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donero37

Closing the Achievement Gap - Educational Leadership - 38 views

www.ascd.org/...osing-the-Achievement-Gap.aspx

shared by donero37 on 25 Jun 15 - No Cached
  • caryngallagher on 25 Jun 15
     
    In order to increase the achievement levels of minorities and low income students, there are three components that are the focus: high standards, a rigorous curriculum, and effective educators.
  • ...14 more comments...
  • vscheffer on 26 Jun 15
     
    Caryn, I like that this article not only realistically talks about the historic and growing achievement gap, but that it also provides potential solutions. Not surprisingly, most of the solutions whether they be standards, curriculum, or teacher-based are all easily manageable. The only trick is to actually get some forward momentum on this decade's old issue. Victoria
  • mr_oneil5 on 26 Jun 15
     
    Caryn, I'm reminded of the old educational psychology experiment where teachers were given false information about student abilities. Teachers who were told that a class was full of 'high performing' pupils ended up doing more high end assignments and pushing the students to do better while teachers were told their pupils were 'low achieving' did remedial assignments and barely pushed them to improve. I teach in a very diverse and low SES school, but I always do my best to assume that all of my students are able to do the high level work I assign in Physics. I also agree whole heartedly when then article claimed that teachers have to give extra help to students who are already at a disadvantage. My students do quite well when they apply themselves, but often that means they have to see me during lunch, after school, or even on Saturdays (when I work at a Saturday school program). Many students have jobs to help out their families or need to be home right after school to babysit siblings or to cook supper, etc. I find that the more time I can devote to being available to students, the better my classes perform. I must say however I would like to see an update to this. When it was talking about the lack of progress of students in the 1990s and then discussed 'data in the last 5 years..' I had to scroll up to the date of the article. Being that it is almost 15 years old, I was sad to see how many of the gaps still exist in our schools...
  • kvalencia1 on 15 Oct 15
     
    Combining standards, high standards for all learners and highly qualified teachers helps to close the learning gap.
  • voorheel on 16 Oct 15
     
    I was very interested in this article because I teach at a title 1 school in MCPS. Majority of my students are minorities or low income students. Our FARMS percentage is extremely high. I do not mean to repeat what Caryn had posted earlier but I mean to piggyback on her comment "To increase the achievement levels of minority and low-income students, we need to focus on what really matters: high standards, a challenging curriculum, and good teachers." I know this to be true in my classroom. For my students I have to high expectations and structure. I have to present them with a challenging curriculum. I need to devote myself and give them all I can. But, progress has come to a halt, which happened around 1988, and since that time, the gaps have widened. To me that is frightening and it makes me want to act immediately. "Because if we don't get the numbers out on the table and talk about them, we're never going to close the gap once and for all." People need to not be afraid of talking about the data, addressing the data, conquering the data. But in order for none to take offense everyone needs to know the correct data. Before speaking, people need to be educated. There simply cannot be "downright wrong-notions about the whys beneath the achievement gap." This article is great and goes on to give us proper data. It informs us of what needs to happen in order to close the gap: standards are key, all students must have challenging curriculum, students need extra help, and teachers MATTER A LOT.
  • oknapp75 on 14 Mar 16
     
    Looks into why the instructional gap has widened after 1988 after having been narrowed the previous 18 years.  Offers patterns and key concepts to look at when trying to understand how to close these gaps.
  • saxman_51 on 16 Mar 16
     
    I thoroughly enjoyed reading this article as it relates to the student achievement gap. I currently teach at a Title 1 school in Prince George's County where majority of my students are working at a level below their perspective grade. This article does a great job breaking down the statistics and providing steps to move forward in solving this major issue. Lesson 1 spoke to me directly because the teaching and comprehension of standards are the building blocks of students growth. I reinforce the focus standard(s) of the week by way of intervention, homework, informal, and formal assessment. This article is very VALUABLE!!!
  • lisaannfox on 27 Mar 16
     
    I love the lessons outlined in this resource. I especially like how Lesson 4 places a focus on the teachers and how they matter. In impoverished schools, many times the most qualified and effective teachers do not want to be there, therefore limiting the quality of teachers present. It is unfortunate that this happens but it is very common.
  • bonnieconyers on 29 Jun 16
     
    Helpful article on closing the gap with low income and minority students.
  • pgbelliveau on 03 Jul 17
     
