Tag » explores

• Understanding Culture

  1/1/05 - Shelley Zion, Elizabeth Kozleski

  In this module we explore culture and diversity as it applies to educators and education, by exploring the influence of culture on everyday activity, on individual identity development, and as it relates to systems of power and privilege in our education systems. In education, what works for some students may not work for others. By understanding the lives of the students and what they bring to their education, we can build on those strengths. To do this, we must become culturally responsive...

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  Addressing Homelessness in Urban Schools

  1/23/07 - Lynn K. Wilder, Elizabeth J. Rotz , Amy W. Sonntag, Equity Alliance at ASU

  This On Point is for all teachers who want to explore issues around homeless children. Students who experience homelessness are people first. Like their peers, they have unique hopes, dreams, cultural heritages, abilities, disabilities, and unique personality traits. As urban schools become more sophisticated in developing their support systems for students, it is important that systems stress personalization rather than generalization. The authors discussed that homelessness is a serious...

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  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...

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  How Multiple Intelligences Theory Can Guide Teachers' Practices: Ensuring Success for Students with Disabilities

  1/5/09 - Edward Garcia Fierros, Equity Alliance at ASU

  This On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and...

• Inclusive Education for Equity

  1/1/09 - Equity Alliance at ASU,, Kathleen King

  Inclusive education, in policy and practice, rejects the exclusion and segregation of students, for ANY reason: gender, language, household income, sexual orientation, race, ethnicity, national origin, ability, or any dis/ability. Simultaneously, because of an active commitment to equity for all students, inclusive educational systems maximize the participation of all learners, by making learning opportunities relevant and high-quality. This is only achieved through the systemic exploration...

• Learning Academies: Module 6, Assessment

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

  Conducting sound assessments is a necessary part of exemplary teaching. Assessments not only evaluate student learning, they serve to guide subsequent instruction. This module looks at the construction of both quality assessments and student learning outcomes, examines multiple ways to assess learning, explores the use of rubrics for assessing student work, and highlights key elements of performance assessment tasks.

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  Schools on the Move: Benito Martinez Elementary School

  1/27/09 - Dianne L. Ferguson, Gwen Meyer, Equity Alliance at ASU

  These publications reflect authentic work going on in our synergy sites. Anchored by the Systemic Change Framework, we plan to continue this series by engaging student voice, examining teacher practice, and exploring additional schools and systems all in the context of urban education.

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  Schools on the Move: JC Nalle Elementary School

  1/27/09 - Phil Ferguson, Rick Blumberg, Equity Alliance at ASU

  These publications reflect authentic work going on in our synergy sites. Anchored by the Systemic Change Framework, we plan to continue this series by engaging student voice, examining teacher practice, and exploring additional schools and systems all in the context of urban education.

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  Schools on the Move: Kepner Middle School

  1/27/09 - Dianne L. Ferguson, Gwen Meyer, Equity Alliance at ASU

  These publications reflect authentic work going on in our synergy sites. Anchored by the Systemic Change Framework, we plan to continue this series by engaging student voice, examining teacher practice, and exploring additional schools and systems all in the context of urban education.

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  Understanding Culture

  1/10/09 - Shelley Zion, Elizabeth Kozleski, Equity Alliance at ASU

  This OnPoint is the first in a series of three OnPoints that explore issues around culture and teaching. This OnPoint describes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. The second OnPoint in this series focuses on teacher’s identity. The third OnPoint addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their homes and...

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  Complicating Inclusivity and Dis/Ability: Exploring the Relationship between Families’Social Capital and Their Expectations of Educational Systems

  1/13/09 - Elizabeth B. Kozleski , Kathleen A. King , Amanda L. Sullivan

  In this paper, we explore the features of social mechanisms as they play out in the ways in which families perceive and respond to the notions of inclusive education for their children.

• High school reform and Black male students: Limits and possibilies of policy and practice

  1/1/03 - Jordan, Will J., Cooper, Robert

  An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black male students. Despite efforts to reform ineffective schools and foster academic achievement for all students, there continues to be a lingering gap between affluent and poor as well as White and Black subgroups. This article explores the complexities of these issues. The authors examine the...

• Inside/outside: Teacher research and knowledge

  1/1/93 - Cochran-Smith, M., Lytle, S., Cochran-Smith, M., Lytle, S.

  The central concern of this book is the assumption that pedagogical knowledge is generated "outside-in"; that is, from the university, to be applied at schools. The first half of this book provides a thoughtful and thought-provoking conceptual framework for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. Cochran-Smith and Lytle argue that teacher research can transform, not simply add to, the present knowledge...

• The black-white "achievement gap" as a perennial challenge of urban science education: a sociocultural and historical overview with implications for research and practice

  1/1/01 - Norman, Obed, Ault, Charles R., Jr., Bentz, Bonnie

  A perennial challenge for urban education in the United States is finding effective ways to address the academic achievement gap between African American and White students. There is widespread and justified concern about the persistence of the achievement gap. In fact, historical evidence suggests that this achievement gap has existed at various times for groups other than African Americans. What conditions prevailed when this achievement gap existed for these other groups? Conversely...

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  When Success Is the Only Option: Designing Competency-Based Pathwaysmfor Next Generation Learning

  1/28/11 - Chris Sturgis & Susan Patrick

  This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of our education system around learning—a re-engineering designed for success in which failure is no longer viable. Competency-based approaches also hold promise as districts explore new ways to expand and enrich support to students, challenging the assumption that learning takes place within the classroom.

• Why Black girls don't matter: Exploring how race and gender shape academic success in an inner city school

  1/1/07 - Rollock, Nicola

  The continued low academic attainment of Black pupils is now a well-established, familiar feature of the annual statistics of educational attainment. Black pupils tend to consistently perform below their white counterparts and below the national average. Key debates, examining how to address the difference in attainment gap, have tended to focus almost exclusively on the achievements of Black male pupils with little explicit attention paid to the needs and experiences of their female...