Tag » interactions

• Combating gender disparity in education: guidelines for early childhood educators

  1/1/98 - Evans, Karlin S.

  Researchers have noted that gender inequity exists in early school settings. This inequity is apparent in student-teacher interactions, student-student interactions, and children's literature. Suggestions to help current or prospective teachers combat gender inequity in early elementary classrooms via nonbiased literature, nonbiased play, and nonbiased curriculum are provided, and an assessment of nonbiased curriculum is offered.

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  Culturally Responsive Literacy Instruction

  1/5/09 - Tandria Callins

  This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in...

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  E-Mentoring: Is this Promising Approach to Novice Special Education Teacher Induction Right for Your District?

  1/29/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

  E-mentoring—the use of technology-based communication formats in which mentors and mentees interact—is emerging as a solution for supporting novice teachers, especially when they have limited access to inbuilding support. This Brief describes the possibilities of using e-mentoring with novice special education teachers.

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  English learners in Boston public schools: Enrollment, engagement, and academic outcomes of native speakers of Cape Verdean Creole, Chinese dialects, Haitian Creole, Spanish, and Vietnamese

  1/14/09 - Uriarte, M., Lavan, N., Agusti, N., Kala, M., Karp, F., Kiang, P., Lo, L., Tung, R., Villari, C.

  "In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they...

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  English learners in Boston public schools: Enrollment, engagement, and academic outcomes, AY2003-AY2006

  1/14/09 - Tung, R., Uriarte, M., Diez, V., Lavan, N., Agusti, N., Karp, F., Meschede, T.

  "In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they...

• Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics

  1/1/06 - Birenbaum, Menucha, Nasser, Fadia

  The study examined the effects of gender and ethnicity on mathematics achievement on a national test and on dispositions (attitudes, perceived parental expectations, effort, and help) towards the study of mathematics of a representative sample of Jewish and Arab eighth graders in Israel. The results indicated a large ethnic gap in achievement in favor of the Jewish students. Significant gender--ethnicity interactions emerged whereby Arab girls, compared to Arab boys, attempted more items on...

• Ethnic disparities in special education labeling among children with attention deficit/hyperactivity disorder

  1/1/08 - Mandell, David S., Davis, Jasmine K., Bevans, Katherine, Guevara, James P.

  The authors examined disparities in special education labeling among children diagnosed with attention-deficit/hyperactivity disorder (ADHD) by merging calendar year 2002 special education records and Medicaid mental health claims for 4,852 children who had been diagnosed with ADHD in Philadelphia, Pennsylvania. Thirty-eight percent were receiving special education services. In adjusted analyses, Black children were less likely than White children to receive these services (odds ratio...

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  Evaluation of the school administration manager project

  1/26/10 - Brenda J. Turnbull, M. Bruce Haslam, Erikson R. Arcaira, Derek L. Riley, Beth Sinclair, Stephen Coleman

  "From its beginnings in a handful of schools in Louisville, KY, the School Administration Manager Project – supported by Wallace as part of its educational leadership improvement initiative – has sought to help principals delegate some of their administrative and managerial tasks and spend more of their time interacting with teachers, students and others on instructional matters. Often, this has meant hiring a new school-level employee – a School Administration Manager, or SAM – to...

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  Expressing Warmth and Affection to Children

  1/18/09 - S. Twardosz

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Warmth and affection are aspects of positive...

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  From Teasing to Torment: School Climate in America, A Survey of Students and Teachers.

  1/3/09 - Harris Interactive,, Gay Lesbian and Straight Education Network,

  "The national survey of over 3,400 students aged 13-18 and over 1,000 secondary school teachers, explores students’ and teachers’ experiences with bullying and harassment, and their attitudes about this serious problem in America’s schools."

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  Guide to working with deaf and hard of hearing students

  1/14/09 - Western Region Outreach Center & Consortia at the National Center on Deafness,

  A pocket sized handbook for professors, high school teachers and vocational teachers new to interacting with Deaf and Hard of Hearing students. Topics include a general understanding of deafness, classroom accomodations, and communication tips.

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  Harmonious interactions

  1/3/09 - National Consortium on Deaf-Blindness,

  Describes the importance of teaching families and educators the techniques to create and maintain high-quality interactions with children who are deaf-blind. Based on research and training activities conducted by Marleen Janssen, Marianne Riksen-Walraven, Jan van Dijk, and Bernadette van den Tillaart.

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  Helping Children Express Their Wants and Needs

  1/18/09 - M.M. Ostrosky, M. L. Hemmeter , J. Murry, G. Cheatham

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that...

• Identity, Belonging, and Achievement: A Model, Interventions, Implications

  1/1/08 - Cohen, Geoffrey L., Garcia, Julio

  In this article we discuss how social or group identities affect achievement. We also present a model of identity engagement that describes how a salient social identity can trigger psychological threat and belonging concerns and how these can produce persistent performance decrements, which through feedback loops can increase over time. The character of such processes may be revealed only over time because they are recursive in nature and interact with other factors in chronically...

• Interactions: Collaboration Skills for School Professionals

  1/1/92 - Friend, M. & Cook, L.

• Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education

  1/1/04 - Weinstein, Rhona S., Gregory, Anne, Strambler, Michael J.

  The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has...