    While this article came out too long ago to have up to date technological solutions, it still offers a brief, helpful framework for looking to improve classroom outcomes.
  • rrickford on 28 Jun 18
     
    Excellent resource laying out the achievement gap problem (with data) and valuable solutions to close the gap.
  • rcourtot1015 on 30 Jun 18
     
    This resource does an excellent job of breaking down and making sense of the achievement gap. When the numbers are presented in this way, it makes it clear just how wide that gap is and how worrying it is that the gap is once again increasing. The most interesting piece of the article was the stark contrast in the reasons for the gap between adult stakeholders and student stakeholders. The adults appear to place blame on factors beyond the classroom that are difficult to control, while the students highlight the growing concerns within the walls of the schools that are much more actionable.
  • rnwaddy on 30 Jun 18
     
    The points in this article are personal to me as I teach adults at a Community College. In every cohort that I have 50% of my students have difficulty writing a cogent paragraph and 90% of them have never heard of an academic journal. While this is not part of my curriculum, I also teach these things. My students need to be sent into the workforce being able to participate in conversations in the workplace.
  • renaosmall on 02 Jul 18
     
    The article really breaks down what happens to students during high school where they fall behind to move forward in attending college. One thing they mention is test scores. To attend college students have to take and pass a standardized test that determines of they will get into college and what college they can get into. I believe community college is a great way to bridge the gap between high school and a university. There they can determine a major and may attend school part time while still working. This gives them the time to determine what they want to do in life while still being able to survive.
  • cynthia1985 on 03 Jul 18
     
    We should understand how race, poverty and the environment influences a child's potential in education before they even start Kindergarten. But like a disabilites or inequities there is diversity in the factors that cause these disparities and our solutions to remedies these gaps must offer a multifaceted approach. An approach that offers rigors instruction in the classrooms, access and guidance for continued learning at home and within our communities.
  • dcook27 on 03 Jul 18
     
    This post hits home, as I see it at my Title I school. Students struggle but even the students passing AP classes and Honors courses, yet when they see the SAT's or the ACT's. Last year, my school's valedictorian only got a 1000 on the SAT and did not get to attend her first choice. We, as a school, and larger, we as educators need to ensure that we are doing everything we can to get these students to get past whatever challenges exist outside of the school and have strict standards that need to be met.
  • donero37 on 06 Jul 18
     
    This a great resource for every teacher.
kakmeehan

Back to school: How parent involvement affects student achievement (full report) - 7 views

www.centerforpubliceducation.org/...Parent-Involvement.html

students testing learning attendence

shared by kakmeehan on 29 Jun 15 - No Cached
  • kakmeehan on 29 Jun 15
     
    Good article on how involving parents in the school community can lead to better student achievement and attendence.
  • ...3 more comments...
  • kakmeehan on 29 Jun 15
     
    This is more pertinent to Group 6's EQ but relevant for all teachers.
  • calqlus on 30 Jun 15
     
    I agree with you, Katherine. I think that this article typifies the heart of our EQ in that enumerates important statistical macrodata concerning parental involvement in overall student achievement. A nice find, indeed.
  • Andrea Meyers on 17 Oct 15
     
    The report provides plenty of research results to support the more parental involvement in schools, and specifies which types of parental involvement yield the greatest academic improvements: programs and interventions to increase family engagement in homework, targeted programs on parenting practices regarding attendance, and regular school communication with parents such as orientations and newsletters. This quote from the Conclusion summarizes the research well: "While all forms of parent involvement play significant roles in the health of the school and the community, home learning activities are perhaps the wisest investment of school dollars and effort to produce long-lasting academic gains. While such involvement is fairly straightforward in elementary school, it's also possible later on. At the middle and high school level, school activities that promote the parent's role in maintaining high expectations for their children benefit students."
  • voorheel on 19 Oct 15
     
    "Parent involvement can make a difference in a child's education." I know this is true in my school. I know for a fact that my students who have parents that are involved do better academically. This does not mean that the parent necessarily has to have a high level of education. I have had students really succeed because their parents check their agenda and homework each night when they come home. Sometimes, just knowing or having a parent that cares and that is there to push you is enough.
  • HECTOR AVILAFLORES on 20 Oct 15
     
