Tag » interactions

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  Culturally responsive coaching for inclusive schools: A guide to planning your LeadScape Coaching Dialogues

  1/13/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU

  "NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of...

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  Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special Education

  1/27/10 - Fergus, Edward

  This Equity In Action is intended to provide educators and researchers with the most comprehensive, praxis-oriented information on identifying and reducing disproportionality in schools. Over the course of developing and piloting a data-driven process (2004-2010) for identifying root causes, we’ve gained insight into not only the root causes but also the driving forces (internal and external to district) of these root causes. Our data driven root cause process focused on examining various...

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  Skilled Dialogue

  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...

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  Promoting Positive Peer Social Interactions

  1/18/09 - T. Bovey , P. Strain

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Throughout a typical preschool day, there are...

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  Building Positive Teacher-Child Relationships

  1/18/09 - M.M. Ostrosky, E.Y. Jung

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that...

• Closing the Achievement Gap Through Evidence-Based Inquiry at Multiple Levels of the Education System

  1/1/07 - Timperley, Helen S., Parr, Judy M.

  A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems and a focus on evidence-informed inquiry into effectiveness at each level of the system. Over the 2 years of the project's operation, these two premises interacted in ways that led to...

• Closing the achievement gap through evidence-based inquiry at multiple levels of the education system

  1/1/08 - Timperley, Helen S., Parr, Judy M.

  A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems, focus on evidence-informed inquiry into effectiveness at each level of the system. Over the years of the project's operation, these two premises interacted in ways that led to ongoing...

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  Communication interactions: It takes two

  1/14/09 - Kathleen Stremel

  This fact sheet provides an overview of how to interact with children who are deaf-blind. Examples of different communication opportunities are provided. Additional resources are listed. Translations of this document are available in Spanish and Chinese.

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  Early interactions with children who are deaf-blind

  1/5/09 - Deborah Gleason

  This fact sheet presents numerous ways you can interact with your young child and offers practical suggestions for giving your child consistent sensory cues. This fact sheet suggests ways you can recognize and then respond to your child's responses and also includes techniques that encourage exploration of the environment.

• Family Education and Community Power: new structures for new visions in the educational village

  1/1/02 - Breitborde, Mary-Lou, Swiniarski, Louise Boyle

  Noting that differences and inequality of education exist in the United States of America, this paper presents two model educational programs that address the iniquities in American public education. The first model is a collaborative effort of a public school in an urban northeast community, the Robert L. Ford Elementary School of Lynn, Massachusetts, USA and a public supported college of higher education, Salem State College, Salem, Massachusetts, USA, whose joint venture is known as The...

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  Using Classroom Actitvities and Routines as Opportunities to Support Peer Interaction

  1/18/09 - T. Bovey , P. Strain

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Children with and without disabilities often...

• A Closer Look at Black-White Mathematics Gaps: Intersections of Race and SES in NAEP Achievement and Instructional Practices Data

  1/1/02 - Lubienski, Sarah Theule

  A study investigated the disparities between white and African-American students' mathematics performance, with attention to interactions between race and socioeconomic status (SES). Data were obtained from the 1990, 1996, and 2000 National Assessment of Educational Progress. Although the results revealed substantial achievement gaps between African-American students and their white counterparts--such as 12th grade African-American students scoring below 8th grade white students--an analysis...

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  Addressing dropout related factors at the local level: Recommendations for teachers

  1/14/09 - Smith, S.C.

  As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior).

• 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?

• Classroom interaction and gender disparity in secondary vocational instruction

  1/1/91 - Smith, Douglas C.

• Classroom Strategies for Interactive Learning

  1/1/09 - Buehl, Doug