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Author: Mary Ann Lachat
Publisher: BiblioGov
ISBN: 9781289698829
Category :
Languages : en
Pages : 70
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Book Description
High schools are increasingly expected to use data for improvement and to provide evidence that programs and instructional practices are preparing all students to develop essential knowledge and skills. This publication describes how schools can develop the capacity to analyze and use data as a core component of improving secondary schools using the Breaking Ranks Model. Seven chapters are as follows: (1) "The Challenges of High School Reform" discusses the expectations for a 21st century high school; (2) "Putting Student Results at the Center of High School Reform" looks at student-centered accountability; (3) IIDeveloping Capacity for Data-Driven High School Reformll considers why high schools resist using data-driven reform; (4) "The Breaking Ranks Model of High School Reform" describes the model's framework and key components; (5) "Data-DrivenReform in Low-Performing High Schools" describes how reform facilitators used.data effectively in their work; (6) "The Schools' Experiences in Using Data" gives examples of how high school staff performed data-driven reform; and (7) "Making the Transition to Data-Driven High School Reform: Lessons from Research and Practice" identifies meaningful questions about student performance. Properly used, data can make a difference in meeting the needs of every high school student. (Contains 37 references and 8 figures.).
Author: Mary Ann Lachat
Publisher: BiblioGov
ISBN: 9781289698829
Category :
Languages : en
Pages : 70
Get Book Here
Book Description
High schools are increasingly expected to use data for improvement and to provide evidence that programs and instructional practices are preparing all students to develop essential knowledge and skills. This publication describes how schools can develop the capacity to analyze and use data as a core component of improving secondary schools using the Breaking Ranks Model. Seven chapters are as follows: (1) "The Challenges of High School Reform" discusses the expectations for a 21st century high school; (2) "Putting Student Results at the Center of High School Reform" looks at student-centered accountability; (3) IIDeveloping Capacity for Data-Driven High School Reformll considers why high schools resist using data-driven reform; (4) "The Breaking Ranks Model of High School Reform" describes the model's framework and key components; (5) "Data-DrivenReform in Low-Performing High Schools" describes how reform facilitators used.data effectively in their work; (6) "The Schools' Experiences in Using Data" gives examples of how high school staff performed data-driven reform; and (7) "Making the Transition to Data-Driven High School Reform: Lessons from Research and Practice" identifies meaningful questions about student performance. Properly used, data can make a difference in meeting the needs of every high school student. (Contains 37 references and 8 figures.).
Author: Mary Ann Lachat
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 62
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Book Description
Author: Tewel
Publisher: CRC Press
ISBN: 9781884015380
Category : Business & Economics
Languages : en
Pages : 258
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Book Description
Combining both the theory as well as the practice of the education reform process, this unique breakthrough volume focuses on every aspect of the change process in high school education today. Short- and long-term strategies for each phase of the process-provoking, creating, managing, supporting, and sustaining reform-are covered. Based on the real-life experiences of the author and others, this book recognizes that most high school reform is short-lived. It stresses the ways to create and maintain positive change, making the process a long-lasting, worthwhile mission for the school's leadership and ultimately the students. Short, useful summaries of high school reform provide true-life pictures of what really happens in the midst of changing the way educational institutions operate. These stories cover school-based management, collaborative or shared leadership, school-within-a-school groupings, interdisciplinary instruction, school-based budgeting, new models for professional development, and others. Through these examples, readers can understand how reform strategies work and how to apply and adapt them to their own situations. As an added feature, this book provides the names and locations of schools attempting each reform as well as the names and addresses of school reform networks that readers can contact in their own efforts.
Author: Nettie Legters
Publisher: BiblioGov
ISBN: 9781289699888
Category :
Languages : en
Pages : 32
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Book Description
Promising solutions to the failings of traditional comprehensive high schools were reviewed to identify basic principles and strategies for improving high schools nationwide. Selected research studies, policy documents, and promising high school programs were reviewed. The review revealed the following principles for helping high schools better prepare all students for college and/or career: (1) high standards; ( 2 ) personalization; (3) relevance; and (4) flexibility with instructional strategies, time, and resources to provide multiple opportunities for success. The following promising high school reform models were profiled: (1) America's Choice (a program to raise all students' achievement up to internationally benchmarked standards of achievement in English language arts and mathematics); ( 2 ) Coalition of Essential Schools (a coalition increasing the amount and quality of learning in schools adhering to 10 common principles); (3) First Things First (an emerging national reform designed to build close, respectful, and productive relationships between students attending schools in economically disadvantaged communities and adults working in those schools); (4) High Schools That Work (a program based on the belief that most students can learn to master academic and technical concepts if given the right challenging environment); and (5) Talent Developing High Schools (a program based on dividing existing high schools into a series of academies). (References 32 references.).
Author: Richard Deasy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 180
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Book Description
Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Author: Julie Meltzer
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 133
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Book Description
Reviews relevant research from the past 20 years and describes the implications for classroom practice.
