Closing the achievement gap the impact of standards-based education reform on student performance : draft report for commissioners' review. PDF Download
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Author:
Publisher: DIANE Publishing
ISBN: 1428925392
Category : Academic achievement
Languages : en
Pages : 144
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Book Description
Author:
Publisher: DIANE Publishing
ISBN: 1428925392
Category : Academic achievement
Languages : en
Pages : 144
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
Author: Joseph Murphy
Publisher: Corwin Press
ISBN: 1412964555
Category : Education
Languages : en
Pages : 305
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Book Description
'Beginning with a remarkably comprehensive and accessible analysis of the gap's causes, the book offers a refreshingly balanced, evidence-based, state-of-the-art outline of productive solutions that should inform the work of all educational stakeholders' - Ken Leithwood, Professor, OISE/University of Toronto 'No one is better positioned than Joseph Murphy to provide lessons for education leaders on this important topic' - Andrew Porter, George and Diane Weiss Professor of Education , University of Pennsylvania 'For too long, the achievement gap has been proclaimed, discussed, and then dismissed as a subject of despair. Seldom has it been systematically defined, placed in historical perspective, or positively addressed. Through thorough scholarship, comprehensive knowledge, and creativity, this book fills that void' - James W. Guthrie, Patricia and Rodes Hart Professor of Educational Leadership and Public Policy, Vanderbilt University 'While offering no simple pathway to progress, this book reminds us how much more we can do to close achievement gaps' - Michael S. Knapp, Director Center for the Study of Teaching & Policy, University of Washington Distinguished researcher Joseph F. Murphy has gathered and analyzed the most up-to-date research and data to help headteachers understand what the achievement gap is, why it persists, and what teachers can do about it. This comprehensive handbook: - Examines external factors that contribute to achievement gaps, such as socioeconomic status, family environment, racism, and individual differences - Covers internal factors such as instruction, school culture, and school support - Provides strategies for addressing both internal and external factors to make an impact.
Author: Joseph F. Murphy
Publisher: Corwin Press
ISBN: 1506387063
Category : Education
Languages : en
Pages : 361
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Book Description
Unpack the standards and build a plan for leading learning Evidence increasingly points to a direct link between the curriculum leadership provided by educational leaders and the overall effectiveness of schools. Professional Standards for Educational Leaders introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one. Written by the primary architect of PSEL, educational leadership expert Joseph F. Murphy, this authoritative guide to understanding and applying the standards explores the new emphasis on: Leadership of learning, school culture, and diversity Values, ethics, and professional norms of educational leadership Teacher quality, instruction, and caring support
Author: Patricia L. Pickles
Publisher: AuthorHouse
ISBN: 1456796607
Category : Education
Languages : en
Pages : 218
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Book Description
Patricia L. Pickles, Ph.D. is a native of Illinois and the mother of one daughter, one son and four grandchildren. She is currently retired from the public school system but runs her own consulting company, A+ Standards of Excellence and Equity in Education. Dr. Pickles enjoys giving back to the community, closing achievement gaps, swimming, traveling, reading and spending time with family and friends. Now that the author drives her own company and priorities, she finally found the time to speak out through her writing. She shares her stories and how to strategies for improving students performance and closing achievement gaps. She talks candidly about lessons learned in education and leadership that you wont get from a regular textbook. Readers are encouraged to persevere through challenges, barriers and setbacks. Future suggestions for education are provided.
Author: K. Tsianina Lomawaima
Publisher: Teachers College Press
ISBN: 0807776254
Category : Education
Languages : en
Pages : 213
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Book Description
What might we learn from Native American experiences with schools to help us forge a new vision of the democratic ideal—one that respects, protects, and promotes diversity and human rights? In this fascinating portrait of American Indian education over the past century, the authors critically evaluate U.S. education policies and practices, from early 20th-century federal incarnations of colonial education through the contemporary standards movement. In the process, they refute the notion of “dangerous cultural difference” and point to the promise of diversity as a source of national strength. Featuring the voices and experiences of Native individuals that official history has silenced and pushed aside, this book: Proposes the theoretical framework of the “safety zone” to explain shifts in federal educational policies and practices over the past century.Offers lessons learned from Indigenous America’s fight to protect and assert educational self-determination.Rebuts stereotypes of American Indians as one-dimensional learners.Argues that the maintenance of Indigenous languages is a fundamental human right.Examines the standards movement as the most recent attempt to control the “dangerous difference” allegedly posed by students of color, poor and working-class students, and English language learners in U.S. schools. “To Remain an Indian chronicles the resistance, resilience, and imagination of generations of Native American educators. It is a profoundly moving book that highlights the opportunities, and ethical responsibility, that educators have to expand student identities and challenge coercive relations of power in the wider society.” —Jim Cummins, University of Toronto “A must read for both seasoned and young scholars, practitioners, and others interested in culturally based education, including the importance of Indigenous languages.” —John Tippeconnic III, Director, American Indian Leadership Program, Pennsylvania State University “The development of young children’s logico-mathematical knowledge is at the heart of this text. Similar to the first edition, this revision provides a rich theoretical foundation as well as child-centered activities and principles of teaching that support problem solving, communicating, reasoning, making connections, and representing mathematical ideas. In this great resource for preservice and in-service elementary teachers, Professor Kamii continues to help us understand the implications of Piagetian theory.” —Frances R. Curcio, New York University
Author: T. L. McCarty
Publisher: Multilingual Matters
ISBN: 184769862X
Category : Education
Languages : en
Pages : 297
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Book Description
Comprehensive in scope yet full of ethnographic detail, this book examines the history of language policy by and for Native Americans, and contemporary language revitalization initiatives. Offering a critical-theory view and emphasizing the perspectives of revitalizers themselves, the book explores innovative language regenesis projects, the role of Indigenous youth in language reclamation, and prospects for Native American language and culture continuance.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 332
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Book Description
Author:
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 138
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Book Description
Author: Samuel C. Stringfield
Publisher: Taylor & Francis
ISBN: 1135482306
Category : Education
Languages : en
Pages : 139
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Book Description
Closing the Achievement Gap is made up of six articles. The first paper examines Cleveland's restructuring initiative in light of two theories on early adolescent development: person-in-environment theory and the focal theory of change. This is followed by a study that illustrates the difference in academic performance between low-income children and their peers, minority children and their classmates, and those schools that serve a majority of children from low-income families and those that serve a more advantaged population. The third article summarizes key findings of a study that examined the reform efforts of three large urban school districts and a portion of a fourth that had been successful in improving student achievement and reducing racial achievement gaps. It also discusses the implications for research and technical assistance. Next, survey data on 15,800 high school students from three urban school districts is used to investigate the impact of school-level support for higher educational attainment and school racial composition on students' actual educational aspirations. The final article explores whether reading books during summer vacation improves fall reading proficiency and whether access to books increases the volume of summer reading.