    I agree wholeheartedly with the quote that states "Parent involvement can make a difference in a child's education." Once I read this line, I was intrigued with the rest of the article. I am a very driven individual when it comes to education, and I want that for my son as well. My wife and I are constantly coaching our son on the importance of education, and making sure that he completes his work on time and correctly. I have seen first hand in my two years of teaching what parent involvement can do for a students school work. I have seen students whose parents are actively involved in their school careers, and the students performed on a much higher level than those of students whose parents did not seem to be involved.
barrellpony

Social-Emotional Learning - 0 views

files.eric.ed.gov/...EJ1119329.pdf

EDTC615

shared by barrellpony on 07 Nov 18 - No Cached
  • barrellpony on 07 Nov 18
     
    Week 8: Group 2- James Sweigert, Sabrina Carey, Jennifer Freburger
  • barrellpony on 07 Nov 18
     
    This is a journal article accessible via the UMUC Library. The focus of this article is on a three-year study in which a focus group consisting of middle-schoolers were targeted. More specifically, this target group consisted of 123 students, all with disabilities from 12 different schools in the mid-west. The focus of this study was to compare these students willingness to show empathy, caring, and a willingness to intervene to help a victim of bullying with their academic test scores and report cards grades. This target group was compared to schools without the intervention plan. In the 12 target schools, the selected students participated in intervention lessons through the program "Second Step-Student Success Through Prevention". Our group, Group Two felt strongly connected to this article as two of us teach students with disabilities while all three of us are employed in the public school system where character traits such as empathy, caring, and a willingness to intervene to help a victim of bullying are taught through advisory lessons to ALL students. However, within our schools and counties there are no programs tracking data on the effectiveness of such lessons. This article is highly useful to our team because our Smart Target Goals all relate to increasing specific scores or improving behavior types. We will be using information discussed in this article within our current implementation period. For example, by applying an emphasis on This is a journal article accessible via the UMUC Library. The focus of this article is on a three-year study in which a focus group consisting of middle-schoolers were targeted. More specifically, this target group consisted of 123 students, all with disabilities from 12 different schools in the midwest. The focus of this study was to compare these students willingness to show empathy, caring, and a willingness to intervene to help a victim of bullying with their academic test scores and re
trplm06

A Focus on Attendance Is Key to Success - 6 views

www.nassp.org/...default.aspx

edtc615 attendance success drop out

shared by trplm06 on 25 Jun 15 - No Cached
  • trplm06 on 25 Jun 15
     
    This article describes how attendance effects students, their grades, and schools. Students who miss 10% of classes throughout the school year are considered chronically absent. The article looks at reasons why students do not attend school and offers suggestions on how to address that problem. It also outlines how a middle school cut its absenteeism in half in a short period of time.
  • Kristy Vanguilder on 27 Jun 15
     
    One of the most interesting aspects of this article is that attendance issues faced by elementary schools directly correlate with reading levels and the subsequent chronic absenteeism in secondary schools. Three categoriesare identified to describe absences -barriers, discretion and aversion- or rather lack of access to public supports, parents and students do not understand importance of attendance, and a child struggling with academics, anxiety or bullying. Principals are utilizing attendance data to identify chronic absentee students and subsequently implementing strategies in their schools to incorporate interventions that will break down the barriers affecting school attendance rates. The article further discusses the positive effects that principals can have by reaching out to the community as well as the elementary feeder schools to collaboratively effect change that will increase attendance.
buckterp

BALTIMORE'S "NEW" MIDDLE SCHOOLS: Do KIPP and Crossroads schools offer solutions to the... - 2 views

files.eric.ed.gov/...ED546158.pdf

EDTC615 attendance charter Baltimore middle school

shared by buckterp on 27 Jun 15 - No Cached
  • buckterp on 27 Jun 15
     
    This article details the difference in achievement that has been attained by the KIPP charter schools in Baltimore, especially in middle schools. Although I was interested in how KIPP succeeded where so many others have failed, I realized that there are many differences between these schools and the school I teach in. (Parent & teacher buy-in, selectivity of the students they serve, etc). As such, I don't think the successes described here would be replicated at my school, with my 8th graders.
kakmeehan

Education World: Homework Study Hall: Making Up Missed Work - 4 views

www.educationworld.com/...admin347.shtml

homework students attendence study

shared by kakmeehan on 29 Jun 15 - Cached
  • kakmeehan on 29 Jun 15
     
    How one principal managed to turn around failing grades by instituting a mandatory study hall for missed homework. He also communicated with parents when 5 assignments were missed. The teachers had indicated that grades would improve if students did their homework and were better prepared for class as a result.
  • ...2 more comments...
  • Andrea Meyers on 17 Oct 15
     