Author: Bruce W. Speck
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 172
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Book Description
Collaboration is interwoven in the writing process in both obvious and subtle ways--from a writer using the language that he or she inherited, to referring to the works of other writers both explicitly and implicitly, to writing together with a colleague. In this book, the author explains that collaborative writing can be a useful pedagogical tool professors can use to help students actively learn about the subject matter and about themselves.
Author: Mary M. Quinn
Publisher:
ISBN: 9781570353086
Category : Education
Languages : en
Pages : 104
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Book Description
This guidebook is designed to help educators and others in their efforts to work with students with emotional and behavioral difficulties (EBD). Chapter 1 provides an overview of the needs and problems presented by such students. Chapter 2 contains basic information to help provide an enhanced understanding of students with EBD. Causes of emotional and behavioral problems, the educators role in identifying and referring students, documenting behaviors, cultural differences, drug therapy, and getting support from others are discussed. Chapter 3 contains strategies for structuring curriculum and instruction so that they have the most positive impact possible on student performance. The following chapter offers tips and ideas for strengthening classroom management practices. It also describes techniques to help educators interact with students in a manner that creates a positive and supportive classroom environment. Because of the success of instructional and classroom management programs can be enhanced by colleagues, families, and others, chapter 5 describes promising practices that many schools and districts now use to support classroom teachers and other instructional staff. The final chapter lists supplementary sources and contact information for relevant organizations. Appendices include federal regulations on the discipline of students with EBD and a glossary. (CR)
Author: Susan M. Gates
Publisher: Jossey-Bass
ISBN: 9780787958404
Category : Education
Languages : en
Pages : 0
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Book Description
A detailed review of the quality assurance and productivity oversight processes being applied today by agencies given the task of assessing and evaluating education and professional development activities, this book identifies what is working well, and what could be improved. Using the results of a Rand research study conducted, the authors present four successful approaches, key factors to consider and critical lessons learned about the assessment process. Using documentation of organizations engaged in assessment, interviews with experts, conferences, and site visits, the authors also examine the main task of assessment to focus on quality and productivity of specific providers and explore the overall purpose of such studies to provide a higher-level assessment of the system as a whole. They analyze these two main purposes of assessment as they impact stakeholder and system-level needs as well as provide opportunities for program-wide improvements. This book also discusses the emerging trend of corporate learning organizations, and demonstrates how such organizations are now indispensable tools in promoting communications among stakeholders and developing strong links between professional development programs and the system's basic mission. The authors analyze key similitaries and differences among the approaches studied and present four basic models of assessment and evaluation. Each model's strengths and specific applicable characteristics are classified with six crucial factors most important to consider when deciding what model might serve your system best. Three key steps in the process of assessment, regardless of the model selected or the system assessed, are detailed with the several lessons learned in the field concerning their successful application. Finally, for providers in professional development courses meeting the challenge of a lack of preexisting evaluation tools, guidelines for developing measures of learning outcomes are presented with their specific needs in mind.
Author: Robert J. Kealey
Publisher: Department of Elementary Schools National Catholic Educa Sociatio
ISBN: 9781558332850
Category : Catholic elementary schools
Languages : en
Pages : 0
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Book Description
For almost 20 years, the U.S. Department of Education has invited schools to seek the Blue Ribbon School Award. A large number of Catholic schools have received this award. For this publication, the Department of Elementary Schools Executive Committee requested principals of awarded schools to write a short article on an exemplary school program to share the ideas underlying them with other schools. The 23 articles include: (1) "School as Family," by Tony Boquer; (2) "SAM: Student Assessment Meetings," by Sr. M. Donna Desien; (3) "Children's Renditions: An Evening of Art," by Jerry Ernstberger; (4) "Musical Notes," by Sr. Joanne Clare Gallagher and Ms. Eileen Ryan; (5) "Service Learning Program," by Joann Gawlik; (6) "Partnering for Social Justice," by Elaine Kelly and JoAnne Risley; (7) "Learning & Growing Together: An Intergenerational Program at St. Charles School," by Diane Keucher; (8) "The Behavior Log," by Stephen R. Labranche; (9) "Art Literacy Program," by Shirley Loesch; (10) "Pizza with the Pastor," by Joan Mastell; (11) "Bill of Writes," by Sister Theresa Maugle; (12) "Cultural Days," by Barbara Migrock; (13) "St. Hilary School's Enrichment Program," by Patricia Nugent; (14) "Community Service Projects," by Adele Nunez; (15) "Transitioning Program," by Sr. Carolyn Marie Schaffer; (16) "Effective Partnerships," by Lois Scrivener; (17) "IDC: Interdisciplinary Curriculum," by St. Mary Amata Shina, OSF, Dr. Jean Patrick, and Carol Stolow; (18) "St. Ann's Blue Ribbon Band Program," by Candace Tamposi and Gary Snyder; (19) "Peer Ministers," by Maureen Trenary and Elaine Nikrad; (20) "A School Behavior Plan," by Elizabeth Trenkamp; (21) "Reading Resources," by Marilyn S. Valatka and Patricia Kobyra; (22) "A Winning Combination: Parental Involvement and Character Counts," by Anita J. Westerhaus; and (23) "Student Mission Statements," by Jackie Zufall. (RT)
