Tag » involvement
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- 1/5/09 - Chris Ferguson, Manica Ramos , Zena Rudo, Lacy Wood
This set of studies provides greater clarity about creating partnerships among schools, families, and community groups. Most importantly, these studies provide insight into the how and why of programs adopting contextually driven approaches rather than limiting efforts to those activities that are convenience to school staff, time, and facilities. When efforts are designed to meet the needs of the community setting, there is increased support for student learning and involvement from outside...
- 1/19/09 - Theresa M. Nowak, Katherine McCormick, Rena Hallam
"Adding a disability to the transition process compounds the barriers to positive school adjustment. The concept of transition for young children with special needs is complex and involves a number of constructs."
- 1/31/10 - Center for Appropriate Dispute Resolution in Special Education,
"This resource was developed to provide local education agency personnel and early intervention providers with ideas and strategies on how to improve their resolution meeting agreement rate (Part B Indicator #18, Part C Indicator #12 where applicable). These ideas address the full range of program issues from policy and agreement writing tips to participant involvement and the use of facilitators."
- 1/9/10 - Sarah Grady, Stacey Bielick, Susan Aud
"This report updates two previous reports: Trends in the Use of School Choice: 1993 to 1999 (Bielick and Chapman 2003) and Trends in the Use of School Choice: 1993 to 2003 (Tice et al. 2006). Using data from the National Household Education Survey (NHES) of the U.S. Department of Education’s National Center for Education Statistics (NCES), this report examines enrollment trends in public schools (assigned and chosen) and private schools (religious and nonsectarian), from 1993 to 2007, as...
- 1/2/09 - Lisa Walker, Cheryl Smithgall
"This brief presents findings from several Chapin Hall studies on vulnerable children and youth to raise the issue of what it would mean to improve academic achievement in underperforming schools. Vulnerable children and youth are those who experience crises or disruptions in their lives, often accompanied by parental absence or inability to meet their needs, such that they are likely to become involved with public systems. The brief provides evidence that a disproportionate number of these...
- 1/18/09 - G. Dunlap, D. Liso
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. Offering choices to children involves allowing...
- 1/1/95 - Morningstar, M.E., Turnbull, A.P., & Turnbull, H.R.
- 1/1/09 - Morris, Jerome E., Monroe, Carla R.
This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black-White achievement gap through an analysis of racialized national spaces and...