Tag » building

• 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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  Walkthrough Planning Guide

  1/5/09 - National Institute for Urban School Improvement,, Equity Alliance at ASU

  This document provides guidance on how to prepare for a building walkthrough, what to do during and after the walkthrough. It contains both group and individual feedback forms. (Focus on Results 2001).

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  A postive future for black boys: Building the movement

  1/10/09 - Sen, R.

  National education leaders concerned with the plight of Black Boys in public education convened at the Alex Haley Farm in Clinton, Tennessee in May of 2005 to explore the question: “What would it take to build a movement for Black boys and their education?” The conclusions from this important summit are contained in this latest report in The Schott Foundation series entitled: A Positive Future for Black Boys.

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  Building Early Childhood Systems in a Multi-ethnic Society:

  1/12/09 - Build Initiative,

  Building Early Childhood Systems in a Multi-ethnic Socieity provides an overview of BUILD's briefs on diversity and equity.

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  Building Positive Teacher-Child Relationships

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

  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. In early childhood settings, each moment that...

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  Federal funding and young children: Directions, opportunities, and challenges to states in building early childhood systems

  1/19/10 - Charles Bruner

  "The BUILD Initiative and the Early Childhood Systems Workgroup have developed a framework to describe the components of a public early childhood system that works to ensure young children have the supports they need for healthy development.States and communities play the primary role in building this system and ensuring the essential connections across different components of the system. The federal government plays a major role in fi nancing that system, with a particular responsibility to...

• Online survey on instructional strategies for English language learners with disabilities

  1/1/06 - Deb Albus, Shyyan, V., Thurlow, M.

  The current study, an online survey about instructional strategies for ELLs with disabilities, was designed to build on the findings of the previous study about educator perceptions of instructional strategies. Although the current study did not use consensus building methods, it was similarly designed to obtain educators’ perspectives about instructional strategies for reading, mathematics, and science. This survey, in contrast to the previous study, included a broader range than only...

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  Promoting Positive Peer Social Interactions

  1/18/09 - T. Bovey , P. Strain

  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.Throughout a typical preschool day, there are...

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  Strengthening Partnerships and Building Public Will for Out-of-School Time Programs

  1/30/10 - National League of Cities Institute for Youth, Education, and Families,

  "City officials are well positioned to support the development of strong partnerships with key sectors of the community to increase the number and quality of out-of-school time programs. This guide highlights three key strategies that mayors and other city leaders can use to promote partnerships and build public will in support of out-of-school time programs: Engage and involve a broad set of partners to take full advantage of all community resources; Keep out-of-school time on the public...

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  A blueprint for reform: The reauthorization of the Elementary and Secondary Education Act

  1/2/10 - U.S. Department of Education,

  "This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness to ensure that every classroom has a great teacher and every school has a great leader; (2) Providing information to families to help them evaluate and improve their children’s schools, and to educators to help them improve their students’ learning; (3) Implementing college- and career-ready...

• A process of personal theory building.

  1/1/91 - Killion, J., & Todnem, G.

• Achieving inclusion through CLAD: Collaborative Learning Assessment through Dialogue

  1/1/08 - Fitch, E. Frank, Hulgin, Kathleen M.

  This study measures the effectiveness of Collaborative Learning Assessment through Dialogue (CLAD) on reading achievement in inclusive classrooms in the USA. The CLAD process involved students collaboratively completing multiple-choice quizzes, using dialogue and critical thinking to reach consensus and receiving immediate feedback on their responses. The procedure was implemented in three third-grade classrooms (n = 30) in a midwestern elementary school for the purpose of reducing a...

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  AfterZones: Creating a Citywide System to Support and Sustain High-Quality After-School Programs

  1/23/10 - Laura J. Kotloff

  "Building on a long history of investments in OST learning, The Wallace Foundation launched an out-of-school learning initiative in 2003. The initiative was created to support citywide system-building efforts that could advance three interrelated goals for the OST field: improving program quality, making programs accessible to youth who need them most, and improving youth participation so more children can realize benefits. The Foundation granted funds to five cities to support their...

• An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

  1/1/03 - Hughes, Sherick A.

  This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to...

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  Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060)

  1/3/09 - Gersten, R. , Beckmann, S. , Clarke, B. , Foegen, A. , Marsh, L. , Star, J. R. , Witzel, B.

  This Practice Guide, released by IES in April 2009, aims to help educators develop and implement Response to Intervention to assist students struggling in math. The focus is building an instructional program in order to improve outcomes for students who have difficulty with math. The guide presents recommendations about screening, instruction, and progress monitoring and indicates the quality of the research base that supports them. It includes common questions and potential concerns that...