|
|
Tag: questions Tag » questions- 1/5/09 - Robin Chait , Raegen Miller
Title II of the Elementary and Secondary Education Act, or ESEA, provides approximately $3 billion to support state and district-level activities that improve teacher and principal quality and thereby improve student achievement. However, there is little proof that the program is achieving this goal. Part of the problem is that Title II funding is not specifically targeted at activities that are likely to yield a significant return on investment. In fact, districts use the bulk of their... - 1/18/09 - Center on the Social and Emotional Foundations for Early Learning,
This synthesis was developed to answer some questions that early childhood providers have about Infant Mental Health (IMH) - early social and emotional development - and the IMH system. It provides information about resources and additional information for promoting IMH. - 1/3/09 - National Dropout Prevention Center for Students with Disabilities,
Provides a guide for examining Indicator B-1 (graduation) to assist in planning technical assistance - 1/3/09 - National Dropout Prevention Center for Students with Disabilities,
Provides a guide to examining Indicator B-2 (dropout) to assist with planning technical assistance - 1/7/09 - Bradley S. Portin, Michael S. Knapp, Scott Dareff, Sue Feldman, Felice A. Russell, Catherine Samuelson, Theresa Ling Yeh
"This report is part of a series by researchers from the University of Washington’s Center for the Study of Teaching and Policy that investigates a range of topics concerned with how leaders can effectively and equitably contribute to improved student achievement, particularly in challenging school and district contexts. The questions examined in this report included: (1) what it means for leaders to work in a demanding environment; (2) what “supervisory leaders” (principals, assistant... - 1/9/10 - National Center for Research on Early Childhood Education,
"How good does an early childhood program have to be in order to achieve school readiness outcomes for children? This is known as the “threshold question,” and policy makers and others have wanted an answer to this question since the onset of public investments in early care and education (ECE) programs. With expansion of Head Start and pre-kindergarten programs for three- and four-year-old children, this question is getting even
more attention." - 1/14/10 - Ferguson, Dianne
Learning what families think about the school and their children’s progress is important information for school personnel, and we need to work harder to gather it! So, instead of sending home a long survey, use opportunities when family members are already present in the school to collect their responses on a couple of survey questions that they can complete quickly and move on. - 1/14/10 - Ferguson, Dianne
Conversation cards provide family members with information about the classroom schedule, the organization of the room, and common activities so they can ask more directed questions. This strategy works really well in elementary and sometimes middle schools to give families a way to hold a richer conversation with their children about the day’s events. - 1/14/10 - Ferguson, Dianne
Good communication between teachers and families can help build school community and foster successful school experiences for kids. One way to achieve good communication is to establish a consistent system for sharing information. A weekly “Friday” folder, provided to each student by his or her teacher, creates an arena for schools and families to share information, successes, questions, and suggestions. - 1/1/05 - DiGisi, Lori L., Fleming, Dianne
Part of a special section on closing the achievement gap. A series of lessons have been developed to help English language learners and standard curriculum students improve their mathematical literacy so that they can answer problems on the Massachusetts state math assessment. Working in the math classroom, the literacy specialist aimed to teach students to recognize the types of vocabulary used in math questions and reinforce math vocabulary, provide students with strategies for reading the... - 1/5/09 - Data Accountability Center,, Westat,
“Many different methods of calculating disproportionality exist. Each of these methods represents a different way of reporting the same data, and each answers a different question about racial/ethnic representation in special education. This technical assistance guide focuses on two of the more common methods: composition and risk. (The authors) also discuss the risk ratio as a means for comparing risk. This technical assistance guide summarizes how to apply each of these methods... - 1/1/05 - Arce, Josephine, Luna, Debra, Borjian, Ali, Conrad, Marguerite
The article focuses on the 2002 No Child Left Behind (NCLB) Act, signed by U.S. President George W. Bush, focusing on policy and distribution of funds to public schools. Proponents of the act claim that it aims to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice. However, one question arises about the means by which the U.S. administration's public school... - 1/3/09 - Fuchs, L.S.
The National Research Center on Learning Disabilities (NRCLD) has completed two large studies to look at how responsiveness to intervention (RTI) works at the first-grade level for preventing and identifying specific learning disabilities (SLD) in reading and math. The purpose of this report is to help professionals and parents understand what RTI is, to explain how NRCLD’s findings are helping schools use RTI, and to answer questions often asked about how RTI can be used in the SLD... - 1/1/09 - Cheadle, Jacob E.
Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, this study used IRT modeling to operationalize a parental educational investment measure based upon Lareau’s notion of ‘concerted cultivation.’ The analysis used multilevel piecewise growth models regressing children’s general knowledge achievement from kindergarten through the first grade on a measure of concerted cultivation and indicators of the... - 1/5/09 - Bangser, Michael
This issue brief highlights lessons from selected policies and programs designed to improve students’ preparation for postsecondary pathways. The publication summarizes core characteristics of popular interventions in a user-friendly chart, poses overarching implementation questions and challenges, and includes considerations for students with disabilities. - 1/12/09 - W. Steven Barnett
Over the last several decades, participation in center-based preschool programs has become much more common, and public support for these programs has grown dramatically. Nevertheless, participation remains far from universal, and policies vary across states, as well as across options such as private child care, preschools, Head Start, and state pre-K. Since policy makers typically have more alternatives than money, they face key questions about the value of preschool education, whom it...
(117 Results) Page: 1 2 3 4 5 6 7 8
|
|
![[logo]](/design4/logo.png "[logo]"){kind=logo}
Home
Login
Help
LeadCast Blog
LeadScape Wiki
Topical Briefs
Professional Learning
Learning Carousel
Data Maps
School Improvement
Shared Files
New File
Tasks
Discussions
Calendar
