Tag » knowledge
(81 Results) Page: 1 2 3 4 5 6
- 1/1/96 - Kromery, J. D., Hines, C. V., Paul, J., & Rosselli, H.
- 1/1/05 - Burke, Jim
The characteristics of established academic success programs that help close the achievement gap are outlined. Effective academic success programs develop students' and others' commitment to academic success, develop students' content knowledge so they can complete assignments and participate in academic activities, develop students' competencies in those areas essential to academic success in general and the teacher's class in particular, and develop students' capacity to meet the demands...
- 1/1/12 - Wolf, M.A.
The increasingly global economy and complex world have changed the demands on the U.S. education system. Unlike in the irst half of the twentieth century, today all students must be able to think critically, communicate effectively, collaborate with others, and analyze information and sources while meeting rigorous benchmarks, such as those contained in the common core state standards.1 The percentage of jobs in the United States requiring postsecondary education has grown from 28 percent to...
- 1/1/93 - O'Loughlin, M.
- 1/1/07 - Silverstein, J.S., Yettick, H., Foster, S., Welner, K., and Shepard, L.
Imagine antibiotics sitting unused in a cabinet while generation after generation of children perished from easily preventable infections.That is not unlike the situation we face in our schools today. Educational research has uncovered proven remedies with the potential to lower dropout rates. Yet Colorado’s dropout problem continues at epidemic rates. Approximately 30 percent of Colorado’s students fail to graduate within four years of starting high school. This dropout crisis is costly...
- 1/12/10 - Therriault, S.B., Heppen, J., O’Cummings,M., Fryer, L., and Johnson, A.
This tool, developed by the National High School Center at the American Institutes for Research in collaboration with Matrix Knowledge Group, is designed to allow users to identify students who show early warning signs that they are at-risk for dropping out of high school. The Early Warning System tool automatically calculates indicators that are predictive of whether students graduate or drop out. These indicators are related to attendance, course failures, grade point average (GPA), and...
- 1/28/10 - Mabel O. Rivera, David J. Francis, Magdalena Fernandez, Ani C. Moughamian, Julia Jergensen, Nonie K. Lesaux
"This document addresses questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency. Looking at key practices in schools with high populations of non-native speakers of English that have achieved exemplary academic success in their second, acquired language, this document details findings from 49 school principals on nine factors...
- 1/5/10 - Susanne James-Burdumy , John Deke , Julieta Lugo-Gil , Nancy Carey , Alan Hershey , Russell Gersten , Rebecca Newman-Gonchar , Joseph Dimino , Kelly Haymond
"Results after two years of using three reading comprehension curricula show gains from one program and no effects for the other two on reading comprehension for fifth-graders, according to a study released by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. The study focused on whether 5th grade students in disadvantaged schools could be helped in making the transition from "learning to read" to "reading to learn" by bolstering the...
- 1/21/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.
General education induction has received substantial attention from policymakers, researchers, and school district practitioners. Yet, the literature base has been described as fragmented, with methodological problems that often make it difficult to draw clear implications. The special education induction literature base is even less developed. This
Brief summarizes potential research areas that could help strengthen the special education induction knowledge base.
- 1/1/96 - Fetterman, D. M., Kaftarian, S. J., & Wansdersman, B.
- 1/1/92 - O'Loughlin, M.
- 1/1/12 - Brown, Z.A. & DiRanna, K.
Equal access to content instruction is the foundation of educational equity—it reduces opportunity gaps that
lead to achievement gaps. Achievement gaps lead to gaps in college and career access, which lead to income
gaps. Income gaps lead to language gaps, thus perpetuating one of the most critical gaps we face in education.
This paper is about the importance of equal meaningful access to content instruction for English learners and
how academic-language instruction through content...
- 1/1/08 - Robertson, Harvetta
The article discusses ways on attaining the goal of abolishing the achievement gap still present among U.S. schools in the 21st century. According to the author, despite of the technological advancements and institutional practices that are research-based, academic achievement and equal learning opportunities for U.S. students are not yet achieved. An overview of the ways to help students associate their knowledge with th instructional content is offered. It also suggests that participation...
- 1/1/90 - Lampert, M., & Clark, C. M. .
- 1/1/05 - GagnÃ©, FranÃ§oys
This article analyzes the magnitude of individual differences in academic achievement and their growth over the first 9 years of schooling. The author anchors the widening-gap phenomenon on the theoretical recognition of large individual differences in learning pace, which logically leads over time to an increasing gap in knowledge and skills between the fastest and slowest learners. The achievement data used as evidence were borrowed from the developmental standard score (SS) norms of the...
- 1/1/05 - Gagne, Francoys
A study investigated the extent of individual differences in academic performance and their growth over the first nine years of education. Data were obtained from analysis of the developmental standard scores of the Iowa Tests of Basic Skills. Findings revealed that the range between the lowest and highest achievers in most grade levels exceeded the eight-year gap in knowledge between average students in the first and ninth grades. Furthermore, the achievement gap increased by around 145...