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Tag: governance

Tag » governance

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    Inquiry-Based Science: A Dynamic Approach to Developing 21st Century Skills

    11/11/13 - Hammerman, Elizabeth

    In the 2013 Next Generation Science Standards (NGSS), the term "inquiry" is included in the dimension called Practices. This broader term better specifies the range of cognitive, social, and physical practices that characterize what scientists use to investigate and build models and theories about the world. It emphasizes the expectation that students will engage in the practices of science rather than learning about them secondhand.

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    Instructional Challenges: Understanding the Needs of Novice Special Education Teachers

    1/20/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

    Understanding the challenges that novice special education teachers encounter provides important information for administrators as they consider policies and procedures that support new teacher induction. Find out how administrators can help novice special education teachers address instructional challenges.

  • Low Reading Scores Show Majority of US Children Not Prepared for Future Success

    1/28/14 - Chong, Sue Lin

    In a new KIDS COUNT® data snapshot, the Annie E. Casey Foundation finds that 80 percent of lower-income fourth graders and 66 percent of all kids are not reading proficiently - a key predictor of a student’s future educational and economic success. If this trend continues, the country will not have enough skilled workers for an increasingly competitive global economy by the end of this decade.

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    NCLR Announces 2013-2014 Fellows for National Institute for Latino School Leaders

    11/5/13 - Mimberg, Kathy

    The NILSL Fellows have decades of teaching and leadership experience working in public school settings with Hispanic students, the majority of whom are learning English and live in low-income communities. Designed for high-potential mid- to senior-level education leaders, the program provides training sessions geared toward providing the advocacy and communication skills needed to address issues important to Latino student achievement and urge national and state officials to consider these...

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    NIUSI Accreditation Standards: A Blueprint for Inclusive Schools

    1/18/07 - Elizabeth Kozleski, Carolyn Jefferson-Jenkins , Deidre Magee, Anne Smith , Jim Lundstrom

    This tool provides a framework for assessing schools on their inclusive practices. A set of 15 standards frames governance, continuous improvement, teacher practice, student performance and family involvement. This tool is designed for use by accreditation bodies as well as by districts committed to ensuring effective early intervening as well as high quality special education services and supports.

  • No Child Left Behind: Who Wins? Who Loses?

    1/1/05 - Arce, Josephine, Luna, Debra, Borjian, Ali, Conrad, Marguerite

    The article focuses on the 2002 No Child Left Behind (NCLB) Act, signed by U.S. President George W. Bush, focusing on policy and distribution of funds to public schools. Proponents of the act claim that it aims to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice. However, one question arises about the means by which the U.S. administration's public school...

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    Parents' experiences with the IEP process: Considerations for improving practice

    1/9/10 - John W. Retman, Laura Beck, Teresa Coppola, Anita Engiles

    "We review literature here to explore findings from 10 studies published after 2004 that focus on the experiences and perceptions of parents or other caregivers related to the IEP process. Our objective is to highlight recommendations from this body of literature for improving the experiences of parents and encouraging their participation in IEP meetings."

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    Principals Make a Difference: Recommendations for Strengthening Special Education Teacher Induction

    1/14/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

    Although novice special education teachers benefit from the same types of support and induction that their general education colleagues receive, certain aspects of their experience require additional attention. Find out what principals can do to help novice special education teachers thrive.

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    Putting it all together: Guiding principles for quality after-school programs serving preteens

    1/31/10 - Rachel A. Metz, Julie Goldsmith, Amy J.A. Arbeton

    "What are the most important characteristics of quality after-school programs for preteens, based on the latest research? The Lucile Packard Foundation for Children’s Health (the Foundation) set out to answer that question by commissioning Public/Private Ventures (P/PV) to examine the literature and develop a set of guiding principles for after-school programs serving preteens. This report builds on a set of benchmarks that P/PV created for the Foundation in 2003."

  • Race-Blind Policies Ignore Ethnicity and Mask Education Disparities

    3/11/14 - Tran, Jonathan

    For nearly two decades, Proposition 209 has prevented educational, employment, and other public institutions in California from considering race as a factor in admissions and hiring - a misguided and flawed policy that has masked and proliferated significant disparities in these arenas.

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    Removing chronically ineffective teachers

    1/30/10 - Robin Chait

    "This report focuses on the challenges in dismissing chronically ineffective teachers, those who are persistently ineffective and don’t improve with additional professional development or other types of supports. These teachers may be identified by more than one year of poor performance when using so-called “value-added estimates” of their effectiveness and/or several poor observations of their teaching practice when they are assessed against state and district rubrics of effective...

  • Results that Matter: 21st century skills and high school reform

    1/1/06 - Partnership for 21st century skills

    l levels of Across the country, there is a refreshing and growing movement to improve America’s government to implement high schools. However, as it is envisioned now in the many admirable initiatives under way in both the public and private sectors, high school reform is not likely to produce some fundamental graduates who are prepared for the challenges of the modern world. reforms that will result in signiicantly better the reason is straightforward: there has been little or no...

  • Review of Black American students in an affluent suburb: A study of academic disengagement

    1/1/05 - Drain, J. Denise

    Reviews the book, <i>Black American students in an affluent suburb: A study of academic disengagement</i> by J. U. Ogbu (see record 2003-04692-000). The purpose of this book is to report findings of a research project that investigated the achievement gap between African American and White students in the community of Shaker Heights, OH. The topic of the racial achievement gap is quite current and interesting to many school administrators, government agencies, and community leaders. The...

  • Review of Language and Literacy in Bilingual Children

    1/1/04 - Cummins, Jim

    This reviewed volume reports the results of a large-scale study of bilingual education conducted in the mid- to late-1990s in Miami, Florida, under a grant from the National Institutes of Child Health and Human Development (NICHD). Oiler & Eilers (and their colleagues who contributed to individual chapters) have made a very substantial contribution to the research literature on bilingual education and bilingual development generally. Their quasi-experimental study is exemplary from a design...

  • Schools, Poverty, and the Achievement Gap

    1/1/07 - Levin, B. E. N.

    The article discusses a conference that was held in June 2007 in Norway to discuss equity in educational opportunities and thereby close the achievement gap. In the U.S. is the No Child Left Behind Act (NCLB), which is designed to increase student achievement and in Europe is the Programme for International Student Assessment (PISA), which is meant to accomplish the same. It is noted that socioeconomic conditions are the most influential force influencing individual student achievement...

  • Seeking Equity in the Education of California's English Learners

    1/1/04 - Rumberger, Russell W., Gándara, Patricia

    The article provides an abridged version of a report prepared for the lawsuit, <i>Williams v. State of California</i>. The report first examines the achievement gap for English learners in California. Second, it reviews evidence in seven areas in which these students receive a substantially inequitable education vis-à-vis their English-speaking peers, even when those peers are similarly economically disadvantaged. Third, it documents the state's role in creating and perpetuating existing...

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