Tag » significant

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  Reconceptualizing Continuing Professional Development: A Framework for Planning

  1/1/06 - Diane L. Ferguson, Equity Alliance at ASU

  Teachers’ professional preparation, along with their working conditions, has been identified as fundamental to improving elementary and secondary education for the 21st Century (Darling-Hammond, 1997). A recent report by the National Center for Education Statistics (1997) reveals that many teachers are not adequately prepared for their teaching assignments even at initial licensure. This situation is worse in urban districts where significant numbers of teachers are not licensed, where...

• 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...

• Creating Schools Where Race Does Not Predict Achievement: The Role and Significance of Race in the Racial Achievement Gap

  1/1/08 - Noguera, Pedro A.

  This article explores the ways in which race is implicated in efforts to address the achievement gap in U.S. schools. Through an analysis of the theoretical and historical issues that have framed the relationship between race and intellectual ability, the author explains why the effort to close the achievement gap is politically and socially significant. The efforts of two suburban school districts to address the achievement gap is presented to illustrate why some schools are making progress...

• Inside/outside: Teacher research and knowledge

  1/1/93 - Cochran-Smith, M., Lytle, S., Cochran-Smith, M., Lytle, S.

  The central concern of this book is the assumption that pedagogical knowledge is generated "outside-in"; that is, from the university, to be applied at schools. The first half of this book provides a thoughtful and thought-provoking conceptual framework for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. Cochran-Smith and Lytle argue that teacher research can transform, not simply add to, the present knowledge...

• The 2007 Charles H. Thompson Lecture-Colloquium Presentation: Creating Schools Where Race Does Not Predict Achievement: The Role and Significance of Race in the Racial Achievement Gap

  1/1/08 - Noguera, Pedro A.

  A study investigated the ways in which race is implicated to deal with the achievement gap in U.S. schools. Based on the evaluation of theoretical and historical issues that have framed the association between race and intellectual ability, this analysis provided an explanation of why the effort to close the achievement gap was politically and socially significant. To demonstrate why some schools are making progress in closing the achievement gap while others are not, the efforts of two...

• Untitled Record

  1/1/03 - Nerad, Julie Cary

  Discusses the calcification of race system into a visual epistemology of racial difference based largely on skin color in the U.S. Incapability of racial identity to reduce the cultural and psychological significance of race; Justification of systemic inequity and violence; Sense of identity based on family, wealth, education and others.

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  A blueprint for reform: The reauthorization of the Elementary and Secondary Education Act

  1/2/10 - U.S. Department of Education,

  "This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness to ensure that every classroom has a great teacher and every school has a great leader; (2) Providing information to families to help them evaluate and improve their children’s schools, and to educators to help them improve their students’ learning; (3) Implementing college- and career-ready...

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  A Critical Incident Study of the Transition Experience for Young Children with Disabilities: Recounts by Parents and Professionals

  1/19/09 - Cristian Dogaru, Sharon Rosenkoetter, Beth Rous

  "Critical Incident Technique (CIT) is a research strategy used to gather and analyze information from key informants about a significant experience in their lives. NECTC used CIT to investigate parents' and service providers' perceptions of transition from one service system to another for young children with disabilities and their families. Respondents in the study resided across the United States and participated in a myriad of service systems."

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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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  A national portrait of chronic absenteeism in the early grades

  1/10/09 - Romero, M., Lee, Y.

  It has long been recognized that chronic absenteeism and school truancy in middle and high school are significant problems with highly visible negative consequences for youth, and ultimately, for their employability as adults. Little is known, however, about chronic school absenteeism among early elementary school students, as well as among children in preschool programs. This brief reveals a significant level of absenteeism in the early school years, especially among low-income children...

• 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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  Access to the General Education Curriculum for Students with Significant Cognitive Disabilities

  1/14/09 - The Access Center,

  This brief explores the linkages between alternate state standards, alternate assessment, the IEP, and classroom instruction and assessment as the process of providing access to the general education curriculum for students with significant cognitive disabilities

• Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools

  1/1/04 - Borman, Kathryn M., Eitle, Tamela McNulty, Michael, Deanna, Eitle, David J., Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deirdre, Dorn, Sherman, Shircliffe, Barbara

  In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized...

• Achieving inclusion through CLAD: Collaborative Learning Assessment through Dialogue

  1/1/08 - Fitch, E. Frank, Hulgin, Kathleen M.

  This study measures the effectiveness of Collaborative Learning Assessment through Dialogue (CLAD) on reading achievement in inclusive classrooms in the USA. The CLAD process involved students collaboratively completing multiple-choice quizzes, using dialogue and critical thinking to reach consensus and receiving immediate feedback on their responses. The procedure was implemented in three third-grade classrooms (n = 30) in a midwestern elementary school for the purpose of reducing a...

• An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

  1/1/03 - Hughes, Sherick A.

  This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to...

• An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

  1/1/03 - Hughes, Sherick A.

  A study investigated the effect of ethnicity and socioeconomic status on the mathematics scores of third-grade students. Data were obtained from 687 students in an affluent city school district in North Carolina. Findings suggested that ethnicity and socioeconomic status had a significant effect on third-grade students' mathematics scores. Moreover, findings indicated that strong social forces sustained the achievement gap between African-American and white students, even when affluent...