    A mandatory homework policy has been successful at our middle school. Students must complete all homework and quizzes before they are permitted to take summative assessments, and parents are notified when assignments are missing or when students do not pass a summative. Resource time, aka study hall, is time set aside for students to make up missing work and get extra assistance as needed. It's good to read about a similar successful program for high school, and I wonder if this kind of program could be helpful for addressing our team's identified learning gaps.
  • voorheel on 19 Oct 15
     
    Our school does this as well, especially our math department. Of course it is up to the teacher as to whether or not they want to implement this strategy but administration seems to fully support the cause. I have a science teacher friend and a math teacher friend who both to do this. They give the students detention slips and they come after school to make up or re-take work or assignments. I cannot see myself doing this (an art teacher) but I can see why math and science would want to. I feel that most teachers should make themselves available at lunch for students. I would not suggest every day availability, but students could come meet and get help by appointment only. Too often I hear from students that the teacher tells them to come in the next day for lunch and there is no one to be found in the classroom.
  • HECTOR AVILAFLORES on 20 Oct 15
     
    I like the idea of a before and after homework study hall. I can contest to being so busy that you do not want to chase your child around to get their homework done. My son is only five and it is a hassle to get him to do his homework, therefore, I can only imagine how it will be when he gets older. I believe that this might benefit more students if this were implemented nationwide. Students can get the extra assistance they may not be able to get at home with their assignments. I wonder how well this would benefit my school?
  • dottererkat on 20 Oct 15
     
    I think this is a great idea, especially in high school and middle school! I have been speaking to middle schools in Pennsylvania, and the principals discussed how they have decided to implement homework/tutoring study halls. I think it encourages students to stay on top of their own homework. Also, it allows teachers to have one on one interaction with students, who are struggling. I thought it was smart of the principal to have another administrator oversee the process of tracking missed homework. Data has become such an important part of being a teacher, and using it to help students strive to be better in school is great.
buckterp

5 Key Findings for Middle Grades from "Looking Forward to High School and College" - 3 views

files.eric.ed.gov/...ED553151.pdf

EDTC615 attendance performance indicators

shared by buckterp on 27 Jun 15 - No Cached
  • buckterp on 27 Jun 15
     
    Students' middle grade attendance is a strong indicator of future high school performance. As such, middle teachers can use such attendance info to identify students who may tend to struggle in high school, and give those students needed support in advance of ninth grade. I have not been able to implement the strategies mentioned (its Summertime!) but I intend to try some this Fall with the 10 or 15 students that I know will be attendance issues in my 8th grade classes.
  • mattyerger on 30 Jun 15
     
    Like you mentioned, I already know a handful of students going into 8th grade (I teach 6th-8th grade computer technology as a creative arts course) that will be attendance, behavior, and/or low GPA's. I feel like while our schools try to support student learning, we too often push kids through from one grade to the next. I have students this past year who in the semester every other day that I instruct them (45 classes in all), they have missed more than half and yet they promote to the next grade. Each of the five areas highlighted raise good points and I actually find some of the statistics very alarming considering the small differences in percentages. For example, Figure 3 on page 8 depicts two identical students with exact achievement marks in 5th grade. By the time they reach 8th grade, one students attendance improves 2% and the other students attendance drops 4% to a 93% avg. attendance rate. While this doesn't sound like a terrible drop (at least to me), the possibility of these students being on track for 9th grade went from 93% for the student who improved attendance compared to 66% of this student being on track for 9th grade whose attendance dropped just a few percentage points. I think more needs to be done at the school level to improve performance and setup interventions that help our students succeed rather than worrying about the multiple standardized tests that students are required to complete throughout the year. Thank you for sharing! I'm definitely reading over this again as I prepare for the upcoming school year with my middle school students and may even share it with my staff.
alainagrubb

Motivating Middle School Students | Scholastic.com - 2 views

www.scholastic.com/...ivating-middle-school-students

motivating middle school

shared by alainagrubb on 27 Jun 15 - No Cached
  • alainagrubb on 27 Jun 15
     
    A scholastic article with many different ways to motivate middle school students. This article discusses whole school motivators as well as classroom motivation techniques. A quick read with many good techniques.
Barbara Lindsey

