Tag » implications

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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...

• A comparison of the academic performance of Black and White freshman students on an urban commuter campus

  1/1/86 - Mannan, Golam, Charleston, Lillian, Saghafi, Behrooz

  Compared the academic performance of 3,279 entering undergraduates at a midwestern commuter university in terms of whether they had been admitted to the regular academic program or to a remedial program. Based on placement test scores, 152 Blacks and 459 Whites had been placed in remedial English and mathematics courses. Findings show that in terms of grade point averages (GPAs), Black students' performance lagged behind that of White students in both regular and remedial programs even when...

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  A new majority: Low income students in the South's public schools

  1/14/09 - Southern Education Foundation,

  This SEF research report reviews trends in the growth of low income children in the South’s public schools. The report finds that public schools in the region have enrolled a majority of low income students in each of the last three years (2004-2006) and today the South is the only region in the nation where low income students are 50 percent or more of public school enrollment. The report also provides some historical background on the presence of low income students in Southern states...

• An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

  1/1/03 - Hughes, Sherick A.

  This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to...

• An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

  1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie

  Abstract. There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...

• An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

  1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie, Malone, Patrick S.

  There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...

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  Approaches to evaluating teacher effectiveness: A research synthesis

  1/3/09 - Goe, E., Bell, C., Little, O.

  This research synthesis examines how teacher effectiveness is currently measured and provides practical guidance for how best to evaluate teacher effectiveness. It evaluates the research on teacher effectiveness and the different instruments used to measure it. In addition, it defines the components and indicators that characterize effective teachers, extending this definition beyond teachers' contribution to student achievement gains to include how teachers impact classrooms, schools, and...

• Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

  1/1/09 - Turney, Kristin, Kao, Grace

  Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to...

• Beyond Black and White: The Model Minority Myth and the Invisibility of Asian American Students

  1/1/07 - Wing, Jean

  This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students. Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered invisible by widespread acceptance of the “Model Minority Myth,” which says that Asians comprise the racial minority...

• Beyond Black and white: The model minority myth and the invisibility of Asian American students

  1/1/07 - Wing, Jean Yonemura

  This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students. Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered invisible by widespread acceptance of the "Model Minority Myth," which says that Asians comprise the racial minority group...

• Black-White Differences in Achievement: The Importance of Wealth

  1/1/03 - Orr, Amy J.

  In this article, the author argues that wealth, which is an indicator of both financial and human capital, can affect academic achievement, as well as help to explain the gap in black-white test scores. Analyses reveal that wealth affects achievement through its effect on the amount of cultural capital to which a child is exposed. Because blacks have substantially less wealth than do whites, wealth can help to explain a portion of the racial achievement gap. The implications of the findings...

• Blogs, wikis and text messaging: What are the implications for students with learning disabilities

  1/1/08 - Center for Implementing Technology in Education,

  The usefulness of assistive technologies for students with learning disabilities is fairly obvious. It is easy to understand the educational benefits of software designed specifically for students with dyslexia. But what about Web 2.0 tools? What are they and how do they affect learning and interaction for students with learning disabilities?

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• Closing the Achievement Gap in Math: Considering Eighth Grade Algebra for All Students

  1/1/06 - Spielhagen, Frances R.

  Should all students study algebra in eighth grade? Would offering early access to algebra to all students help dose the achievement gap among minority populations? Traditional educational policies that provide eighth grade algebra to selected students raise questions about equitable access to advanced opportunities for all students. Even when access appears to be equitable throughout a school district's population, undetected lapses in equity may occur related to identification procedures...

• CLOSING THE ACHIEVEMENT GAP IN MATH: CONSIDERING EIGHTH GRADE ALGEBRA FOR ALL STUDENTS

  1/1/06 - Spielhagen, Frances R.

  Should all students study algebra in eighth grade? Would offering early access to algebra to all students help close the achievement gap among minority populations? Traditional educational policies that provide eighth grade algebra to selected students raise questions about equitable access to advanced opportunities for all students. Even when access appears to be equitable throughout a school district's population, undetected lapses in equity may occur related to identification procedures...

• Closing the gap through professional development: Implications for reading research

  1/1/07 - Doubek, Michael Brandon, Cooper, Eric J.

  Part of a special section on defining, identifying, and addressing the literacy achievement gap. The work of the National Urban Alliance for Effective Education, a nonprofit advocacy organization that engages with school communities through professional development to build relationships with all stakeholders, suggests it is important to examine current research in reading in order to examine the fundamental question of closing the achievement gap across subject areas. Research should...