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Author: Julie Reed Kochanek Publisher: ISBN: Category : Languages : en Pages : 5
Book Description
According to the reauthorized Elementary and Secondary Education Act of 2001 (Public Law 107-110), commonly referred to as the No Child Left Behind (NCLB) Act, Title I schools that fail to make adequate yearly progress for two consecutive years are required to develop or revise school improvement plans aimed at boosting student achievement. Schools must submit the plans, which describe proposed activities, including parent involvement and extended learning activities (a before-school, afterschool, or summer program), to the local education agency for approval. To determine the extent to which such plans included parent involvement activities and extended learning programs, Regional Educational Laboratory (REL) Midwest conducted a content analysis of school improvement plans for schools identified for improvement based on 2007/08 assessment data. This study adopted the methodology of a similar study of school improvement plans in the Northwest Region (Speth, Saifer, and Forehand 2008). Neither this study nor the Northwest Region study assess the effectiveness of particular activities. This study reviewed school improvement plans in five states in the Midwest Region: Illinois, Iowa, Minnesota, Ohio, and Wisconsin. The report's findings include the following: (1) About 90 percent of the school improvement plans included plans to notify parents of the school's improvement status, parents' rights, or both; 57 percent reported having involved parents in developing or approving the plans; and 91 percent included at least one potentially effective parent involvement activity, as required under NCLB section 1116. About half (49 percent) of the plans met all three section 1116 requirements; another 41 percent satisfied two of the three requirements; (2) Very few plans (15 percent) included activities that involved parents in decision-making, but 43 percent of plans included advisory activities for parents. Other activities included developing parent compacts (35 percent); identifying budgetary resources for parent involvement (35 percent); providing assistance to parents in understanding state standards, monitoring their child's progress, or working with educators to improve the student's achievement (32 percent); and educating teachers and staff on the value of parents' contributions (23 percent); (3) Across all five states, about half the schools (49 percent) whose plans were reviewed served English language learner students. Among them, 53 percent reported presenting information to parents in a language other than English; and (4) About 70 percent of school improvement plans included at least one extended learning activity. Just 5 percent of before-school, 20 percent of afterschool, and 5 percent of summer school programs offered tutoring or other academic supports for struggling learners. [For the main report, "Parent Involvement and Extended Learning Activities in School Improvement Plans in the Midwest Region. Issues & Answers. REL 2011-No. 115," see ED518802.].
Author: Julie Reed Kochanek Publisher: ISBN: Category : Languages : en Pages : 5
Book Description
According to the reauthorized Elementary and Secondary Education Act of 2001 (Public Law 107-110), commonly referred to as the No Child Left Behind (NCLB) Act, Title I schools that fail to make adequate yearly progress for two consecutive years are required to develop or revise school improvement plans aimed at boosting student achievement. Schools must submit the plans, which describe proposed activities, including parent involvement and extended learning activities (a before-school, afterschool, or summer program), to the local education agency for approval. To determine the extent to which such plans included parent involvement activities and extended learning programs, Regional Educational Laboratory (REL) Midwest conducted a content analysis of school improvement plans for schools identified for improvement based on 2007/08 assessment data. This study adopted the methodology of a similar study of school improvement plans in the Northwest Region (Speth, Saifer, and Forehand 2008). Neither this study nor the Northwest Region study assess the effectiveness of particular activities. This study reviewed school improvement plans in five states in the Midwest Region: Illinois, Iowa, Minnesota, Ohio, and Wisconsin. The report's findings include the following: (1) About 90 percent of the school improvement plans included plans to notify parents of the school's improvement status, parents' rights, or both; 57 percent reported having involved parents in developing or approving the plans; and 91 percent included at least one potentially effective parent involvement activity, as required under NCLB section 1116. About half (49 percent) of the plans met all three section 1116 requirements; another 41 percent satisfied two of the three requirements; (2) Very few plans (15 percent) included activities that involved parents in decision-making, but 43 percent of plans included advisory activities for parents. Other activities included developing parent compacts (35 percent); identifying budgetary resources for parent involvement (35 percent); providing assistance to parents in understanding state standards, monitoring their child's progress, or working with educators to improve the student's achievement (32 percent); and educating teachers and staff on the value of parents' contributions (23 percent); (3) Across all five states, about half the schools (49 percent) whose plans were reviewed served English language learner students. Among them, 53 percent reported presenting information to parents in a language other than English; and (4) About 70 percent of school improvement plans included at least one extended learning activity. Just 5 percent of before-school, 20 percent of afterschool, and 5 percent of summer school programs offered tutoring or other academic supports for struggling learners. [For the main report, "Parent Involvement and Extended Learning Activities in School Improvement Plans in the Midwest Region. Issues & Answers. REL 2011-No. 115," see ED518802.].
