Tag » knowledge
(97 Results) Page: 1 2 3 4 5 6 7
- 1/3/09 - Koretz, D., Kim, Y.
In a pair of recent studies, Fryer and Levitt (2004a, 2004b) analyzed the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K) to explore the characteristics of the Black-White test score gap in young children. They found that the gap grew markedly between kindergarten and the third grade and that they could predict the gap from measured characteristics in kindergarten but not in the third grade. In addition, they found that the widening of the gap was differential across...
- 1/1/94 - Driscoll, M.
- 1/1/89 - Mosenthal, J., & Ball, D.
- 1/1/92 - Grimmett, P., & MacKinnon, A. , I. A. G
- 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...
- 1/10/09 - Kim Kennedy White, Shelley Zion, Elizabeth Kozleski, Equity Alliance at ASU
This On Point is the second in a series of three On Points that explore issues around culture and teaching. The first On Point operationalizes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. While this On Point focuses on teacher’s identity, the third On Point in this series addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their...
- 1/5/09 - Tandria Callins
This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in...
- 1/1/93 - O'Loughlin, M.
- 1/1/07 - National Center on Response to Intervention,
This 2007 brief and tool were developed to guide stakeholders through dialogue on the topic “What is RTI?” A brief, developed by the IRIS Center, describes the key components of RTI, the characteristics of RTI related to early intervening services and the identifying students with learning disabilities. Six sets of questions for stakeholders, developed by the IDEA partnership, ask about participants’ knowledge of RTI and their views on its implementation, potential benefits, and...
- 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.