Attributes of High Quality Work | Center for Student Work - 1 views

centerforstudentwork.elschools.org/attributes-high-quality-work

615 Spr15 professional middle school high school college report

shared by Barbara Lindsey on 10 Mar 15 - No Cached
  • Barbara Lindsey on 10 Mar 15
     
    This page provides a set of descriptions that detail the characteristics of quality student work regardless of content area. Teachers could use this in the PLCs as a gauge to evaluate student work. For students in middle school, high school and college, teachers could share these with students to help them achieve high quality work.
sfcanady

​8 Proven Ways to Help Close the Achievement Gap | EdSurge News - 13 views

www.edsurge.com/...help-close-the-achievement-gap

EDTC 615 Spring2018 Research

shared by sfcanady on 14 Mar 16 - No Cached
rnwaddy liked it
  • oknapp75 on 14 Mar 16
     
    An informative and engaging article that provides eight solutions to tackling the achievement gap.  It is well organized and written with clear reasoning for each solution.
  • ...12 more comments...
  • brady_g on 24 Jun 16
     
    Emotional start, easy to read eight part checklist that can help bridge the instructional gap; good tools to make sure all is being done to properly cater towards the full comprehension of material by students.
  • loreggio1 on 28 Jun 16
     
    This short article highlights years of research that examined the racial achievement gap. Research and finding suggest that much of what accounts for the disparities in achievement is attributed to socioeconomic factors. The article offers 8 ways for closing the gap among those most impacted based on the findings and best practices.
  • bonnieconyers on 29 Jun 16
     
    Great article. Another source of proof that higher levels of expectations and rigor really do help close the gap. I also like that they reinforce the value of school and home connection.
  • nightstalker9 on 22 Oct 16
     
    This article talks about using assessments to tell if interventions are working, this like a response to intervention. Raising the bar for the student to they can be successful. Monitor the students progress on a monthly basis and get the parents involved
  • nnanfack on 12 Mar 17
     
    When we met, April's mother was in drug rehabilitation and her father was in jail. She would stare at the ground and rarely utter a word. I was a sophomore in college and was serving as April's mentor; I feared that we might never develop a close relationship.
  • chelseamiller491 on 12 Mar 17
     
    When we met, April's mother was in drug rehabilitation and her father was in jail. She would stare at the ground and rarely utter a word. I was a sophomore in college and was serving as April's mentor; I feared that we might never develop a close relationship.
  • bethmazz on 14 Mar 17
     
    I almost put this article up myself. Very moving.
  • glissonh on 30 Jun 17
     
    This article highlights 8 ways to provide educational gains to students needing them most. The goal is closing the achievement gap between struggling learners and high performing students. 1. Use Evidence-Based Instruction, 2. Provide a Rigorous Curriculum, 3. Increase Instructional Time, 4. Introduce Supplemental Instruction, 5. Monitor Progress, Ideally Monthly, 6. Motivate & Engage, 7. Deepen Professional Development, 8. Link School and Home
  • taylie27 on 02 Jul 17
     
    This is a great article that highlights different things that can be done in the classroom to close the achievement gap the two that I think are most important are the increased instructional time, and link between school and home. I think almost every teacher has wished for more instructional time in the classroom, I know I only see my students every other day and I often think about how much more I could teach them if I saw them every day like math and ELA. I also think the communication between home and school is important to a student's ability to learn.
  • vgosselin on 03 Jul 17
     
    Great article! I like how it was connected to an inspirational story. I like how each of the ways was described. Often in the busyness of teaching, it's good to have reminders of what is needed, so that you can strengthen weaknesses.
  • sfcanady on 31 Mar 18
     
    (Week 9: Sheila, Suzanne and Cathy) This article is accessible through the link above. This article explains eight ways educators can inspire academic advancements in students, especially students from lower socioeconomic statuses. While mentoring the author gain insight on how to help close the achievement gap. The writer and her team identified that evidence base instruction, a rigorous curriculum, increased instructional time, supplemental instruction, progress monitoring, motivating and engaging, professional development, and a link to school and home would accomplish those gains. The author believes that "if teachers know about and follow those suggestions they could help close the achievement gap." (Fisher, 2015) This article can be a great resource for teachers. Many of the suggestions could be incorporated by most teachers. However, the article also assumes that if followed these eight tools will close the achievement gap. The author also does not explain how teachers can increase instructional time. Reference: Fisher, O. (Oct 2015). 8 proven ways to help close the achievement gap. Istation. Retrieved from https://www.edsurge.com/news/2015-10-27-8-proven-ways-to-help-close-the-achievement-gap
  • rcourtot1015 on 30 Jun 18
     
