After-School Math. NCEE Evaluation Brief. NCEE 2009-4057 PDF Download
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Author: National Center for Education Evaluation and Regional Assistance (ED) Publisher: ISBN: Category : Languages : en Pages : 3
Book Description
After-school programs receive federal support through the 21st Century Community Learning Centers, established in 1999. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. Findings from a previous national evaluation of the program indicate that the program grants awarded between 1999 and 2002 had, on average, a limited academic impact on the academic achievement of participating elementary school students. A possible factor is that most academic activities at the evaluation sites consisted of homework sessions in which students received limited additional academic assistance (such as instruction or assistance with homework). In addition, attendance was limited and sporadic. But analyses comparing the academic outcomes of frequent and infrequent participants suggest that increasing attendance alone is unlikely to improve the academic findings. So, the limited academic effects and the low levels of formal academic assistance offered in these programs highlight the need for better academic programming. In response, the Institute of Education Sciences supported the development and evaluation of instructional resources in core content areas that could be used in after-school programs. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for math. (Contains 1 figure.) [For the full report, "The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021," see ED501655.].
Author: National Center for Education Evaluation and Regional Assistance (ED) Publisher: ISBN: Category : Languages : en Pages : 3
Book Description
After-school programs receive federal support through the 21st Century Community Learning Centers, established in 1999. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. Findings from a previous national evaluation of the program indicate that the program grants awarded between 1999 and 2002 had, on average, a limited academic impact on the academic achievement of participating elementary school students. A possible factor is that most academic activities at the evaluation sites consisted of homework sessions in which students received limited additional academic assistance (such as instruction or assistance with homework). In addition, attendance was limited and sporadic. But analyses comparing the academic outcomes of frequent and infrequent participants suggest that increasing attendance alone is unlikely to improve the academic findings. So, the limited academic effects and the low levels of formal academic assistance offered in these programs highlight the need for better academic programming. In response, the Institute of Education Sciences supported the development and evaluation of instructional resources in core content areas that could be used in after-school programs. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for math. (Contains 1 figure.) [For the full report, "The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021," see ED501655.].
Author: Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance Publisher: ISBN: Category : Languages : en Pages : 3
Book Description
After-school programs receive federal support through the 21st Century Community Learning Centers. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for math. Harcourt School Publishers was selected through a competitive process to adapt its school-day materials for use in the after-school setting. "Mathletics" was developed to be engaging for students, tied to academic standards, appropriate for students from diverse economic and social backgrounds, and fairly easy for teachers to use with a small amount of preparation time. The program resulted in 49 more hours of math instruction during the school year (30 percent more) for math program students than for their counterparts. Participating students scored 2.8 scaled points higher on a test of math achievement at the end of one year, an 8.5 percent difference in achievement growth. The impacts did not vary significantly for students in different grades or with different prior levels of achievement. Nor did the math program students and their counterparts differ significantly on other in-school behavior. (Contains 1 note and 1 figure.) [For the full report, "The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021," see ED501655.].
Author: Margaret Thorsborne Publisher: Taylor & Francis ISBN: 1351704052 Category : Education Languages : en Pages : 67
Book Description
Outlines the techniques to learn and apply when planning and facilitating school conferences. This book contains key documents such as preparation checklist, conference script, typical agreement, evaluation sheet and case studies. It includes guidance on: analysing school practice; deciding whether to hold a conference; and preparing a conference.
Author: D. L. Forrest-Pressley Publisher: Academic Press ISBN: 1483262901 Category : Psychology Languages : en Pages : 330
Book Description
Metacognition, Cognition, and Human Performance, Volume 2: Instructional Practices is a collection of papers that deals with applied settings that develop and test instructional programs in the field of education. The book discusses some insights in understanding the processes involved in writing and reading. The text defines metacognition — as a mental function and the directing of this function — and reading, as well as the structure of narratives. One paper proposes a model for cognitive monitoring and early reading by developing for children three knowledge domains: function of print, form of print, and conventions of print or metacognitive constructs. Other papers analyze metacognition, instruction, the role of questioning activities, as well as the connection between metacognition and learning disabilities. One author evaluates a different perspective whether attention-related difficulties are a normal development in a young child or a disability in the older child. This author also explains meta-attention pertaining to task solving, selective attention to other stimuli, and visual search of the surrounding or for a target object. One research shows that methodologies designed to induce underachieving children to regulate their own academic behavior can improve their performance. The text can prove useful to child psychologists, behavioral scientists, and students and professors in child education.
Author: Mark Windschitl Publisher: Harvard Education Press ISBN: 1682531643 Category : Education Languages : en Pages : 455
Book Description
2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
Author: Publisher: ISBN: Category : Education Languages : en Pages : 54
Book Description
This is a set of professional standards for teachers of reading. It was produced by the International Reading Association, a professional organisation concerned with the promotion of literacy through the instruction of reading, writing, listening and speaking with all forms of literature at all levels of education. Three sets of proficiencies are presented for 10 professional roles: early childhood teacher, elementary school teacher, middle and secondary school teacher, special - education teacher, adult education teacher, reading specialist, reading coordinator, teacher educator, related service professional and administrator. Table of contents: * Part 1: Core beliefs about the knowledge base for teaching and learning that inform the Standards for Reading Professionals * Part 2: Role descriptions and academic preparation of reading professionals * Part 3: Matrix of competencies * Appendix A: Suggested readings * Appendix B: Related web sites * Appendix C: Competencies for the paraprofessional * Appendix D: Conferences and conventions where Standards for Reading Professionals was reviewed * Appendix E: International Reading Association Code of Ethics.
Author: Daniel J. Losen Publisher: Teachers College Press ISBN: 0807773492 Category : Education Languages : en Pages : 286
Book Description
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Author: Sofía Bahena Publisher: Harvard Education Press ISBN: 1612505619 Category : Education Languages : en Pages : 469
Book Description
A trenchant and wide-ranging look at this alarming national trend, Disrupting the School-to-Prison Pipeline is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms. The “school-to-prison pipeline” has received much attention in the education world over the past few years. A fast-growing and disturbing development, it describes a range of circumstances whereby “children are funneled out of public schools and into the juvenile and criminal justice systems.” Scholars, educators, parents, students, and organizers across the country have pointed to this shocking trend, insisting that it be identified and understood—and that it be addressed as an urgent matter by the larger community. This new volume from the Harvard Educational Review features essays from scholars, educators, students, and community activists who are working to disrupt, reverse, and redirect the pipeline. Alongside these authors are contributions from the people most affected: youth and adults who have been incarcerated, or whose lives have been shaped by the school-to-prison pipeline. Through stories, essays, and poems, these individuals add to the book’s comprehensive portrait of how our education and justice systems function—and how they fail to serve the interests of many young people."
Author: National Center for Education Evaluation and Regional Assistance (ED)
Author: National Center for Education Evaluation and Regional Assistance (ED)
Author: Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance
Author: Allan Odden
Author: Margaret Thorsborne
Author: 
Author: D. L. Forrest-Pressley
Author: Mark Windschitl
Author: 
Author: Daniel J. Losen
Author: Sofía Bahena