Tag » questions
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- 1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...
- 1/5/09 - Kathleen A. King, Equity Alliance at ASU
Presents general trends in the social and emotional well-being of youth who identify as Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ), followed by a guide of sexual orientation definitions. Additionally, readers learn a series of steps that schools must address in order to build inclusive, safe, and effective schools for all students, including those who identify as GLBTQ.
- 1/1/04 - National Institute for Urban School Improvement,
This module was designed by National Institute for Urban School Improvement (NIUSI) to help building leadership teams learn the skills required to mine data and use it to make decisions. As principals and teacher leaders become confident in their ability to query their data, they will become strong role models and coaches for the entire faculty. This module takes a serious look at understanding and using data and other evidence of student performance to improve student learning. Participants...
- 1/5/09 - Shernaz B. García, Alba A. Ortiz, Equity Alliance at ASU
This practitioner brief deals with culturally and linguistically responsive prereferral interventions for preventing disproportionate representation of culturally and linguistically diverse (CLD) students in special education. It applies to all parents and teachers of CLD students. Disproportionate representation of students from CLD backgrounds in special education has been a persistent concern in the field for more than 30 years. A key question in dealing with disproportionality in special...
- 1/26/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU
This survey helps schools measure how individuals associated with the school disclose their perspectives of how an ideal school would operate and compare it to the degree to which the school accomplishes the statement. Questions are categorized into: teacher and school practices, school climate, and school/community partnerships. This survey tool is also available to take online at http://niusi.edreform.net/login.html.
- 1/5/09 - Isaura Barrera, Lucinda Kramer , Equity Alliance at ASU
Skilled Dialogue© is a relational approach to communication and interactions that stems from the evidence-based premise that three qualities characterize cultural competence: respect, reciprocity, and responsiveness. These three qualities along with the component skills that promote and sustain them (see Figure 1) define the nature of Skilled Dialogue©. When integrated, the qualities and skills generate a framework of guidelines and strategic questions that help ensure culturally competent...
- 8/1/11 - Kozleski, Elizabeth B.
In this commentary, the author provides a framework for examining the articles in this issue. The author does so by providing a focus for reading and linking our brief history to the present and the future. She provides a set of questions about engaging research that seeks to improve the ways in which we question, construct understanding, and interrogate one another in what counts in teacher education. For our field to mature and expand, we need spaces in which we can understand multiple...
- 1/1/09 - GÁNdara, Patricia, Rumberger, Russell W.
Background/Context: According to U.S. Census figures, 11 million elementary and secondary students of immigrant families were enrolled in the public schools in October 2005, representing 20% of all students, and this figure is expected to grow in the coming years. Most of these students enter school as English learners (ELs), and most ELs have exceptionally low performance on measures of academic achievement and attainment. Purpose/Objective/Research Question/Focus of Study: This article...
- 1/21/09 - Umesh Sharma
The topic of my blog is the role of school leaders in enhancing inclusion of children who display disruptive behaviours. I want to share a true case study that has led me to raise some questions in the hope of initiating substantive, honest dialogue about what it means when we call a school “inclusive.”
- 1/1/84 - Jane B. Schultz; Ann P. Turnbull
We believe in mainstreaming. Legislative, philosophical, and educational influences have contributed to the implementation of the mainstreaming concept. The major question teachers are posing has changed from why should we integrate handicapped students into our classes? to how can we do a better job integrating handicapped students? The book provides answers to the above questions.
- 1/1/04 - Ann Segal and Charles Bruner
This resource brief follows a question-and- answer format to discuss key issues that policy makers and advocates need to consider when designing and promoting universal pre-kindergarten initiatives.
- 1/1/97 - Bankston Iii, Carl L., Caldas, Stephen J.
The article examines the question of how racial composition of schools affects educational outcomes of minority children in the United States. The article adds that if African American students show better performance in predominantly white or racially mixed schools, and if this cannot be accounted for by socioeconomic or other factors, it supports a traditional assimilationist perspective on African American education. One of the key issues in minority-majority relations is the issue of...
- 1/1/08 - Fairbrother, Anne
This is a qualitative study in a school district in a large city in the Southwest in response to the research question, "What are staff and student expectations for, and assessment of, three 'at-risk' programs in this large school district?" Four thematic findings from observations and interviews in four classes in two high school alternative programs and one alternative high school over one semester are reported, concerning (a) commitment to the programs, (b) labeling of students, (c...
- 1/1/07 - Steinberg, Shirley R., Kincheloe, Joe. L.
- 1/3/09 - National Secondary Transition Technical Asssistance Center,
The Checklist provides a set of questions that states can use to evaluate the quality of their APR response to Indicator 13.
- 1/23/10 - National Center for Learning Disabilities
This booklet reviews the basic components of any RtI process and includes questions you might want to ask your child’s school to learn more about their RtI process. Also included are ways you can get involved in the process and what to do and where to go if you have questions or concerns.