Tag » relationship

• Learning Academies: Module 5, Co-Teaching

  1/1/05 - National Institute for Urban School Improvement,

  Co-teaching is a method for delivering instruction that draws on the strengths and expertise of multiple educators. Although there are many styles of co-teaching, each involves two or more educators collaborating to plan and deliver sound instruction for a group of students. This module introduces the many faces of co-teaching relationships, exemplars and non-exemplars of successful co-teaching strategies, approaches for developing co-teaching skills, and opportunities to co-plan lessons.

• Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors

  1/1/06 - Noble, Kimberly G., Wolmetz, Michael E., Ochs, Lisa G., Farah, Martha J., McCandliss, Bruce D.

  Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse socioeconomic backgrounds, we use functional magnetic resonance imaging (fMRI) to demonstrate that a child's experience, as operationalized by SES, can...

• Bridging the Acculturation Gap: Parent-Child Relationship Quality as a Moderator in Mexican American Families

  1/1/08 - Schofield, Thomas J., Parke, Ross D., Kim, Young, Coltrane, Scott

  The authors examined the degree to which disparities in parent and child acculturation are linked to both family and child adjustment. With a sample of 1st- and 2nd-generation Mexican American children, acculturation and parent-child relationship quality at 5th grade, and parent-child conflict, child internalizing, and child externalizing at 7th grade were measured. Acculturation gaps with fathers were found to be related to later father-child conflict as well as internalizing and...

• Caring Closes the Language-Learning Gap

  1/1/09 - Borba, Mary

  The article discusses how relationships between schools and families of English language learners (ELLs) can affect academic achievement and parental participation in education. The author notes achievement gaps between ELLs and English speakers and discusses how parental involvement in education improves achievement. She recommends the use of bilingual personnel and translation of school documents to improve conditions for parents of ELLs and suggests that parent education programs offering...

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  Creating a Relationship between Professional Development and English Language Learners

  1/21/09 - Sally Nathenson-Mejia

  We are a team of professors and instructors from the university working on a large scale PD initiative with teachers in the Denver metropolitan area who have English language learners as their students. From the university, Ruth Brancard, Mark Clarke, Alan Davis, Jennifer QuinnWilliams, Barbara Vaille and I head a group of experienced, qualified district instructors and coaches. The professional development we provide includes courses on effective teaching and assessment practices for...

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  Expressing Warmth and Affection to Children

  1/18/09 - S. Twardosz

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Warmth and affection are aspects of positive...

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  Healthy Beginnings, Healthy Futures: A Judge's Guide

  1/30/09 - Eva J Klain, Lisa Pilnik, Erin Talati, Candice L Maze, Kimberly Diamond-Berry, Lucy Hudson

  "Very young children develop within the context of their primary relationships. They are hurt and healed within that context. Science teaches us that the quality and reliability of those first relationships forms the actual physical architecture of the baby’s brain. Since first relationships are primary, we must take a relational approach to case planning for infants and toddlers, by helping parents learn how to have a reciprocal loving relationship with their child. Since first...

• The gender gap in language achievement: The role of school-related attitudes of class groups

  1/1/06 - Van de Gaer, Eva, Pustjens, Heidi, Van Damme, Jan, De Munter, Agnes

  The present study was designed to examine how the attitudinal composition of class groups is related to the gender gap in language achievement at the end of secondary education. Data were drawn from the LOSO project and multilevel analyses were used. The results showed that the attitudes of the class groups, and, more specifically, the attitudes of same-sex classmates, had a stronger impact on the language achievement of boys than on the language achievement of girls. No gender differences...

• The Relationships of Peer Norms, Ethnic Identity, and Peer Support to School Engagement in Urban Youth

  1/1/07 - Shin, Richard, Daly, Bryan, Vera, Elizabeth

  Investigating variables associated with the school success and educational resilience of urban youth of color should be a high priority because of the persistent achievement gap in the United States. The current study examined individual and peer factors' relation to the school engagement of 132 seventh- and eighth-grade students from a diverse public elementary school in a large Midwestern city. The participants ranged in age from 12 to 15 years old. In this study, positive peer norms, peer...

• "PRACTICING WHAT WE PREACH: AN ARGUMENT FOR COOPERATIVE LEARNING OPPORTUNITIES FOR ELEMENTARY AND SECONDARY EDUCATORS"

  1/1/05 - Coke, Pamela K.

  Van Allen (1996) supports a paradigm shift in how Americans think about education, from a view of school as hierarchy to school as continuum. While the relationship between elementary and secondary education is not always visible, teachers can model cooperative learning for students by working as a team across grade levels to solve problems, complete tasks, and accomplish common goals, such as reducing gaps and redundancies in education. Schools could respond more productively to elementary...

• A different view of the IQ-achievement gap

  1/1/76 - Gordon, Margaret T.

  Investigated the relationship between children's IQ and scholastic achievement scores and race, occupational attainment, and social mobility of their parents. The IQ and achievement test scores of 1,102 Chicago area 5th and 6th graders--Black and White, middle- and working-class--were aggregated into 7 cohorts of approximately equal IQ scores. Within these cohorts differences in achievement emerged which could not be attributed to race- or class-linked intellectual discrepancies. Among Ss...

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Connecticut

  1/5/09 - Elizabeth Kozleksi, Amanda Sullivan, Kara Sujansky

  This report provides a snapshot of Connecticut’s efforts to provide for the education of students identified as having disabilities and students identified as CLD.2 We use NCCRESt’s conceptual framework for culturally responsive educational systems, which focuses on the connections between people, policies, and practices, to provide a schema for analyzing the relationships between federal, state, LEA, and school policies.

• Academic achievement of low birthweight children at age 11: The role of cognitive abilities at school entry

  1/1/01 - Breslau, N., Johnson, E. O., Lucia, V. C.

  Examined the extent to which deficits in academic achievement in low birthweight (LBW) children at age 11 are explained by deficits in cognitive abilities at school entry. Data come from a longitudinal study of a stratified sample of LBW and normal birthweight (NBW) children from an innercity and middle class suburbs in the Detroit area. Woodcock-Johnson Psychoeducational Battery--Revised was used to measure reading and math at age 11. WISC-R and specific neuropsychologic tests were...

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  AfterZones: Creating a Citywide System to Support and Sustain High-Quality After-School Programs

  1/23/10 - Laura J. Kotloff

  "Building on a long history of investments in OST learning, The Wallace Foundation launched an out-of-school learning initiative in 2003. The initiative was created to support citywide system-building efforts that could advance three interrelated goals for the OST field: improving program quality, making programs accessible to youth who need them most, and improving youth participation so more children can realize benefits. The Foundation granted funds to five cities to support their...

• An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

  1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie

  Abstract. There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...

• An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

  1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie, Malone, Patrick S.

  There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...