Tag » structure

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  Facilitating transformation: A framework for culturally responsive cognitive coaching in schools

  1/5/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU

  "This coaching framework provides the intent, structure, and processes for providing coaching support to participating NIUSI-LeadScape principals. NIUSI-LeadScape is a federally-funded grant project to support the transformative work of inclusive schools. This project works to provide school leaders with the tools, professional learning, and ongoing dialogue necessary to transform school practices so that all students have full access to educational opportunities. The NIUSI-LeadScape...

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  ITEMS Decision Making Tool for Instruction

  1/5/09 - National Institute for Urban School Improvement,, Equity Alliance at ASU

  A lesson planning tool for teachers to examine: the structure of instruction, the demands and evaluation criteria of the tasks, the learning environment, the learning materials used, and the support structures needed.

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  Culturally responsive coaching for inclusive schools: A guide to planning your LeadScape Coaching Dialogues

  1/13/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU

  "NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of...

• Learning Academies: Module 3, Inclusive Schooling

  1/1/04 - National Institute for Urban School Improvement,

  This module introduces the inclusive model of education, which proposes that, with support structures in place, all students are able to successfully learn in the general education classroom. Rather than teach students with special needs separately, general and special educators collaborate to address the needs of all students to allow them to learn together.

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  On Infusing Disability Studies into the General Curriculum

  1/5/09 - Phil Ferguson, Equity Alliance at ASU

  Teachers and administrators are all familiar with the growing movement toward the inclusion of children with disabilities into general education classrooms. Discussions about how to do this, with which children, at what ages, and with what supports and structural reforms are happening in urban school districts across the country. As a result, there is an increasing amount of information and research about the “how and why” of inclusion. Indeed, some of that information is available from...

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  Professional Learning Communities: A Practice to Support the Induction and Retention of Novice Special Education Teachers

  1/1/09 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

  Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.

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  Professional Learning Communities: A Promising Practice for Integrating Novice Special Education Teachers into the School Culture

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

  Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.

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  And the journey continues...Achieving cultural and linguistic competence in systems serving children and youth with special health care needs and their families

  1/2/09 - Tawara D. Goode, Wendy Jones, Clare Dunne, Suzanne Bronheim

  The following “postcards from the road” provide snapshots of the accomplishments of state and territorial programs in infusing cultural and linguistic competence in policies, practices and structures. Complete stories are presented in the section entitled, “How are the States and Territories Traveling?”

• Building a New Structure For School Leadership

  1/1/00 - Elmore, Richard F.

• Building an early learning system: The ABCs of planning and governance structures

  1/1/04 - CharlesBruner, Mitchelle Stove Wrght; Barbara Gehbhard; Susan Hibbard

• 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...

• Celebrating Diversity and Denying Disparities: A Critical Assessment

  1/1/03 - Lubienski, Sarah Theule

  In the past, researchers concerned with educational achievement gaps sought to identify underlying causes of those gaps by examining deficiencies of students' home backgrounds. In reaction against this "blame the victim" approach, scholars have moved toward focusing on positive aspects of diversity. This article raises critical questions about the tradeoffs of framing all diversity as positive. The author contends that such framings divert attention from socioeconomic diversity and obscure...

• 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...

• Confronting Racism in Literacy Education and Research

  1/1/05 - Edmondson, Jacqueline

  Reviews the book "Literacy and Racial Justice: The Politics of Learning After Brown v. Board of Education," by Catherine Prendergast (2003). Closing the achievement gap is a central and explicit aim of current federal decisions. The achievement gap has direct and specific implications for literacy education and research. By linking reading with eventual success in school and other aspects of life, the Bush administration and Congress continue the assumption that reading well will guarantee...

• Districtwide Instructional Reform: Using Sociocultural Theory to Link Professional Learning to Organizational Support

  1/1/08 - Gallucci, Chrysan

  No Child Left Behind Act accountability pressures and calls to close achievement gaps between groups of students have challenged school districts to achieve systemwide instructional improvement. These policies create learning challenges for classroom teachers and for school and district leaders. This article engages questions about organizational support for professional learning in the context of reform initiatives. A theoretical lens--called the Vygotsky Space--is used to analyze case...

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  Dual-language programs in U.S. schools: An alternative to monocultural, monolingual education

  1/5/09 - Eugene Garcia, Bryant Jensen

  "Dual Language (DL) programs are relatively new in the United States. After the reauthorization of the Elementary and Secondary Education Act (ESEA) in 1994, a large federal effort related to the education of dual language students was launched. It was at this point that the US Department of Education promoted the development of educational programs whose goal was dual language competency for both language minority students speaking a non-English home language as well as for students whose...