Tag » collaborative

• Learning Academies: Module 5, Co-Teaching

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

  Co-teaching is a method for delivering instruction that draws on the strengths and expertise of multiple educators. Although there are many styles of co-teaching, each involves two or more educators collaborating to plan and deliver sound instruction for a group of students. This module introduces the many faces of co-teaching relationships, exemplars and non-exemplars of successful co-teaching strategies, approaches for developing co-teaching skills, and opportunities to co-plan lessons.

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  On Working Together: Groupwork, Teamwork, and Collaborative Work Among Teachers

  1/25/07 - Diane L. Ferguson, Equity Alliance at ASU

  As schools restructure and reform for the 21st Century, educators are being required to work together in more ways. As teachers and other school professionals learn to work together in these (groupwork, teamwork, collobarative work) and other ways, they will also learn about each other. The different skills and roles any general and special educators, specialists and families will begin to diminish as working together “cross pollinates” these capacities creating a new variety of...

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  Beyond the School Yard: Pre-K Collaborations with Community-Based Partners

  1/12/09 - Albert Wat, Chrisanne L. Gayl

  When state and federal funding for pre-k falls short, school administrators can collaborate with community-based programs to expand higher-quality early learning opportunities to more young children. This report highlights what some programs are doing to work together and examines the benefits and challenges of collaboration between K-12, Head Start, faith-base organizations, and other community-based groups.

• Journal of Early Childhood Teacher Education

  1/1/00

  Table of Contents: Collaborations in Early Childhood Teacher Education: Challenges and Promise Building Bridges and Tearing Down Walls: Constructing an Early Childhood Career Ladder Through University Head-Start Collaboration Passion, Politics, and Collaboration: Changing Early Childhood Teacher Preparation and Certification The New Professionals in Early Childhood: Overview of a Transdisciplinary Training Program and Initial Student Outcomes Obstacles and Opportunities: Creating Early...

• 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...

• Closing the achievement gap through evidence-based inquiry at multiple levels of the education system

  1/1/08 - Timperley, Helen S., Parr, Judy M.

  A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems, focus on evidence-informed inquiry into effectiveness at each level of the system. Over the years of the project's operation, these two premises interacted in ways that led to ongoing...

• Collaborating for Change: Including All of Our Students

  1/1/97
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  New and experienced teachers in a school reform initiative: the example of Reading First

  1/9/09 - Karl Nelestuen, Caitlin Scott, Makato Hanita, LeAnne Robinson, Tracy Coskle

  "This study compares the experiences and perceptions of new and experienced teachers in 235 schools in six western states (Alaska, Arizona, Idaho, Montana, Washington, and Wyoming) that have adopted the Reading First school reform initiative. Using previously collected data from surveys and interviews, the study considers four areas of the reform initiative for bringing all K–3 students up to grade level in reading by grade 3: instructional coaches, teacher collaboration, use of student...

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  Professional Learning Communities: A Practice to Support the Induction and Retention of Novice Special Education Teachers

  1/1/09 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

  Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.

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  Professional Learning Communities: A Promising Practice for Integrating Novice Special Education Teachers into the School Culture

  1/1/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

  Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.

• Tackling Male Underachievement: Enhancing a Strengths-Based Learning Environment for Middle School Boys

  1/1/08 - Clark, Mary Ann, Flower, Kelly, Walton, Jonathan, Oakley, Erin

  During the past decade, there has been an increasing gender achievement gap with male students lagging behind their female counterparts on a number of important indicators of school success. This article examines recommendations and strategies for school counselors working with middle school boys to enhance the learning environment, to promote strengths, and to encourage positive attitudes toward academic achievement and future planning. Collaboration with teachers, administrators, parents...

• The credibility issue: Closing the academic/practitioner gap

  1/1/08 - Hughes, Tim, O'Regan, Nicholas, Wornham, David

  The literature is highly critical of the business-academia relationship and there is a lack of congruence between strategic management research conducted by academics and that used by practitioners. There is also a lack of models of collaborative research and its dissemination. This research aims to identify means by which the degree of academia versus business congruence can be enhanced in managing strategic change effectively. A critical realist approach was taken using semi-structured...

• 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...

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  A Roadmap to Success: A plan to make Tennessee Schools #1 in the Southeast within five years

  1/30/09 - Tennessee State Collaborative on Reforming Education,

  This is a report based on a plan presented by the Tennessee State Collaborative on Reforming Education that details four strategies to become a top educational performer in the Southeast. The four strategies include: 1) high standards 2) cultivating strong leaders 3) ensuring excellent teachers and 4) utilizing data to drive improvement in student learning.

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-young, Ngoi, Mephie

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-Young, Ngoi, Mephie, Ngoi, Daphne

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...