Tag » perceptions

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  Conducting Focus Groups to Develop a Comprehensive School Portrait

  1/25/07 - National Institute for Urban School Improvement, , University of Colorado at Denver and Health Sciences Center,, Equity Alliance at ASU

  This On Point is for all teachers who want to explore issues around conducting focus groups to develop a comprehensive school portrait. Focus groups are an effective means of collecting qualitative information that can be used to guide improvement planning and efforts. Building Leadership Teams can use focus groups to find out almost anything about the climate, day-to-day operations, and individual perceptions of the school. Conducting focus group can help in developing a comprehensive...

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  How Multiple Intelligences Theory Can Guide Teachers' Practices: Ensuring Success for Students with Disabilities

  1/5/09 - Edward Garcia Fierros, Equity Alliance at ASU

  This On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and...

• Another look at the achievement gap: Learning from the experiences of gifted black students

  1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

  Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

• Recursive processes in self-affirmation: Intervening to close the minority achievement gap

  1/1/09 - Cohen, Geoffrey L., Garcia, Julio, Purdie-Vaughns, Valerie, Apfel, Nancy, Brzustoski, Patricia

  A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lesson minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N=133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on self-affirming value, reduced the racial achievement gap. Over 2 years, the grade...

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  A Critical Incident Study of the Transition Experience for Young Children with Disabilities: Recounts by Parents and Professionals

  1/19/09 - Cristian Dogaru, Sharon Rosenkoetter, Beth Rous

  "Critical Incident Technique (CIT) is a research strategy used to gather and analyze information from key informants about a significant experience in their lives. NECTC used CIT to investigate parents' and service providers' perceptions of transition from one service system to another for young children with disabilities and their families. Respondents in the study resided across the United States and participated in a myriad of service systems."

• African American educators' perspectives on the advanced placement opportunity gap

  1/1/08 - DeVance Taliaferro, Jocelyn, DeCuir-Gunby, Jessica T.

  This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses...

• An Investigation of the Impact of Racially Diverse Teachers on the Reading Skills of Fourth-Grade Students in a One Race School

  1/1/09 - Burt, Jo Linn, Ortlieb, Evan T., Cheek, Earl H., Jr.

  Despite efforts from the No Child Left Behind Act (2000) aimed at better educating minority children, the African American-Caucasian test score gap persists. The population of public school students is increasingly diverse; yet, 90[percent] of public school teachers are Caucasian females (Graybill, 1997). Within this ethnographic dichotomy, what effect does the racial makeup of faculty have on minority student success? This inquiry's central focus is to determine whether teacher ethnicity...

• Another Look at the Achievement Gap

  1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

  Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

• Another Look at the Achievement Gap: Learning From the Experiences of Gifted Black Students

  1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

  Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

• Are teachers' perceptions of difficult to teach students racially biased?

  1/1/91 - Bahr, M. W., Fuchs, D., Stecker, P. M., & Fuchs, L. S.

• Attributed for academic achievement: A comparative study in tribal and non-tribal settings

  1/1/08 - Rath, Muralidhar

  The failure or poor performance of tribal students in their academic tests has initiated deep debates and grave discussions now-a-days. It is worthwhile to note that tribal students in India are not only they who reside in ashrams or hostels of different urban schools and colleges, and are mostly compared by researchers with non-tribal students. Rather, a major portion of tribals dwell in rural and tribal settings and some of them pursue their education in poorly maintained schools and...

• Beyond the Laboratory: Evaluating the Survey Evidence for the Disidentification Explanation of Black-White Differences in Achievement

  1/1/04 - Morgan, Stephen L., Mehta, Jal D.

  The black-white gap in achievement, as measured by performance on standardized tests, has received considerable attention from researchers in the past five years. Claude Steele's stereotype threat and disidentification mechanism is perhaps the most heralded of the new explanations for residual racial differences that persist after adjustments for social background are performed. Analyzing data from the National Education Longitudinal Study, we found qualified support for portions of the...

• Bridging the gap: aligning current practice and evolving expectations for middle years literacy programs

  1/1/98 - Hosking, Neville J., Teberg, Ann S.

  The writers present a summary of the goals and philosophies of a student-centered, middle school literacy program. They profile the evolving view of middle years literacy programs, discuss the results of a teacher survey exploring the gaps between the evolving view of effective middle years literacy programs and teachers' perceptions of their current practice, and provide a model of support that offers direction and flexibility designed to help teachers and administrators achieve successful...

• Closing the Achievement Gap: The Association of Racial Climate with Achievement and Behavioral Outcomes

  1/1/07 - Mattison, Erica, Aber, Mark

  This study investigated the relationship between school racial climate and students’ self-reports of academic and discipline outcomes, including whether racial climate mediated and/or moderated the relationship between race and outcomes. Using the Racial Climate Survey-High School Version (M. Aber et al., unpublished), data were gathered from African American ( n = 382) and European American students ( n = 1456) regarding their perceptions of racial climate. About 18% of the respondents...

• Closing the achievement gap: The association of racial climate with achievement and behavioral outcomes

  1/1/07 - Mattison, Erica, Aber, Mark S.

  This study investigated the relationship between school racial climate and students' self-reports of academic and discipline outcomes, including whether racial climate mediated and/or moderated the relationship between race and outcomes. Using the Racial Climate Survey-High School Version (M. Aber et al., unpublished), data were gathered from African American (n = 382) and European American students (n = 1456) regarding their perceptions of racial climate. About 18% of the respondents were...

• Closing the Gap: Enhancing Student Outcomes in an Urban Professional Development School

  1/1/04 - Klingner, Janette K., Leftwich, Suzette, van Garderen, Delinda

  The purpose of this paper is to provide an account of changes in student achievement at one urban elementary school involved in an eight-year partnership with a University. The school first became involved with the University through a research project designed to support the school's efforts at restructuring and soon became a full-fledged Professional Development School (PDS). Students' scores on high-stakes assessment measures were the primary data sources. These scores are presented in...