning Academies: Module 4, Universal Designs for Learning

  1/1/04 - National Institute for Urban School Improvement,

  The concept of Universal Design foregrounds equitable opportunities and access to spaces, information and participation for all by creating environments and products that accommodate as many individuals as possible from the beginning. Universal Designs for Learning (UDL) extends Universal Design into the field of education. While initially defined as a method to minimize barriers students may experience when learning new concepts, this professional learning module presents UDL as an approach...

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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.

• Toolkit for Inclusive School Improvement (Part 1)

  1/1/05 - National Institute for Urban School Improvement,

  Systemic school change is a complex and difficult task. The challenge is great, but educators throughout our nation and other nations are actively engaging the opportunity to transform education and how we go about the work of teaching and learning in our schools. This toolkit is developed by NIUSI to assess networks of schools engaging their faculty, staff, families, students, and community members in ongoing renewal and systemic change. The toolkit is organized around three areas...

• Understanding Culture

  1/1/05 - Shelley Zion, Elizabeth Kozleski

  In this module we explore culture and diversity as it applies to educators and education, by exploring the influence of culture on everyday activity, on individual identity development, and as it relates to systems of power and privilege in our education systems. In education, what works for some students may not work for others. By understanding the lives of the students and what they bring to their education, we can build on those strengths. To do this, we must become culturally responsive...

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  How active are teens during their out-of-school time?

  1/3/09 - Robert Goerge, Gretchen Cusick, Shannon Guiltinan

  This issue brief explores levels of physical activity among high school students in Chicago Public Schools, including participation in sports, informal exercise, and other activities. Latent class analysis was used to classify students’ levels of physical activity, revealing low levels of activity among most high school students. Multilevel regression analyses were then used to identify individual and community characteristics associated with the different levels of physical activity. By...

• Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors

  1/1/06 - Noble, Kimberly G., Wolmetz, Michael E., Ochs, Lisa G., Farah, Martha J., McCandliss, Bruce D.

  Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse socioeconomic backgrounds, we use functional magnetic resonance imaging (fMRI) to demonstrate that a child's experience, as operationalized by SES, can...

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  Helping Children Make Transitions between Activities

  1/18/09 - M. M. Ostrosky , E. Y. Jung, M. L. Hemmeter

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. For some young children, moving from one...

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  The School-Family Connection: Looking at the Larger Picture: A Review of Current Literature

  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...

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  Using Choice and Preference to Promote Improved Behavior

  1/18/09 - G. Dunlap, D. Liso

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. Offering choices to children involves allowing...

• Untitled Record

  1/1/02
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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...

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  A collective responsibility, a collective work: Supporting the path to positive life outcomes for youth in economically distressed communities

  1/14/09 - Tsoi-A-Fatt, R.

  This paper presents a picture of risk and challenge for youth in distressed communities and outlines how these communities can band together to create a continuum of supportive activities to bolster youth’s success in school and life.

• A concept of educational activity for school children.

  1/1/83 - Davydov, V., & Markova, A.

• A How-to Plan for Widening the Gap

  1/1/09 - Marshall, Kim

  The article discusses ways that instructional decision making could widen achievement gaps for students. The author suggests educational leaders might increase achievement gaps through policies that benefit advantaged students, such as assigning novice teachers to classes with disadvantaged students, reducing professional development regarding classroom management and reducing classroom activities. She suggests effective teaching, a positive classroom environment, teacher collaboration...