Author: Julie Reed Kochanek Publisher: ISBN: Category : Languages : en Pages : 42
Book Description
According to the reauthorized Elementary and Secondary Education Act of 2001 (Public Law 107-110), commonly referred to as the No Child Left Behind (NCLB) Act, Title I schools that fail to make adequate yearly progress for two consecutive years are required to develop or revise school improvement plans aimed at boosting student achievement. Schools must submit the plans, which describe proposed activities, including parent involvement and extended learning activities (a before-school, afterschool, or summer program), to the local education agency for approval. To determine the extent to which such plans included parent involvement activities and extended learning programs, Regional Educational Laboratory (REL) Midwest conducted a content analysis of school improvement plans for schools identified for improvement based on 2007/08 assessment data. This study adopted the methodology of a similar study of school improvement plans in the Northwest Region (Speth, Saifer, and Forehand 2008). Neither this study nor the Northwest Region study assess the effectiveness of particular activities. This study reviewed school improvement plans in five states in the Midwest Region: Illinois, Iowa, Minnesota, Ohio, and Wisconsin. The report's findings include the following: (1) About 90 percent of the school improvement plans included plans to notify parents of the school's improvement status, parents' rights, or both; 57 percent reported having involved parents in developing or approving the plans; and 91 percent included at least one potentially effective parent involvement activity, as required under NCLB section 1116. About half (49 percent) of the plans met all three section 1116 requirements; another 41 percent satisfied two of the three requirements; (2) Very few plans (15 percent) included activities that involved parents in decision-making, but 43 percent of plans included advisory activities for parents. Other activities included developing parent compacts (35 percent); identifying budgetary resources for parent involvement (35 percent); providing assistance to parents in understanding state standards, monitoring their child's progress, or working with educators to improve the student's achievement (32 percent); and educating teachers and staff on the value of parents' contributions (23 percent); (3) Across all five states, about half the schools (49 percent) whose plans were reviewed served English language learner students. Among them, 53 percent reported presenting information to parents in a language other than English; and (4) About 70 percent of school improvement plans included at least one extended learning activity. Just 5 percent of before-school, 20 percent of afterschool, and 5 percent of summer school programs offered tutoring or other academic supports for struggling learners. Appendices include: (1) Study methodology; (2) Checklist for review of parent involvement and extended learning activities in school improvement plans in participating Midwest Region states; (3) Crosswalk between codes and research questions; (4) School-level alignment with requirements of No Child Left Behind section 1116; and (5) Results of bias analysis. (Contains 2 boxes and 22 tables.) [For summary report, "Parent Involvement and Extended Learning Activities in School Improvement Plans in the Midwest Region. Summary. Issues & Answers. REL 2011-No. 115," see ED518803.].
Author: Tina Marie Waliczek Publisher: CRC Press ISBN: 1040056970 Category : Political Science Languages : en Pages : 244
Book Description
In the wake of urbanization and technological advances, public green spaces within cities are disappearing and people are spending more time with electronic devices than with nature. Urban Horticulture explores the importance of horticulture to the lives, health, and well-being of urban populations. It includes contributions from experts in researc
Author: Timothy Speth Publisher: ISBN: Category : Languages : en Pages : 5
Book Description
This document presents a summary of the larger report, "Parent Involvement Activities in School Improvement Plans in the Northwest Region." Although the No Child Left Behind Act of 2001 (NCLB) spells out parent involvement requirements for schools in need of improvement, the majority of the Northwest Region school improvement plans reviewed failed to include such provisions. Reported findings in the study include: (1) Despite a wide range of parent involvement practices discussed in legislation and in the literature, school improvement plans mentioned primarily nonacademic and academic communication, and parent-teacher conferences; (2) Number of NCLB parent involvement requirements addressed in the plans decreased as the school level increased from elementary to middle to high school; (3) Even though 785 percent of the schools in improvement served English learner students, only 33 percent of the school improvement plans included activities for communicating with parents in a language they could understand; and (4) Schools that included all requirements of NCLB were primarily in states or districts that provided schools with a template for completing their school improvement plans. [This summary was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory Northwest administered by Northwest Regional Educational Laboratory. For the associated full report, see ED503237.].
