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  Understanding Culture

  1/10/09 - Shelley Zion, Elizabeth Kozleski, Equity Alliance at ASU

  This OnPoint is the first in a series of three OnPoints that explore issues around culture and teaching. This OnPoint describes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. The second OnPoint in this series focuses on teacher’s identity. The third OnPoint addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their homes and...

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  Understanding English Language Learners' Needs and the Language Acquisition Process

  1/10/09 - Alicja Rieger, Ewa McGrail, Equity Alliance at ASU

  This OnPoint tackles the complexity of English language learners’ needs from our point of view. We are native Polish-speaking teacher educators who use our own experiences and knowledge as English language learners in methods courses that we teach in teacher education programs in the United States. We both were born and raised in Poland, and share our passion for our native language and culture with our students, who are either already practicing public school teachers or in the process of...

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  A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey® Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region

  1/2/09 - Kay Wijekumar, John Hitchcock, Herb Turner, PuiWa Lei, Kyle Peck

  "This study was the first randomized controlled trial to assess the impact of Odyssey Math on student achievement. The study had the statistical power needed to detect a 0.20 effect size and was well designed in that comparable groups were created at baseline and maintained through posttesting. Implementation during the school year was documented and shown to be consistent with typical implementation of the Odyssey Math software. The results from the multilevel model with pretest covariates...

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  Acknowledging Children’s Positive Behaviors

  1/18/09 - Matt Timm, Sharon Doubet

  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.Acknowledging positive behaviors is a strategy...

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  Alternative Schools and Programs for Public School Students At Risk of Educational Failure: 2007-08

  1/31/10 - Priscilla Rouse Carver, Laurie Lewis

  "This First Look report presents data from a recent district Fast Response Survey System (FRSS) survey about alternative schools and programs available to students during the 2007-08 school year. Alternative schools and programs are specifically designed to address the educational needs of students at risk of school failure in a setting apart from that of the regular public school. They can be administered by the district or an entity other than the district. The study includes information...

• Are gifted girls motivationally disadvantaged? Review, reflection, and redirection

  1/1/02 - Dai, David Yun

  Over the past 2 decades, much research on gifted girls has revolved around the issue of whether they, compared to gifted boys, are motivationally disadvantaged in achievement settings. While research and anecdotal evidence seems to support this hypothesis, most recent educational statistics show the closing of the gender gap. In this article, the literature is reviewed and critiqued as to the existence of alleged gender differences, as well as task and social conditions, and putative...

• 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...

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  Building Positive Teacher-Child Relationships

  1/18/09 - M.M. Ostrosky, E.Y. Jung

  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. In early childhood settings, each moment that...

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  Building quality in summer learning programs: Approaches and recommendations

  1/30/09 - Brenda McLauglin, Sarah Pitcock

  "This report identifies the different settings in which summer programs for disadvantaged youth most commonly take place – schools, parks and recreation departments, community- and faith-based organizations, and child-care programs – and examines the limitations and opportunities presented by each in building better programming."

• Cambodian Invisibility: Students Lost between the "Achievement Gap" and the "Model Minority"

  1/1/08 - Wallitt, Roberta

  This article discusses one aspect of a research study that explored the school experiences of Cambodian American students. Due to their invisibility in the school setting and also in the literature on school reform, these children from refugee families are often overlooked as schools attempt to "close the achievement gap." Through their own words, the young people provide insight as to why the schools are so ineffective in educating them, resulting in disproportionate dropout rates and...

• Circle of Inclusion

  Multilingual, this webpage is for those who provide services for early childhood settings, as well as families with young children. Information and demonstrations are given relating to inclusive education. The project is funded by the U.S. Department of Education, Office of Special Education. One can search for examples of inclusive settings, as well as view discussions and questions that have been answered by people invovled in inclusion. There are role-playing scenarios and re-printable...

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  Closing The Achievement Gap: We Must Be As Diligent About Closing The Achievement Gap As We Were About Creating It

  1/21/09 - Donna Ford

  According to virtually every report and study focusing on the achievement gap between Black and White students, Black students are under-performing in school settings compared to their White counterparts. Of the more than 16,000 school districts in the U.S., few (if any) can report that no achievement gap exists, that the achievement gap is marginal, or that the gap has been narrowed or closed. Nationally, there is the average of a four-year gap in which Black students at the age of 17...

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  Co-Teaching and Team Teaching: Promising Opportunities for Supporting Novice Special Education Teachers Within the School Culture

  1/1/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

  A collaborative school context can support novice special education teachers. Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. Co-teaching and team teaching—the focus of this Brief—also have the potential for supporting novice teacher socialization in the school setting.

• Combating gender disparity in education: guidelines for early childhood educators

  1/1/98 - Evans, Karlin S.

  Researchers have noted that gender inequity exists in early school settings. This inequity is apparent in student-teacher interactions, student-student interactions, and children's literature. Suggestions to help current or prospective teachers combat gender inequity in early elementary classrooms via nonbiased literature, nonbiased play, and nonbiased curriculum are provided, and an assessment of nonbiased curriculum is offered.

• Cultural and Interpersonal Factors Affecting African American Academic Performance in Higher Education: A Review and Synthesis of the Research Literature

  1/1/05 - Rovai, Alfred P., Gallien, Louis B., Jr., Wighting, Mervyn J.

  The disparity in educational outcomes between majority White and minority African American populations has become known as the African American achievement gap. The authors examine the under performance of African American university students by providing an overview of the major cultural, communication, and learning style characteristics of Black students and the schooling conditions and practices at predominantly White universities. By not teaching based on diversity, professors may be...

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  Cultural Identity and Teaching

  1/10/09 - Kim Kennedy White, Shelley Zion, Elizabeth Kozleski, Equity Alliance at ASU

  This On Point is the second in a series of three On Points that explore issues around culture and teaching. The first On Point operationalizes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. While this On Point focuses on teacher’s identity, the third On Point in this series addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their...