Tag » matters
(46 Results) Page: 1 2 3
- 1/26/10 - Kozeski, Elizabeth B., Equity Alliance at ASU
"In 2000, Professor Geneva Gay wrote that culturally responsive teaching connects students’ cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. By embracing the sociocultural realities and histories of students through what is taught and how, culturally responsive teachers negotiate classrooms cultures with their students that reflect the communities where students develop and grow...
- 1/1/11 - Gonzales, JoEtta & Hamilton, Kori, The Equity Alliance at ASU
Bullying and harassment in schools often includes violations of federally protected civil rights. Many organizations have put forth information regarding bullying and harassment as it relates to the LGBTQ community of youth in our schools, yet the harassment of all other marginalized groups deserves attention as well. This is a pervasive issue that requires collective and immediate action by educators, and a culturally responsive approach is necessary to tackle the problem head-on. This...
- 1/9/09 - Sullivan, Amanda L., Equity Alliance at ASU
"Every student has the right to an education free from discrimination that provides high-quality, equitable opportunities to learn. Unfortunately, sometimes individuals or systems may act in ways that violate this right. Discrimination occurs when people are treated unequally or less favorably than others because of some real or perceived characteristic. In every community and every school, discrimination exists in both intended and unintended ways. It may take the form of direct, overt...
- 1/15/10 - King Thorius, Kathleen, Equity Alliance at ASU
Despite remarkable progress along many indicators of equitable access, participation, and outcomes of schooling, there are still persistent, pervasive issues that must be addresses, including continued disparities in access to athletics and academic programs, sexual harassment, hate crimes, and discriminatory treatment of girls and women. This What Matters brief includes strategies for:
* Achieving gender equity in access and opportunities to learn
* Achieving a gender-balanced...
- 1/1/11 - Kozleski, Elizabeth B.; Mulligan, Elaine M.; Hernandez-Saca. David I., Equity Alliance at ASU, Equity Alliance at ASU
Public education has a vital role in ensuring that this and subsequent generations are successful in a global, multilingual economy. In this What Matters brief, we examine how teachers, students, parents, and communities in our nation's schools can create rich opportunities for students to learn.
Language (Policy) Matters! includes information and resources about:
* School policies and practices that support language access
* Research on best practices for students who are English...
- 1/2/10 - Crowe, Edward
The redesigned accountability system proposed in this paper is an effort to direct regulatory oversight to things that matter: whether or not K-12 students are learning, how well teachers have developed the classroom teaching skills to be effective with their students, a graduate’s commitment to teaching as a professional career, feedback from graduates and employers, and high-quality tests of teacher knowledge and skills that are tied to classroom teaching performance and K-12 student...
- 1/1/08 - Dancy, I. I. T. Elon E., Brown, I. I. M. Christopher
The nexus between educational attainment and collegiate perceptions for African American male undergraduates after Brown v. Board of Education et al.'s are explored in this study. Terenzini Transitions to College interview protocol was used to assess participants' precollege, in-class, and out-of-class experiences in college. A sample of eight African American men representing diverse socioeconomic backgrounds and precollege experiences was interviewed to gauge their sensemaking in two...
- 1/30/10 - Marisa Bueno, Linda Darting-Hammond, Danielle Gonzales
"Across the nation, states are investing substantial dollars in publicly funded, voluntary pre-kindergarten programs. These investments and initiatives come in response to research on brain development,1 accountability pressures to improve student achievement in elementary and secondary schools and strong evidence that high-quality pre-k can yield long-term benefits for children and society. The ultimate value of those investments, however, depends not only on the legislation that...
- 1/1/09 - Brown, C.,
The eminence, safety, and well-being of nations have been entwined for
centuries with the ability of their people to deal with sophisticated quantitative
ideas. Leading societies have commanded mathematical skills that have brought
them advantages in medicine and health, in technology and commerce, in
navigation and exploration, in defense and finance, and in the ability to understand
past failures and to forecast future developments. History is full of examples.
During most of the 20th...
- 1/1/04 - Borman, Kathryn M., Eitle, Tamela McNulty, Michael, Deanna, Eitle, David J., Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deirdre, Dorn, Sherman, Shircliffe, Barbara
In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized...
- 1/1/00 - Stodolsky, Susan S., Grossman, Pamela L.
Educators are searching for effective ways to meet the challenges posed by increased cultural diversity among students. We explore this issue at the high school level where concerns about subject matter and student diversity intersect sharply. A case study approach, augmented by a large sample survey, is used to understand the dynamics of adaptation to a changing student population. We document adaptations in curriculum, instruction, and assessment made by math and English teachers. We...
- 1/6/10 - Goodwin, B
This report attempts to build on Neuman’s review, to include interventions that school can, and indeed, must do, to change the odds for students. Our view is that schools should be at the center of any effort to meet the needs of all students, is for no other reason than they are where millions of American students are currently educated. Those students need better opportunities today. Thus, the approach of this report is to determine principles and practices that can be employed right...
- 1/1/95 - Goleman, D.
- 1/1/89 - Mosenthal, J., & Ball, D.
- 1/1/07 - Stiefel, Leanna, Schwartz, Amy Ellen, Ellen, Ingrid Gould
We examine the size and distribution of the gap in test scores across races within New York City public schools and the factors that explain these gaps. While gaps are partially explained by differences in student characteristics, such as poverty, differences in schools attended are also important. At the same time, substantial within-school gaps remain and are only partly explained by differences in academic preparation across students from different race groups. Controlling for differences...