Tag » involvement

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  Diversity: School, Family, & Community Connections

  1/5/09 - Martha Boethel

  This is the third in a series of reports to help local school, community, and family leaders obtain useful research-based information about key educational issues. This synthesis focuses specifically on three categories: race or ethnicity, culture (including language), and socioeconomic status. The report also explores barriers to involvement for minority and low-income families, strategies that have been used to address those barriers, and recommendations that local educational leaders can...

• Does school accountability lead to improved student performance?

  1/1/05 - Hanushek, Eric A., Raymond, Margaret E.

  The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance. The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on measured student achievement. Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear...

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  Educating homeless children in Chicago

  1/5/09 - Amy Dworsky

  This report highlights the results of a study that examined the educational needs of a group of homeless children in the Chicago Public Schools. The research involved both qualitative interviews with key informants familiar with the problems facing homeless families with children in Chicago and quantitative analyses of administrative data from Inner Voice, an agency that provides services to chronically homeless families, and the Chicago Public Schools. Generally speaking, the educational...

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  Effective literacy and english language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011).

  1/24/10 - Gersten, R., , Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P. , Scarcella, R.

  This practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible...

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  Effective strategies for increasing parent involvement in K-12 special education

  1/14/09 - Daphne L.M Worsham

  Based on the priorities of IDEA 2004 states must report on their effectiveness in several areas. Parent Involvement is Indicator 8 in the State Performance Plan (submitted every 6 years) and the Annual Performance Report: “Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.” (20 U.S.C. 1416 (a)(3)(A)). In the State Performance Plan (SPP...

• Effects of Cultural and Social Structural Factors on the Achievement of White and Chinese American Students at School Transition Points

  1/1/06 - Pearce, Richard R.

  Chinese Americans' high levels of educational achievement have earned them attention as a "model minority" to be emulated by underachieving and underrepresented minority groups. However, the model minority analogy does not adequately explain how this achievement is realized, nor how such information can be used to help other groups close the achievement gap. The ability of both White and Chinese American students to weather school transitions and to remain on track for high achievement and...

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  Engaging parents in education: Lessons from five parental information and resource centers

  1/14/09 - U.S. Department of Education,

  Children benefit academically when parents and educators work together. For this reason, parents’ involvement in their children’s education is a priority of the No Child Left Behind Act of 2001. But a strong connection between parents and educators does not come about automatically. Both parties may need to learn new roles and skills and develop the confidence to use them, especially as parents move beyond traditional activities, like helping children with homework, and toward shared...

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  Evaluation of the school administration manager project

  1/26/10 - Brenda J. Turnbull, M. Bruce Haslam, Erikson R. Arcaira, Derek L. Riley, Beth Sinclair, Stephen Coleman

  "From its beginnings in a handful of schools in Louisville, KY, the School Administration Manager Project – supported by Wallace as part of its educational leadership improvement initiative – has sought to help principals delegate some of their administrative and managerial tasks and spend more of their time interacting with teachers, students and others on instructional matters. Often, this has meant hiring a new school-level employee – a School Administration Manager, or SAM – to...

• Family involvement in school and low-income children's literacy: Longitudinal associations between and within families

  1/1/06 - Dearing, Eric, Kreider, Holly, Simpkins, Sandra, Weiss, Heather B.

  Longitudinal data from kindergarten to 5th grade on both family involvement in school and children's literacy performance were examined for an ethnically diverse, low-income sample (N = 281). Within families, increased school involvement predicted improved child literacy. In addition, although there was an achievement gap in average literacy performance between children of more and less educated mothers if family involvement levels were low, this gap was nonexistent if family involvement...

• Family Must Be a Part of the Solution in Closing the Achievement Gap

  1/1/08 - Darling, Sharon

  The article focuses on the study which examines the role of the family in closing the achievement gap of students. Some people believe that creating more school programs that separate low-income children form their parents would solve problems that students may have. According to the study released by Paul Von Hippel, students in year-round schools do not learn more than their peers in traditional nine-month schools. The research also shows that parental involvement has made a positive...

• Family Village: A Global Community of Disability-Related Resources

  Information, resources, and internet communities for communication are combined here for anyone involved with people who deal with disabilities. The website is designed as a mini-village, including a school secction where there are topics devoted just for kids. Within education, the site links up to sources with information about how to communicate with schools, be an advocate for students, inclusive education resources, and disability awareness education materials.

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  Fathers and Father-Figures: Their Important Role in Children’s Social and Emotional Development

  1/18/09 - A. Quesenberry , M.M. Ostrosky , R.M. Corso

  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. Over the past 50 years, the role of fathers...

• Gap or Gaps: Challenging the Singular Definition of the Achievement Gap

  1/1/06 - Carpenter, Dick M., II, Ramirez, Al, Severn, Laura

  Analyzing data on 15,618 12th-grade students from the National Education Longitudinal Study, a study examined within-group differences in achievement across Latino, Caucasian, and African-American student populations. Findings revealed multiple achievement gaps within and between ethnic groups, with similar variables contributing to within-group achievement gaps across all three groups. Ethnicity did not alter the importance of certain variables in academic achievement, variables such as...

• Gender gap linked to differential socialization for high-achieving senior mathematics students

  1/1/98 - Campbell, James R., Beaudry, Jeffrey S.

  Gender equity, especially in technical areas involving mathematics, is the focus of much current research. There are three explanations offered for gender inequities: biological causes, greater variability among male students, and cultural causes. High-achieving 11th-grade mathematics students (330 boys, 213 girls) who participated in the Longitudinal Study of American Youth (LSAY) were studied. Campbell's differential socialization paradigm was used as a theoretical framework. The results...

• Help Close the Achievement Gap

  1/1/05 - Peebles-Wilkins, Wilma

  In an editorial, the writer urges social workers to become involved in the effort to help close the achievement gap between white and minority children.

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  Helping Children Understand Routines and Classroom Schedules

  1/18/09 - M. M. Ostrosky , E. Y. Jung, M. L. Hemmeter, D. Thomas

  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.Scheduling refers to deciding who will do what...