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Tag: skills

Tag » skills

  • A road map for mathematics achievement for all students: findings from the national mathematics panel

    1/1/09 - Brown, C.,

    The eminence, safety, and well-being of nations have been entwined for centuries with the ability of their people to deal with sophisticated quantitative ideas. Leading societies have commanded mathematical skills that have brought them advantages in medicine and health, in technology and commerce, in navigation and exploration, in defense and finance, and in the ability to understand past failures and to forecast future developments. History is full of examples. During most of the 20th...

  • Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience

    1/1/09 - Obradović, Jelena, Long, Jeffrey D., Cutuli, J. J., Chi-Keung, Chan, Hinz, Elizabeth, Heistad, David, Masten, Ann S.

    Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested...

  • Academic Skills Problems Workbook, Revised Edition (The Guilford School Practitioner Series)

    1/1/04 - Shapiro, E. S.
  • Achievement disparities between minority and nonminority students in suburban schools

    1/1/90 - Levine, Daniel U., Eubanks, Eugene E.

    National data show that in 1986, African-American (AA) and Hispanic (HS) 13-yr-old students with college-educated parents had average reading proficiency scores 16 and 13 points (respectively) below the average for comparable White students. Reading and spelling performance data for 5th-8th graders at a suburban school show that in 1988, AAs were near or above the national norm in spelling but were clearly below the national norm in reading comprehension. Data on AAs' performance in southern...

  • An Investigation of the Impact of Racially Diverse Teachers on the Reading Skills of Fourth-Grade Students in a One Race School

    1/1/09 - Burt, Jo Linn, Ortlieb, Evan T., Cheek, Earl H., Jr.

    Despite efforts from the No Child Left Behind Act (2000) aimed at better educating minority children, the African American-Caucasian test score gap persists. The population of public school students is increasingly diverse; yet, 90[percent] of public school teachers are Caucasian females (Graybill, 1997). Within this ethnographic dichotomy, what effect does the racial makeup of faculty have on minority student success? This inquiry's central focus is to determine whether teacher ethnicity...

  • Closing the Achievement Gap One Element at a Time

    1/1/05 - Jago, Carol

    All students need to study the elements of literature because understanding how a piece of literature works and knowing the terms to explain what they see in what they read is a fundamental reading skill. Although the study of literary terminology seems the epitome of school for school's sake for many students, the more students use literary terms in class, the more natural it becomes to employ them in writing and the deeper their understanding of the piece at hand becomes.

  • Closing the Achievement Gap Through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning

    1/1/07 - Levine, Thomas H., Marcus, Alan S.

    How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? The second approach-promoting multiple trajectories of learning among groups of teachers-has advantages, as well as some challenges, as a means of closing various achievement gaps. Sociocultural...

  • Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning

    1/1/08 - Levine, Thomas H., Marcus, Alan S.

    How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? second approach--promoting multiple trajectories of learning among groups of teachers--has advantages, as well as some challenges, as a means of closing various achievement gaps. Sociocultural...

  • Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

    1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

  • Closing the achievement gap with curriculum enrichment and differentiation: One school's story

    1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

  • Closing the Achievement Gap: A Structured Approach to Group Counseling

    1/1/05 - Campbell, Chari A., Brigman, Greg

    This study evaluated the impact of a group counseling intervention on student academic and social performance. Twenty-five school counselors were trained to use a structured approach to small-group counseling with students scoring in the mid-to-low range in math and reading. The group intervention focused on improving student achievement and student success skills, which included academic, social, and self-management skills. Results indicated gains in reading and math achievement scores and...

  • Comments of the Partnership of 21st Century Skills

    P21 strongly supports the Federal Communications Commission's ("Commission") decision to update and expand the E-rate. We encourage the Commission to focus this incredibly successful program on helping schools swiftly connect all students to high capacity broadband services. Among other advantages, robust broadband enables students to learn and acquire knowledge and skills in relevant, real word contexts; supports expanded community and international involvement in learning; creates greater...

  • Culture Shift: Teaching in a Learner-Centered Environment Powered by Digital Learning

    1/1/12 - Wolf, M.A.

    The increasingly global economy and complex world have changed the demands on the U.S. education system. Unlike in the irst half of the twentieth century, today all students must be able to think critically, communicate effectively, collaborate with others, and analyze information and sources while meeting rigorous benchmarks, such as those contained in the common core state standards.1 The percentage of jobs in the United States requiring postsecondary education has grown from 28 percent to...

  • Direct instruction: Its contributions to high school achievement

    1/1/00 - Kozioff, Martin A., LaNunziata, Louis, Cowardin, James, Bessellieu, Frances B.

    Describes the design principles, instructional practices, and specific curricula of Direct Instruction. At a time when public schools are increasingly held accountable for students' achievement and for closing and preventing the achievement gap between minority/disadvantaged and white/advantaged students, Direct Instruction provides highly effective programs whose implementation fosters beneficial change in students' engagement and achievement, in teachers' skill at instruction and...

  • Dropout Policies: Research-Based Strategies

    1/1/07 - Silverstein, J.S., Yettick, H., Foster, S., Welner, K., and Shepard, L.

    Imagine antibiotics sitting unused in a cabinet while generation after generation of children perished from easily preventable infections.That is not unlike the situation we face in our schools today. Educational research has uncovered proven remedies with the potential to lower dropout rates. Yet Colorado’s dropout problem continues at epidemic rates. Approximately 30 percent of Colorado’s students fail to graduate within four years of starting high school. This dropout crisis is costly...

  • Early Childhood Education Interventions for Children with Disabilities Intervention Report: Phonological Awareness Training.

    1/1/12 - What Works Clearninghouse

    Phonological awareness, or the ability to detect or manipulate the sounds in words independent of meaning, has been identiied as a key early literacy skill and precursor to reading. For the purposes of this review, phonological awareness training refers to any practice targeting young children’s phonological awareness abilities. Phonological awareness training can involve various activities that focus on teaching children to identify, detect, delete, segment, or blend segments of...

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