Tag » collaborative

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  Continuity in Early Childhood: A Framework for Home, School, and Community Linkages

  1/19/09 - Charles Ahearn, Donna Nalley, Christy Cabson

  "The Framework is designed to encourage a comprehensive understanding of continuity and transition. Although the Elements may partially overlap one another, each one defines a distinct aspect of continuity. .. all eight Elements together form a complete picture of how collaborative efforts of home, school, and community partners can ensure continuity for young children and their families. In practice, partnerships will use the Framework to fit their circumstances. Home, school, and community...

• Coteaching

  Lisa Dieker

  This site deals with information on Co-teaching and the various ways in which this can be accomplished. There is even a discussion on how to do online collaboration so that those unable to do so within their current situation may find this option available.

• Creating collaborative cultures for education change.

  1/1/95 - Englert, C. S. and K. L. Tarrant

• Creativity and collaborative learning: A practical guide to empowering students and teachers.

  1/1/94 - Thousand, J.S., Villa, R.A., & Nevin, A.I.
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  Culturally Responsive Literacy Instruction

  1/5/09 - Tandria Callins

  This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in...

• Data-Driven Dialogue: A Facilitator's Guide to Collaborative Inquiry

  1/1/04 - Bruce Wellman & Laura Lipton

• Defining change: One's school's five year collaborative effort.

  Ferguson, D. L.
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  Demonstrating Effective Child Care Quality Improvement

  1/5/09 - Donna Bryant, Karen Taylor

  The primary goal of Smart Start is to ensure that all children enter school healthy and prepared to succeed. Based on extensive evidence that child care quality can positively affect children's learning, one of the main ways that Smart Start has tried to achieve the readiness goal is by improving the quality of children's experiences in early care and education programs. Smart Start has funded a variety of technical assistance (TA) activities to improve child care including on-site technical...

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  Early Warning System Tool

  1/12/10 - Therriault, S.B., Heppen, J., O’Cummings,M., Fryer, L., and Johnson, A.

  This tool, developed by the National High School Center at the American Institutes for Research in collaboration with Matrix Knowledge Group, is designed to allow users to identify students who show early warning signs that they are at-risk for dropping out of high school. The Early Warning System tool automatically calculates indicators that are predictive of whether students graduate or drop out. These indicators are related to attendance, course failures, grade point average (GPA), and...

• Elementary School Counselors and Teachers: Collaborators for Higher Student Achievement

  1/1/08 - Sink, Christopher A.

  In this article I contend that elementary school teachers need to work more closely with school counselors to enhance student learning and academic performance and to narrow the achievement gap among student groups. Research showing the influence that counselors can exert on the educational process is summarized. Using the American School Counselor Association's organization framework for structuring counseling and guidance programs, I also illustrate where the educative roles of teachers...

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  Emphasizing Educators’ Everyday Actions

  1/21/09 - Mica Pollock

  A fundamental debate erupts whenever U.S. educators discuss “achievement gaps.” Do educators’ everyday actions really contribute that much to racial disparities? Or are such disparities caused by parents, by peers, by “society,” by “poverty,” by children themselves? We need to get much better at discussing this issue in education. As I have shown in my research, simplistic debate over who is “to blame” for “achievement gaps” often keeps us from adequately serving...

• Family Education and Community Power: new structures for new visions in the educational village

  1/1/02 - Breitborde, Mary-Lou, Swiniarski, Louise Boyle

  Noting that differences and inequality of education exist in the United States of America, this paper presents two model educational programs that address the iniquities in American public education. The first model is a collaborative effort of a public school in an urban northeast community, the Robert L. Ford Elementary School of Lynn, Massachusetts, USA and a public supported college of higher education, Salem State College, Salem, Massachusetts, USA, whose joint venture is known as The...

• Help Close the Achievement Gap

  1/1/05 - Peebles-Wilkins, Wilma

  Haskins and Rouse (2005) propose high-quality educational interventions that target both the parent and the child. There is an emphasis on collaborating with parents to the maximum degree possible. The authors review a number of highly successful early intervention programs with different approaches and acknowledge that several programs that focus solely on the children also yield successful outcomes. In addition to the more traditional educational interventions, the authors recommend...

• Help for young learners: How to choose AT?

  1/1/06 - National Center for Technology Innovation,, Center for Implementing Technology in Education,

  This Info Brief presents an introduction to the role of assistive technology (AT) for young children with disabilities, highlights a six-step framework representing a collaborative approach for AT decision making for young children, and provides links to new resources for researchers and service teams, including the TAM Technology Fan.

• How to conduct collaborative action research.

  1/1/92 - Sagor, R.

• Interactions: Collaboration Skills for School Professionals

  1/1/92 - Friend, M. & Cook, L.