Author: Timothy Speth Publisher: ISBN: Category : Languages : en Pages : 37
Book Description
Although the No Child Left Behind Act of 2001 (NCLB) spells out parent involvement requirements for schools in need of improvement, the majority of the Northwest Region school improvement plans reviewed failed to include such provisions. Reported findings include: (1) Despite a wide range of parent involvement practices discussed in legislation and in the literature, school improvement plans mentioned primarily nonacademic and academic communication, and parent-teacher conferences; (2) Number of NCLB parent involvement requirements addressed in the plans decreased as the school level increased from elementary to middle to high school; (3) Even though 785 percent of the schools in improvement served English learner students, only 33 percent of the school improvement plans included activities for communicating with parents in a language they could understand; and (4) Schools that included all requirements of NCLB were primarily in states or districts that provided schools with a template for completing their school improvement plans. Two appendixes are included: (1) Methodology; and (2) Checklist for Review of Parent Involvement Activities in Northwest Region State School Improvement Plans. (Contains 2 boxes and 12 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory Northwest administered by Northwest Regional Educational Laboratory. For summary, see ED503238.].
Author: William Jeynes Publisher: Routledge ISBN: 113691286X Category : Education Languages : en Pages : 344
Book Description
Providing an objective assessment of the influence of parental involvement and what aspects of parental participation can best maximize the educational outcomes of students, this volume is structured to guide readers to a thorough understanding of the history, practice, theories, and impact of parental involvement. Cutting-edge research and meta-analyses offer vital insight into how different types of students benefit from parental engagement and what types of parental involvement help the most. Unique among works on the topic, Parental Involvement and Academic Success: uses meta-analysis to enable readers to understand what the overall body of research on a given topic indicates examines research results in terms of their practical implications focuses significantly on the influence of parental involvement on minority students’ academic success Important reading for anyone involved in home-school relations/parental involvement in education, this book is highly relevant for courses devoted to or which include treatment of the topic.
Author: John T. Guthrie Publisher: ISBN: Category : Education Languages : en Pages : 264
Book Description
Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)
Author: Janet Chrispeels Publisher: SAGE ISBN: 0761928863 Category : Education Languages : en Pages : 409
Book Description
Learning to Lead examines the dilemmas principals face in engaging teachers in shared leadership. The text makes a contribution to the field of educational leadership, administration, and leader preparation through cases and the description of professional development initiatives to prepare pre-service principals and administrators for shared leadership. Authors from the United States, England, and Australia present a broad brushstroke of principals sharing leadership through original field-based research, set within a theoretical framework of democratic schooling. to explore the importance of principals sharing and distributing leadership. Until recently, most of the focus has been on teachers and collaborative leadership building. through real-life single and multiple case studies, the text addresses how principals and their staff's struggle with the challenge of shared leadership, and how they attain some of the promise leading to teacher growth and development, as well as to higher levels of student learning. the cases in the text provide pre-service principals and administrators with excellent examples of the real-life applications of various theoretical concepts. a variety of models and approaches of shared and distributed leadership are presented in school, district, and regional contexts, allowing students to see the commonalties that these settings share, as well as the differences between them. impact that those strategies have on teachers, school culture, and learning opportunities for students. Examples of preparation programs and the support that teachers want, if shared leadership is to be effectively implemented to meet student needs, provide future principals with the tools and insight that they need to be successful.
Author: Anol Bhattacherjee Publisher: CreateSpace ISBN: 9781475146127 Category : Science Languages : en Pages : 156
Book Description
This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.
Author: Terry K. Peterson Publisher: ISBN: 9780988833203 Category : After-school programs Languages : en Pages : 448
Book Description
Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success presents an impressive and significant body of work that comprises almost 70 reports, research studies, essays, articles, and commentaries by more than 100 authors representing a range of researchers, educators, policy makers, and professionals in the field, as well as thought leaders and opinion influencers. Collectively, these writings boldly state that there is now a solid base of research and best practices clearly showing that quality afterschool and summer learning programs-including 21st Century Community Learning Centers-make a positive difference for students, families, schools, and communities.
Author: Julie Reed Kochanek
Author: Julie Reed Kochanek
Author: Julie Reed Kochanek
Author: Tina Marie Waliczek
Author: Timothy Speth
Author: Timothy Speth
Author: William Jeynes
Author: John T. Guthrie
Author: Janet Chrispeels
Author: Anol Bhattacherjee
Author: Terry K. Peterson