    The article was very informative. I especially liked the 8th suggestion, "Link home and school." This is an essential piece that I think educators need to do a better job with for at-risk students. When there are more people engaged and involved, students have a broader network of support to ensure success. We need to do more community outreach to help our students improve both academically and in the broader sense.
  • rnwaddy on 30 Jun 18
     
    I really enjoyed this article. As a new instructor I am constantly looking to engage my adult students. Through my instruction, making that personal connection is so important. Once you make that personal connection I find that students start making a personal connection with their assignments as well. I find having a non-academic conversation at the beginning of class can help the students feel involved classroom citizens.
  • renaosmall on 02 Jul 18
     
    This article really gives great advice on how teachers can help close the achievement gap by changing small things they do in the classroom. The two things that stuck out to me was allowing more time and progress monitoring. Sometimes time is all a student needs to succeed. When students feel rushed they end up just picking whatever answer they think is right or just something to complete the assignment. Allowing students to return to their unfinished work could really help students concentrate knowing that they don't have to rush to finish an assignment. As far as progress monitoring goes, it helps when the teacher really cares about making sure the students are on the right track and that their parents are aware of the work they have completed or would need to complete to get them on track.
sirantoinne

Technology can close achievement gaps, improve learning | Stanford Graduate School of E... - 5 views

ed.stanford.edu/...-and-improve-learning-outcomes

EDTC 615

shared by sirantoinne on 23 Jun 16 - No Cached
  • It also underscores that replacing teachers with technology is not a successful formula. Instead, strong gains in achievement occur by pairing technology with classroom teachers who provide real-time support and encouragement to underserved students.”
  • interactive learning, use of technology to explore and create rather than to “drill and kill,” and the right blend of teachers and technology.
  • applications of technology in low-income schools typically involves a “drill and kill” approach in which computers take over for teachers and students are presented with information they are expected to memorize and are then tested on with multiple-choice questions. In more affluent schools, however, students tend to be immersed in more interactive environments in which material is customized based on students’ learning needs and teachers supplement instruction with technology to explain concepts, coordinate student discussion, and stimulate high-level thinking.
  • ...1 more annotation...
    • sirantoinne
      sirantoinne on 12 Mar 17
       
      This article informed readers how learning gaps can become extinct with the impact of technology. In the article the author provides some tips on how tech can close the gap. It also implies that good instruction produces informed learners.
  • wilcoxal on 23 Jun 16
     
    This article looks at the importance of technology use in the classrooms in the 21st century and how this technology can be used to help close learning gaps. It specifically looks at students who are "at-risk". This article addresses great points but also cautions that in order for technology to be effective, it needs to be accompanied by professional development.
  • ...1 more comment...
  • Yuna Choi on 26 Jun 16
     
    I enjoyed reading this article discuss how technology can be used to close achievement gaps, and improve learning in the classroom. I liked how the article listed recommendations for educators to use technology for risk high school youth. I think middle and elementary school educators can also find this article helpful with the mention of blended learning, which I use in my classroom as an elementary school classroom teacher.
  • moore_tamea on 22 Oct 16
     
    This article highlights a report completed by the Alliance for Excellent Education and the Staford Center for Opportunity Policy in Education in 2014. The article notes that students can make significant increases in learning and engagement through the use of technology. However, students from poor socio economic backgrounds may not have the same instruction or access to technology as those from more affluent neighborhoods. The auther then presents a list of solutions.
  • fishersava on 12 Mar 17
     
    I like that this article encourages a blended learning approach with technology. I think that tech is a powerful tool that needs to be paired with hands on activities for the early learners.
pgbelliveau

