Tag » collection

• 

  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...

• 

  Collection and Use of Evidence, Academy 1, Facilitator's Manual

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• 

  Collection and Use of Evidence, Academy 1, Participant Handouts

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• 

  Collection and Use of Evidence, Academy 1, PowerPoints

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• 

  Collection and Use of Evidence, Academy 2, Facilitator's Manual

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• 

  Collection and Use of Evidence, Academy 2, Participant Handouts

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• 

  Collection and Use of Evidence, Academy 2, PowerPoints

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• 

  Collection and Use of Evidence, Academy 3, Facilitator's Manual

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• 

  Collection and Use of Evidence, Academy 3, Participant Handouts

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• 

  Collection and Use of Evidence, Academy 3, PowerPoints

  1/26/09 - National Center for Culturally Responsive Educational Systems,

  This is from the Collection and Use of Evidence Professional Module. Please see the other documents within this module (3 total participant handouts, 3 facilitator manuals, and 3 slide presentations)

• 

  Conducting Focus Groups to Develop a Comprehensive School Portrait

  1/25/07 - National Institute for Urban School Improvement, , University of Colorado at Denver and Health Sciences Center,, Equity Alliance at ASU

  This On Point is for all teachers who want to explore issues around conducting focus groups to develop a comprehensive school portrait. Focus groups are an effective means of collecting qualitative information that can be used to guide improvement planning and efforts. Building Leadership Teams can use focus groups to find out almost anything about the climate, day-to-day operations, and individual perceptions of the school. Conducting focus group can help in developing a comprehensive...

• 

  Principals of Inclusive Schools

  1/10/09 - Christine Salisbury , Gail McGregor, Equity Alliance at ASU

  School leaders play an important role in promoting and sustaining change in schools. Without their efforts, schools cannot change or improve to become places where all students are welcome, and where all students learn essential academic and non-academic lessons in preparation for life in the community. Nowhere is this initiative more important than in urban schools where many students have been left behind, shunted aside, or asked to learn with poor or inadequate buildings, materials, and...

• 

  Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: Wave 2 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS)

  1/19/09 - Elaine Carlson, Tamara Daley, Amy Shimshak, Jamee Riley, Brad Keller, Frank Jenkins, Joy Markowitz

  "PEELS includes a nationally representative sample of 3,104 children with disabilities who were ages 3 through 5 when the study began in 2003-04. The sample is divided into three age cohorts (A, B, and C) based on the children’s age at first data collection, ages 3, 4, and 5, respectively. The children will be followed through 2009. PEELS data were collected through several different instruments and activities, including a direct one-on-one assessment of the children, a telephone interview...

• 

  Collecting post-school outcome data: Strategies for increasing response rates

  1/14/09 - Smith, S.C., & Bost, L.W.

  The brief contains an overview of the requirement to collect post-school outcome data and challenges experienced by states in collecting these data. Recommendations and strategies that states can use to secure sufficient response rates, especially from youth who drop out of school, are provided.

• 

  Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study: Wave 3 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS)

  1/19/09 - Elaine Carlson, Tamara Daley, Amy Bitterman, Harriotte Heinzen, Brad Keller, Joy Markowitz, Jamee Riley

  "This report provides selected findings from the first three waves of data collection—school year 2003-04, school year 2004-05, and school year 2005-06. Any reported differences have been tested for statistical significance at the p < .05 level. These data were collected through several different instruments and activities, including a direct1 one-on-one assessment of the children, a telephone interview with the children’s parents/guardians, and mail questionnaires to the teacher or...

• 

  Preschoolers with Disabilities: Characteristics, Services, and Results: Wave 1 Overview from the Pre-Elementary Education Longitudinal Study (PEELS)

  1/19/09 - Joy Markowitz, Elaine Carlson, William Frey, Jamee Riley, Amy Shimshak, Harriotte Heinzen, Jeff Strohl, Sheri Klein, Hyunshik Lee

  "The Pre-Elementary Education Longitudinal Study, commonly referred to as the PEELS study, is funded by the U.S. Department of Education’s National Center for Special Education Research (NCSER). It will follow a nationally representative sample of children with disabilities ages 3–5 for a period of six years. This study is designed to describe the characteristics of children receiving preschool special education, their educational programs and services, and their transitions from...