Tag » process
(92 Results) Page: 1 2 3 4 5 6
- Harry, B., Klingner, J., Sturges, K., & Moore, R. , D. Losen & G. Orfield
- 1/5/10 - John W. Reiman, Laura Beck,, Teresa Coppola, Anita Engiles
"This publication reviews literature exploring findings from 10 studies published after 2004 that focus on the experiences and perceptions of parents or other caregivers related to the IEP process. The review also highlights recommendations from this body of literature for improving the experiences of parents and encouraging their participation in IEP meetings."
- 1/9/10 - John W. Retman, Laura Beck, Teresa Coppola, Anita Engiles
"We review literature here to explore findings from 10 studies published after 2004 that focus on the experiences and perceptions of parents or other caregivers related to the IEP process. Our objective is to highlight recommendations from this body of literature for improving the experiences of parents and encouraging their participation in IEP meetings."
- 1/1/06 - Learning Point Associates
This article presents initial findings of a case study focusing on data use in five
low-performing urban high schools undergoing comprehensive schoolwide reform.
The case study investigates: (a) the ways in which disaggregated data can be used to
examine progress and guide improvement in the process of restructuring urban,
low-performing high schools; (b) factors and conditions that either promote or act as
barriers to data use; and (c) the policy and practice implications of achieving...
- 1/1/05 - Hirsh, Stephanie
Part of a special issue on closing achievement gaps. Schools must select the professional development approach that aligns most closely with the assumptions and beliefs of staff members in order to produce the results desired for students. When beliefs underpinning a new staff development program match the long-held beliefs of participants, change in behavior accelerates, while the reverse is true if when beliefs are not in alignment. Educators might begin the process by ensuring a thorough...
- 1/1/86 - Carini, P.
- 1/1/81 - Leontiev, A.A.
- 1/1/95 - Epps, Edgar G.
Reviews 52 articles, published 1965â€“1995, on the effect of social class on educational opportunity for African Americans. Social allocation processes in schools, the relationship of poverty to academic achievement, and educational attainment are considered. The presence of a racial gap in education is also discussed. (PsycINFO Database Record (c) 2009 APA )
- 1/1/99 - Roscigno, Vincent J., Ainsworth-Darnell, James W.
Examined the extent to which Black and White students differ in cultural capital and household educational resources, the mediating role these attributes may play between family background and racial disparities in academic achievement, and whether educational returns vary by racial group. Data were obtained from the National Education Longitudinal Survey (1990) of 16,189 10th graders (83.6% White, 16.4% Black). The findings of a statistical analysis show that significant racial variations...
- 1/1/87 - Valli, L. & Taylor, N.
- 1/1/08 - Evans, Gary W., Rosenbaum, Jennifer
Abstract: The pervasive income-related achievement gap among children has been partially explained by parental investments. Wealthier parents provide more cognitively enriched environments (e.g., books, informal learning opportunities such as music lessons) and converse more with their children relative to low-income parents. However parental investment only partially accounts for the income-achievement gap. On average, low-income children have more difficulty regulating their emotions and...
- 1/1/06 - Moller, Stephanie, Stearns, Elizabeth, Blau, Judith R., Land, Kenneth C.
Educational and psychological researchers have long debated the relationship between retention and achievement. However, quantitative research on achievement trajectories has neglected this important variable. Given that retention policies are being institutionalized in schools, it is important to understand the relationship between retention and achievement trajectories. We examine the National Education Longitudinal Study, 1988-1992 to determine if reading and mathematical achievement...
- 1/1/01 - Van Laar, Colette, Sidanius, Jim
In this paper the authors sketch several mechanisms by which low social status is transformed into low academic performance. Using the perspective of social dominance theory, the authors review 3 processes by which this transformation takes place. These processes include (1) the effects of lower economic, cultural, and social capital; (2) the effects of personal and institutional discrimination; and (3) reactions to low social status by members of low status groups. It is argued that members...
- 1/19/09 - Catherine Scott-Little, Sharon Lynn Kagan, Victoria Stebbins Frelow
"This study was prompted by the absence of a national report or comprehensive source of data delineating how individual states are responding to the need for early learning standards. SERVE, a Regional Educational Laboratory funded by the U.S. Department of Education, Institute for Education Sciences (formerly the Office of Educational Research and Improvement), has partnered with Dr. Sharon Lynn Kagan of Teachers College, Columbia University and Yale University to conduct a national study...
- 1/2/10 - Sheryl S. Lazarus , Jennifer Hodgson, Martha L. Thurlow
"The National Center on Educational Outcomes (NCEO) has annually compiled, analyzed, and summarized states’ participation guidelines for the AA-MAS since 2007. The purpose of this report is to update information in previous reports. As of October 2009, 14 states (Arizona, California, Connecticut, Indiana, Kansas, Louisiana, Maryland, Michigan, North Carolina, North Dakota, Ohio, Oklahoma, Tennessee, and Texas) had publicly available participation guidelines for an assessment they...
- 1/1/95 - Harrison, L., Arnold, M., & Henderson, D.