How Partners in School Innovation is addressing the Teaching Gap | Partners in School I... - 1 views

www.partnersinschools.org/...vation-addressing-teaching-gap

EDTC 615 instructional gaps teaching gaps learning gaps

shared by pgbelliveau on 10 Mar 17 - No Cached
  • (“To Close the Achievement Gap, We Need to Close the Teaching Gap”),
  • The teaching gap refers to disparities between the working conditions and level of support for teachers in the United States and their counterparts in other industrialized nations. 
  • teachers in the U.S. have larger class sizes, spend more time directly teaching children
  • ...10 more annotations...
  • work more hours per week than the international average.
  • Perhaps most importantly, U.S. teachers have less time for planning, collaboration and access to quality professional development when compared with teachers in other countries.
  • PLCs, including one that supported kindergarten teachers to integrate Common Core-aligned writing into their everyday practice.
  • eachers came together three times throughout the year to learn about the three genres of Common Core writing (narrative, informative and opinion), score writing assessments, analyze student writing samples, set writing goals for their students and plan writing instruction that specifically met the needs of English learners. The learning from the PLC was then supported through collaboration at their school sites throughout the year.
  • professional learning helped them make significant changes in their approaches to writing instruction, resulting in improved performance of kindergarten students. Specifically, those students outperformed all other grades on the district’s end-of-year writing assessment.
  • student achievement increases when teachers have time to learn and plan together.
  • teachers were able to consistently and systematically reflect on student data and their instructional practice. In addition, teachers created clear, measurable goals and designed instructional plans that met the needs of their English learners.
  • advocate for policies that will help close the teaching gap
  • providing development on the instructional shifts within the Common Core, supporting teachers to collaboratively design and refine CCSS-based units and lessons, and providing professional development on how to assess CCSS mastery.
  • providing opportunities for teachers to engage in professional development and collaboration around creating culturally and linguistically responsive lessons and classroom learning environments that reflect the identities of their students
  • sbelt2 on 10 Mar 17
     
    This site provided an article that looked into what the organization, Partners in School Innovations is doing to "not just close the achievement gap, but the teaching gap." Results from a survey are shared regarding average class sizes and the time spent teaching versus the time spent planning. The article provides a case study of a school that focused on instructional gaps and its results. This is a great read for administrators, policymakers and other stakeholders.
  • pgbelliveau on 03 Jul 17
     
    I realize this has more to do with achievement gaps than specific gaps within a single classroom, but it has been my experience that targeted instruction to support a few helps every learner in the room.
kbeyborden

Meaningful Engaged Learning: Leadership for Reaching Every Student - 3 views

www.nassp.org/Content.aspx

EDTC615 learning education drop-out MEL gaps at-risk middle-school

shared by kbeyborden on 27 Jun 15 - No Cached
  • kbeyborden on 27 Jun 15
     
    Preventing students from dropping out of high school shouldn't begin in high school. Research shows that efforts and attention should begin in the middle grades because those grades can be a prime battleground against dropping out in the future. There program does not lie solely with the at-risk youth and potential dropouts. Schools need to determine and implement school improvement strategies and models reflective of all students to give each student e genuine opportunity to succeed. Meaningful Engaged Learning (MEL) helps students succeed academically. MEL focuses on five areas - Inviting Schools, Learning by Doing, Student Voice and Choice, Higher Order Thinking, and Real World Connections.
buckterp

Evaluating the Relationship between Student Attendance and Achievement in Urban Element... - 4 views

files.eric.ed.gov/...ED525312.pdf

EDTC615 attendance performance variables distance

shared by buckterp on 27 Jun 15 - No Cached
  • buckterp on 27 Jun 15
     
    I found this article to be very intriguing, because although it makes the common claim that increased school attendance will result in higher GPA, it also describes how another variable, a student's distance living away from school, affects their attendance rate. According to this study, there is a statistically significant effect of the farther away one lives from school, the greater their absences will be. This is something I want to investigate further once I return to school and can see where some of my historically truant students are traveling from each day.
jcandy13

Some Schools Embrace Demands for Education Data - 0 views

www.nytimes.com/...-model-of-data-collection.html

EDTC615 Data all subjects

shared by jcandy13 on 26 Jun 15 - No Cached
  • jcandy13 on 26 Jun 15
     
    This is an article from the NY Times about how a school in Wisconsin is utilizing data in every area of the school building. It was very eyeopening how a school embraced the data movement and did not shy away from it. Great read.
slail2

Community Schools Bridging the Gap Between School and Home - 0 views

neatoday.org/...munity-school-bridging-the-gap

EDTC615 communityschools summer18

shared by slail2 on 02 Jul 18 - No Cached
  • slail2 on 02 Jul 18
     
    This article uses a Pennsylvania Elementary school and its partners as an example of community schools and what it can do to help make education in and out of the classroom more attainable.
mmclementson

