EDU 1143

The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning. Our conceptual models include the latest research on the use of standards to improve learning as well as the most contemporary strategies available from cognitive psychology and learning research. Additional models are used to show educators how to support learning, including democracy in the classroom, information processing and in-depth analysis of teacher knowledge and behavior. Our mission is not to divide the work of the educator into small parts but rather to functionally view the complex system that promotes quality learning.

The most significant educational challenge facing the United States is the tragically low academic achievement of many students of color. TDSi helps educators meet the challenge with a collection of research-based tools and resources designed to improve the teaching of racially and ethnically diverse students.

Education experts Jackie Jordan Irvine, Geneva Gay and Kris Gutierrez explain how to make culturally relevant pedagogy a reality in your classroom.

The Knowledge Loom is a place for educators worldwide to do the following: -Review research that identifies promising practices related to various themes -View stories about the practices in real schools/districts -Learn to replicate the success of these practices in your own organization -Add your own stories and knowledge to the collections -Discover supporting organizations and resources, including annotated Web links More importantly, using the Knowledge Loom makes you part of an active online teaching and learning community.

This MentorMob learning playlist is designed to provide viewers with an opportunity to explore culturally relevant pedagogy.

This MentorMob learning playlist is designed to provide information and resources related to promoting parent/family/community involvement in schools.

The mission of SEDL is to solve significant problems facing educational systems and communities to ensure a quality education for all learners. SEDL is committed to long-term, systematic, research- and experience-based solutions derived from research, development, evaluation, information provision, technical assistance, and professional development. SEDL's primary efforts are in five program areas: improving school performance, strengthening teaching and learning in content areas, integrating technology into teaching and learning, involving family and community in student learning, and connecting disability research to practice. Work in these areas concentrates on K-16 education and on underserved students, particularly those living in poverty. SEDL is a private, nonprofit corporation dedicated to fulfilling its mission with clients and other education stakeholders on a national, regional, state, and local basis through diverse and interrelated funding, partnerships, and projects.

This article includes current research on parent involvement, including the outcomes of parent involvement and recommendations for increasing parent involvement. (National Middle School Association, 2006)

The evidence is consistent, positive, and convincing: families have a major influence on their children's achievement in school and through life. This fourth edition of Evidence confirms that the research continues to grow and build an ever-strengthening case. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.

The Partnership for Family Involvement in Education The work of the Partnership for Family Involvement in Education addresses issues, provides information, expands professional development, and offers opportunities for sharing and networking, all in the area of educating America's children. The Partnership for Family Involvement in Education, with the assistance of partner members, seeks to help other collaborative initiatives at local, state, and national levels: Hold regional and national forums and conferences to educate their partners about current, relevant family-friendly policies and exemplary practices; Provide these partners (from families, business, education, religious and community groups, and government agencies) with comprehensive partnership building, management, and assessment tools; and Use resources and research provided by the U.S. Department of Education and other national, local, and state partners, to mobilize interest, energy, and expertise through convened meetings, directed research, materials (guides, kits, reports, and CDs), hosted teleconferences, a monthly newsletter, a Web site, and extended technical assistance.

At NCPIE, our mission is simple: to advocate the involvement of parents and families in their children's education, and to foster relationships between home, school, and community to enhance the education of all our nation's young people. How We Make a Difference Our coalition seeks to: Serve as a visible representative for strong parent and family involvement initiatives at the national level. Conduct activities that involve the coalition's member organizations and their affiliates and constituencies in efforts to increase family involvement. Provide resources and legislative information that can help member organizations promote parent and family involvement.

Established at Johns Hopkins University in 1996, NNPS invites schools, districts, states, and organizations to join together and use research-based approaches to organize and sustain excellent programs of family and community involvement that will increase student success in school. "Based on more than three decades of research on parental involvement, family engagement, and community partnerships, NNPS's tools, guidelines, and action team approach may be used by all elementary, middle, and high schools to increase involvement and improve student learning and development," explains Dr. Joyce L. Epstein, Founder and Director of NNPS. NNPS also guides district leaders to help their schools develop goal-oriented programs of family involvement and community connections, and to meet NCLB requirements for parent involvement. In addition, NNPS assists state departments of education and organizations to develop policies and take actions that will support districts and schools in strengthening their partnership programs. Researchers and facilitators at the Center on School, Family, and Community Partnerships at Johns Hopkins University work with the members of NNPS to study the nature and results of involvement. NNPS aims to increase knowledge of new concepts and strategies; use research results to develop tools and materials that will improve policy and practice; provide professional development conferences and workshops; share best practices of parental involvement and community connections; and recognize excellent partnership programs at the school, district, organization, and state levels. This website provides NNPS members with updated information, research results, and ideas for action from the NNPS staff and members across the country. The site also informs prospective members about NNPS approaches, benefits, and services.

