Tag » decision

• 

  ITEMS Decision Making Tool for Instruction

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

  A lesson planning tool for teachers to examine: the structure of instruction, the demands and evaluation criteria of the tasks, the learning environment, the learning materials used, and the support structures needed.

• Learning Academies: Module 2, Mining Data

  1/1/04 - National Institute for Urban School Improvement,

  This module was designed by National Institute for Urban School Improvement (NIUSI) to help building leadership teams learn the skills required to mine data and use it to make decisions. As principals and teacher leaders become confident in their ability to query their data, they will become strong role models and coaches for the entire faculty. This module takes a serious look at understanding and using data and other evidence of student performance to improve student learning. Participants...

• At Risk Children in Resegregated Schools: An Analysis of the Achievement Gap

  1/1/03 - Ipka, V. W.

  Historically, political and social forces have strategically converged to directly influence the formulation and implementation of education policies that seek to equalize educational opportunities for members of minority groups. Such has been the case with school desegregation efforts. Since the 1954 Brown Decision, powerful interest groups have sought and secured the assistance of the courts in providing legal support in abandoning desegregation initiatives. Unfortunately, fifty years...

• Research 101

  12/1/07 - Barbara Smith, Kyrie Dragoo

  These Research Connections are intended to help you do just that. These resources lay down the basics--what makes for good research, what good researchers consider when they do their work, and what we, as consumers and decision makers, need to keep in mind when we review research and base decisions upon it. You can use this page in combination with the other offerings in our ever-growing collection of pages designed to make sense of research.

• The best laid plans: Teachers in-class decisions to depart from their lesson plans

  1/1/96 - Bailey, K. M., K. M. Bailey, D. Nunan

  This chapter begins with the author's own voice as a language learner and then carries her over the bridge of a professional puzzle, through the research literature and into the role of a classroom researcher, listening to language teachers' voices. The issue the author wishes to examine is the decision making of experienced teachers - those myraids points in our daily lives as professionals when we must make an on-line judgement as to what is best for our students, whether to stay with the...

• THE NEW FEDERALISM GOES TO COURT

  1/1/83 - Kirp, David L., Jensen, Donald N.

  The great era of court-mandated educational reform coincided with a more prosperous period in U.S. history, maintain the authors. Different circumstances exist today. The heyday of educational policy making by the courts seems to be over. The landmark events, the desegregation cases, the opinions on student rights, the right-to-education suits, occurred a decade or more ago. The United States Supreme Court signaled that there were limits to the willingness of the judiciary to reshape policy...

• 

  Using Student Achievement Data to Support Instructional Decision Making

  1/30/09 - Laura Hamilton , Richard Halverson, Sharnell S. Jackson, Ellen Mandinach, Jonathan A. Supovitz, Jeffrey C. Wayman

  As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students’ academic progress.Despite this trend, questions about how educators should use data to make instructional decisions remain mostly unanswered. In response, this guide provides a framework for using student achievement data to support instructional decision...

• 

  A framework for developing and sustaining a Part C finance system

  1/5/09 - Greer, M., Taylor, A., Mackey Andrews, S.D., The National Early Childhood Technical Assistance Center

  This paper summarizes the fiscal challenges that this legislation presents and proposes a framework for analyzing, adjusting, and maintaining a flexible and self-regulating finance system to support Part C early intervention services for infants and toddlers and their families. The framework design features four phases of work to help agencies understand the issues and make informed decisions for on-going development and support of a Part C finance system.

• 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...

• Beyond "getting the answer": Calculators help learning disabled students get the concepts

  1/1/07 - Center for Implementing Technology in Education,

  This Info Brief summarizes Thompson and Sproule's (2000) "Calculator Decision-Making Flow Chart" and uses the principles of Universal Design for Learning (UDL) to clarify how calculator usage helps students with learning disabilities understand math concepts.

• Brown Plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the "Majoritarian Achievement Gap" Story

  1/1/04 - Love, Barbara J.

  Part of a special issue on the 50th anniversary of the first Brown decision. The writer uses Critical Race Theory to analyze current discussions of the "achievement gap" as the latest incarnation of the "white intellectual superiority/African American intellectual inferiority" notion that is a mainstay of "majoritarian storytelling" in U.S. culture. She employs critical race counter-story to chronicle the historical development and maintenance of the "achievement gap," along with efforts of...

• Brown Plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the “Majoritarian Achievement Gap” Story

  1/1/04 - Love, Barbara J.

  This essay provides a Critical Race Theory (CRT) analysis of current discussions of the “achievement gap” as the latest incarnation of the “white intellectual superiority/African American intellectual inferiority” notion that is a mainstay of “majoritarian storytelling” in U.S. culture. A critical race counter-story chronicles both the historical development and maintenance of the “achievement gap,” along with efforts of African Americans to secure access to education. The...

• BROWN V. BOARD OF EDUCATION AND THE NO CHILD LEFT BEHIND ACT: COMPETING IDEOLOGIES

  1/1/05 - Nichols, Dan J.

  Focuses on the difference between the Brown versus Board of Education decision and the U.S. No Child Left Behind (NCLB) Act. Approaches to segregation; Historical background of the Brown case; Principles underlying NCLB.

• Challenge to Change: The Memphis Experience with School-Based Decision Making

  1/1/94 - Etheridge, C.P.; Horgan, D.; Valesky, T.; Hall, M.L.; Terrell, L., Robert M. McClure
• 

  Child and Program Characteristics of the North Carolina More at Four Pre-kindergarten Program: Year 1 (January - June 2002)

  1/5/09 - Ellen S. Peisner-Feinberg

  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...

• Closing the Achievement Gap: The Experience of a Middle School

  1/1/07 - Larocque, Michelle

  The accountability imperative requires schools to evaluate the effectiveness of educational programs. Florida answered the accountability imperative by instituting statewide objective assessments and assigning grades to schools. The latter move led to several initiatives concerning the practices that improve schools in Florida. This article describes how leadership, community involvement, data-driven decision making, and the celebration of diversity reversed a negative trend in the academic...