Improving Reading in the Primary Grades - 6 views

www.jstor.org.ezproxy.umuc.edu/...23317411

615 Spr15 Week 8 research elementary language arts reading comprehension vocabulary

shared by mmclementson on 01 Apr 15 - No Cached
  • mmclementson on 01 Apr 15
     
    Week 8- Fifteen years later, this article investigates recommendations provided by the National Research Council's seminal report:Preventing Reading Difficulties in Young Children. The article discusses which of these recommendations have been implemented in U.S classrooms over the past 15 years and which strategies have been avoided. The authors then share more recent research studies sharing strategies that may help teachers improve primary-grade reading. Authors: Nell K. Duke and Meghan K. Block
  • ...1 more comment...
  • caryngallagher on 25 Jun 15
     
    This article provide some honest and prevalent difficulties when it comes to teaching reading to primary aged children. It mentioned three main obstacles for students, including a short term orientation toward instruction, a lack of expertise among educators on how to teach specific reading skills, and limited availability in the school day to teach all content. As a current primary educator, I would have to add two further obstacles--lack of support in the classroom, either due to not having an aid, or having an intervention specialist, as well as lack of home support, specifically in low income areas.
  • lbrown12 on 13 Mar 16
     
    The article provides valuable insight into the impact that vocabulary instruction can have on reading comprehension. It is also noted that because reading instructional has changed over the years this too has contributed to comprehension and vocabulary development. It appears that the approach to reading instruction needs to be revisited to determine which strategies works the most effectively.
  • rachaelgreen123 on 16 Mar 16
     
    I loved this article. My school is currently focusing on Academic Language in our School Improvement Plan, we are also an IB school where students are to use Academic Language more often. I'm glad to see that many of our commonly used words are included in this list. I also love how they go through the examples of how to teach a new word. In middle school I feel these higher level vocabulary words are used more often than in primary ages.
celestel

New Leaders for New Schools: Data-Driven Instruction - ASCD Express 5.08 - 1 views

www.ascd.org/...508-fenton.aspx

data cycles school culture decision-making

shared by celestel on 18 Oct 15 - No Cached
  • celestel on 18 Oct 15
     
    This article explains how having data cycles as part of the school culture will increase student achievement. The data cycle consists assessment, analysis and action. Having this cycle in place will allow all stakeholders to monitor progress and make adjustments as needed to benefit student learning.
earljones_jr

Bridging the Gap: Technology Trends and Use of Technology in Schools - 4 views

www.ifets.info/...6.pdf

EDTC615 technology gap

shared by earljones_jr on 29 Jun 15 - No Cached
  • earljones_jr on 29 Jun 15
     
    This article addresses how use of technology in schools is ineffective at raising achievement. In particular, the authors remark that student production via technology is inadequate and it's use in schools pales in comparison to how it is used outside of school
  • calqlus on 30 Jun 15
     
    I had to download this journal article, Earl, as it makes very strong points about how the investment in technology and its payoffs in student education are often not parallel. The argument that the authors make regarding the financial input and the student output not being equivalent is important. Worthy of further investigation, I'd argue, is the benefit of so much technology in school's today and just how much the students are benefiting remarkably from its availability; whether non-technological methodologies were more efficient; and lastly, if the upkept of technological investments are actually helping the students' retention, learning, and lesson applications, overall.
lvirgil

PROSPECTIVE MIDDLE SCHOOL TEACHERS' KNOWLEDGE IN MATHEMATICS AND PEDAGOGY FOR TEACHING ... - 0 views

www.emis.de/...185.pdf

615 Spr15 research elementary fraction division commoncore Math

shared by lvirgil on 01 Apr 15 - No Cached
  • lvirgil on 01 Apr 15
     
    Week 8: Authors Yeping Li and Dennie Smith wrote this article which provides research on a teacher's knowledge of fractions; particularly fraction division, and is beneficial to upper elementary and middle school teachers who need to build upon what their students have learned in previous years. It shows that their is a divide between a teacher's confidence in teaching and their mastery of content; specifically in this case of fraction division.
  • lvirgil on 01 Apr 15
     
    Week 8: Authors Yeping Li and Dennie Smith wrote this article which provides research on a teacher's knowledge of fractions; particularly fraction division, and is beneficial to upper elementary and middle school teachers who need to build upon what their students have learned in previous years. It shows that their is a divide between a teacher's confidence in teaching and their mastery of content; specifically in this case of fraction division.
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