This resource is the web site for the National Center for Culturally Responsive Educational Systems (NCCRESt). NCCRESt provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education.

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

Gender stereotyping primarily of junior high female math students is a relatively recent awareness. I liked the three points they made on combating this issue, i.e., (1.) reinforcing the fact that math should be nonsexist, (2.) including the contributions that female mathematicians have made to society, (3.) teaching nonsexist language by example. Also, several good ideas on countering domineering students so that all students feel free to participate. I plan to implement the idea of limited and revolving discussion groups

This article provides the following guidelines for creating culturally responsive, inclusive classrooms: use a range of culturally sensitive methods and materials, create a classroom atmosphere that respects individuals and their cultures, foster an interactive classroom learning environment, employ ongoing and culturally aware assessments, and collaborate with other professionals and families.

ABSTRACT: The field of gifted education has faced criticism about the underrepresentation of African American, Hispanic/Latino, and American Indian students who are culturally and linguistically diverse (CLD) in its programs. This article proposes that efforts targeting both recruitment and retention barriers are essential to remedying this disparity. Educators' deficit thinking about CLD students underlies both areas (recruitment and retention) and contributes to underrepresentation in significant, meaningful ways. The authors examine factors hindering the recruitment and retention of CLD students in gifted education, attending in particular to definitions and theories, testing, and referral issues, and offer recommendations for improving the representation of CLD students in gifted education. A persistent dilemma at all levels of education is the underrepresentation of African American, American Indian, and Hispanic/Latino students in gifted education and advanced placement (AP) classes. Research on the topic of underrepresentation has tended to focus on African American students, starting with Jenkins's (1936) study, which found that despite high intelligence test scores African American students were not formally identified as gifted. For over 70 years, then, educators have been concerned about the paucity of Black students being identified as gifted. During this timeframe, little progress has been made in reversing underrepresentation. This lack of progress may be due in part to the scant database on gifted students who are culturally and linguistically diverse (CLD). In 1998, Ford reviewed trends in reports on underrepresentation spanning 2 decades and found that African American, Hispanic/Latino American, and American Indian students have always been underrepresented in gifted education, with underrepresentation increasing over the years for African American students. (Unlike African American, Hispanic/Latino, and American Indian students, Asian American

The Equity Alliance at Arizona State University is one of 10 regional Equity Assistance Centers in the U.S. that are funded by the U.S. Department of Education to support the work of the Office of Civil Rights and the Department of Justice in enforcing federal civil rights laws. While the efforts of the Office of Civil Rights have improved educational opportunities for formerly excluded and marginalized students, there is still much work to be done to address achievement gaps and to ensure that all students are provided with high-quality education (Artiles, Rueda, Salazar, & Higareda, 2005; Donovan & Cross, 2002; Klingner, Méndez Barletta, & Hoover, 2008; Losen & Orfield, 2002).

Concerns over recruiting and retaining minority students in gifted education programs have persisted for several decades, and, although many educators, policymakers, and researchers have deliberated about the underrepresentation of minority students in gifted education, few articles, reports, or studies exist on this topic. This article seeks to fill this void, describing factors that inhibit the recruitment and retention of minority students in gifted education programs. These factors include screening and identification issues (e.g., definitions and instrumentation); educational issues (e.g., quality of students' education); and personnel issues (e.g., lack of teacher training in gifted and urban education, low teacher referral). Also discussed are retention issues, namely, factors that may affect the decision of minority students to remain in gifted education programs. Finally, recommendations for recruiting and retaining minority students are offered.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these a€ ect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved signi®cantly by using instructional programs and practices that re¯ect their cultural heritages, experiences, and perspectives. Several components of this ``culturally responsive teaching'' are explained, along with some research ®ndings about its e€ ects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.

Gifted learners are diverse. They come from all cultural, socioeconomic, racial, and ethnic groups. While gifted programs exist to ensure all students with outstanding talent have the opportunity to reach their full potential, learners with diverse backgrounds and experiences have historically been under-represented in gifted programs. It is the obligation of gifted services to address the needs of all gifted learners, including those from diverse backgrounds. The purpose of this paper is to present issues and make recommendations about the identification and education of the diverse gifted learner, and to encourage open dialogue about the needs of these learners.