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Tag: current Tag » current- 1/1/96 - Rosenberg, M. S.
- 1/1/97 - Hay, W.; Groothuis, J.; Hayward, A.; Levin, M.
- 1/1/93 - Krauss, M. W., & Seltzer, M. M.
- 1/1/95 - William W. Hay, Jr., Jessie R. Groothuis, Anthony R. Hayward, & Myron J. Levin
- 1/1/96 - Zeichner, K., Melnick, S., & Gomez, M. L.
- 1/14/09 - Lucy Steiner
"Ongoing issues of teacher accountability have impelled several responses in the form of changes to current teacher evaluation practices. This TQ Research & Policy Brief reports preliminary findings and recommendations from a study of such change processes that Public Impact conducted for the National Comprehensive Center for Teacher Quality in three school districts and three state departments of education." - 1/3/09 - Laura Hand, Benah Parker, Sybil Francis
High school can no longer be the socially accepted endpoint of a student’s education. It is time to work towards a transition between high school and postsecondary that is as seamless as the transition from middle school to high school. Real and perceived barriers to entry to postsecondary need to be addressed, and pathways towards postsecondary education should be created in order to achieve this goal. The current assumption that postsecondary is unnecessary for many students has... - 1/5/09 - Berdette, P
The National Center on Educational Outcomes (NCEO) has conducted four studies of state graduation requirements for students with disabilities. This document synthesizes findings reported in NCEO’s most recent 2007 study, Revisiting Graduation Requirements and Diploma Options for Youth with Disabilities: A National Study, and the comparisons they made to findings from 2002.1 The purpose of the NCEO national study was to describe current variations across states in high school exit exam... - 1/1/95 - Bos, C., Roberts, R., Rieth, H., & Derer, K .
- 1/3/09 - Masiello, T.
Current thinking about early literacy learning was the focus of a research synthesis conducted by Anya Robyak, Tracy Masiello, Carol Trivette, Nicole Roper, and Carl Dunst at the Center for Early Literacy learning. These investigators examined 71 published papers, chapters, and books by current literacy experts, literacy centers, and professional organizations to assemble their recommendations for fostering early literacy learning. The researchers found that all sources of information... - 1/24/10 - Gersten, R., , Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P. , Scarcella, R.
This practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible... - 1/5/09 - Joan Danaher, The National Early Childhood Technical Assistance Center
In response to states’ interest in whether or how other states are using developmental delay or other eligibility category specific to 3- through 9-year-olds, the author reviewed the current eligibility classifications and criteria as retrieved from states’ Web sites, the National State Policy Database (2007) and/or provided by the coordinators of the state Part B-Section 619 programs, including the District of Columbia. Periodically data presented in this report are sent to the... - 1/23/09 - New York State Office of Mental Health,
"The Children’s Mental Health Act of 2006 called for the creation by October 1, 2008, of a united, statewide plan for nurturing the mental health of New York’s children. The first step towards this goal was the May 2007 release of a Preliminary Plan assessing the current mental health system for children and their families. Over the course of the next year, workgroups including more than 100 individuals representing many interest groups (State government, county mental health directors... - 1/5/09 - Adam Gamoran, Daniel Long
Equality of Educational Opportunity, the 1966 landmark study by James Coleman and colleagues, persists as a seminal source for continuing research on schools and student achievement. Three main findings of the Coleman report are still evident in the U.S. today. In 1966, U.S. schools were highly segregated by race. Following marked reductions in racial isolation during the 1970s and 1980s, segregation increased during the 1990s, and on some indicators, levels of segregation are nearly as high... - 1/5/09 - Ellen S. Peisner-Feinberg, Jennifer M. Schaaf
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/5/09 - Ellen S. Peisner-Feinberg, Catherine L. Maris
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the...
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