Tag » general
(149 Results) Page: 1 2 3 4 5 6 7 8 9 10
- 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...
- 1/5/09 - Kathleen A. King, Equity Alliance at ASU
Presents general trends in the social and emotional well-being of youth who identify as Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ), followed by a guide of sexual orientation definitions. Additionally, readers learn a series of steps that schools must address in order to build inclusive, safe, and effective schools for all students, including those who identify as GLBTQ.
- 1/5/09 - Rene Galindo, Equity Alliance at ASU
This paper is one of the brief practitioner oriented pamphlets called On Points produced by the National Institute for Urban School Improvement (NIUSI). The current wave of immigration is creating such an upheaval, and caught in this emotional jumble are first generation immigrant students. These students are being raised and educated in the United States and are developing understandings of their place within the nation and what it means to be an American. This On Point is designed to...
- 1/28/07 - Dianne L. Ferguson, Audrey Desjarlais, Gwen Meyer, Equity Alliance at ASU
The purpose of education is to ensure that every student gains access to knowledge, skills, and information that will prepare them to contribute to America’s communities and workplaces. This central purpose is made more challenging as schools must accommodate students with ever more diverse backgrounds, abilities, and interests. For students with disabilities, achieving this common purpose means thinking again about the consequences of special and general education as separate systems, and...
- 1/5/09 - Marquita Grenot-Scheyer , Hilda Sramek , Evelyne Milorin, Equity Alliance at ASU
In this OnPoint we share the accounts of two mothers who have faced many challenges posed by schools and other human services agencies. Despite these challenges, discouragements, and setbacks, these two families, like many others of their “generation,” have endured, met the challenges, and developed a remarkable resiliency.
- 1/1/11 - Kozleski, Elizabeth B.; Mulligan, Elaine M.; Hernandez-Saca. David I., Equity Alliance at ASU, Equity Alliance at ASU
Public education has a vital role in ensuring that this and subsequent generations are successful in a global, multilingual economy. In this What Matters brief, we examine how teachers, students, parents, and communities in our nation's schools can create rich opportunities for students to learn.
Language (Policy) Matters! includes information and resources about:
* School policies and practices that support language access
* Research on best practices for students who are English...
- 1/1/04 - National Institute for Urban School Improvement,
This module introduces the inclusive model of education, which proposes that, with support structures in place, all students are able to successfully learn in the general education classroom. Rather than teach students with special needs separately, general and special educators collaborate to address the needs of all students to allow them to learn together.
- 1/5/09 - Phil Ferguson, Equity Alliance at ASU
Teachers and administrators are all familiar with the growing movement toward the inclusion of children with disabilities into general education classrooms. Discussions about how to do this, with which children, at what ages, and with what supports and structural reforms are happening in urban school districts across the country. As a result, there is an increasing amount of information and research about the “how and why” of inclusion. Indeed, some of that information is available from...
- 1/25/07 - Diane L. Ferguson, Equity Alliance at ASU
As schools restructure and reform for the 21st Century, educators are being required to work together in more ways. As teachers and other school professionals learn to work together in these (groupwork, teamwork, collobarative work) and other ways, they will also learn about each other. The different skills and roles any general and special educators, specialists and families will begin to diminish as working together “cross pollinates” these capacities creating a new variety of...
- 1/22/07 - Russell Gersten , Scott Baker, Equity Alliance at ASU
Anyone involved with schools — especially urban schools — knows firsthand how often discussions of bilingual education generate more heat than light. In such a politically charged context, it is often difficult to know where to look for up-to-date and fair summaries of what research is discovering about best practices. We think that the following review by Russell Gersten and Scott Baker brings some needed illumination to this controversial area. Our hope is that educators and...
- 1/5/09 - Diane L. Ferguson, Equity Alliance at ASU
As American schools seek to accommodate an increasing range of students, teachers are challenged as never before. When students with disabilities, linguistic differences or other unique abilities join general education classrooms, even willing teachers fear their lack of training and preparation to deal with such differences make their role as primary teacher inappropriate and inadequate.
- 1/5/09 - Shernaz B. García, Alba A. Ortiz, Equity Alliance at ASU
This practitioner brief deals with culturally and linguistically responsive prereferral interventions for preventing disproportionate representation of culturally and linguistically diverse (CLD) students in special education. It applies to all parents and teachers of CLD students. Disproportionate representation of students from CLD backgrounds in special education has been a persistent concern in the field for more than 30 years. A key question in dealing with disproportionality in special...
- 1/5/09 - Isaura Barrera, Lucinda Kramer , Equity Alliance at ASU
Skilled Dialogue© is a relational approach to communication and interactions that stems from the evidence-based premise that three qualities characterize cultural competence: respect, reciprocity, and responsiveness. These three qualities along with the component skills that promote and sustain them (see Figure 1) define the nature of Skilled Dialogue©. When integrated, the qualities and skills generate a framework of guidelines and strategic questions that help ensure culturally competent...
- 1/1/05 - Pong, Suet-ling, Hao, Lingxin, Gardner, Erica
Objective: This study investigates the role of parenting styles and social capital (parental involvement, intergenerational closure, expectation, and trust) in accounting for school performance among ethnic groups and across immigrant generations. Methods: Using data from the Adolescent Health Survey, we estimate fixed-effects models to analyze students' grade-point averages. We compare three generations of Asian students and three generations of Hispanic students to the third-generation...
- 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...
- 1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...