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Tag: writing

Tag » writing

  • Technology and the Achievement Gap

    1/1/05 - Patterson, Nancy

    All children must be provided with access to computer technology and the Internet. Children write more and better when they are allowed to use word processing programs to write, and they write even better when teachers allow them to go public with their writing through the use of online portfolios or through Web publishing. Middle school teachers can amplify their voice about the role of technology in education by joining the National Council of Teachers of English and the International...

  • "Intertextuality in Tax Accounting: Generic, Referential, and Functional." Textual Dynamics of the Professions: Historical and Contemporary Studies of Writing in Professional Cornmunities.

    1/1/91 - Devitt, Amy J. , Charles Bazerman and James Paradis
  • "Writing Culture, Writing Feminism: The Poetics and Politics of Experimental Ethnography."

    1/1/88 - Gordon, D.
  • Alternative Assessment Techniques for Reading & Writing

    1/1/95 - Miller, W.
  • Beginning Reading Instruction in Urban Schools: The Curriculum Gap Ensures a Continuing Achievement Gap

    1/1/07 - Teale, William H., Paciga, Kathleen A., Hoffman, Jessica L.

    The article discusses literacy issues in U.S. urban schools, including the literacy achievement gap and the curriculum gap. The literacy achievement gap refers to the disparity in academic achievement between different groups. The curriculum gap refers to the current reforms related to early literacy instruction, resulting in the absence of or insufficient attention to curriculum elements critical for success in reading and writing. The measures taken by the government to address these...

  • Beginning Reading Instruction in Urban Schools: The Curriculum Gap Ensures a Continuing Achievement Gap

    1/1/07 - Teale, William H., Paciga, Kathleen A., Hoffman, Jessica L.

    Although Reading First (RF) is having positive effects on early literacy achievement, it is resulting in a curriculum gap. RF, which has received more than $4 billion to improve reading instruction in the primary grades since 2002, is based on phonological awareness, phonics, vocabulary, fluency, and comprehension, five indispensable components of a quality beginning reading program. However, as legislation becomes classroom practice, there have been comprehension instruction gaps, gaps in...

  • Beginning with the self: Using autobiography and journal writing in teacher research.

    1/1/96 - Hobson, D. , G. Burnaford, J. Fischer, & D. Hobson
  • 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 Evidence-Based Inquiry at Multiple Levels of the Education System

    1/1/07 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems and a focus on evidence-informed inquiry into effectiveness at each level of the system. Over the 2 years of the project's operation, these two premises interacted in ways that led to...

  • Closing the achievement gap through evidence-based inquiry at multiple levels of the education system

    1/1/08 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems, focus on evidence-informed inquiry into effectiveness at each level of the system. Over the years of the project's operation, these two premises interacted in ways that led to ongoing...

  • 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...

  • 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...

  • Equal Access to Content Instruction for English Learners: An Example from Science

    1/1/12 - Brown, Z.A. & DiRanna, K.

    Equal access to content instruction is the foundation of educational equity—it reduces opportunity gaps that lead to achievement gaps. Achievement gaps lead to gaps in college and career access, which lead to income gaps. Income gaps lead to language gaps, thus perpetuating one of the most critical gaps we face in education. This paper is about the importance of equal meaningful access to content instruction for English learners and how academic-language instruction through content...

  • High school students are all about computers but get little instruction in computer science

    4/23/14 - St. George, Donna

    Their lives swirl in technology, but the nation’s high school students spend little time studying the computer science that is the basis of it all. Few are taught to write lines of code, and few take classes that delve into the workings of the Internet or explain how to create an app. In a world that went digital long ago, computer science is not a staple of U.S. education, and some schools do not even offer a course on the subject, including 10 of 27 high schools in Virginia’s Fairfax...

  • Intertextuality and the Writing Process: An Overview

    1/1/93 - Seizer, Jack., Rachel Spilka.
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