eric.ed.gov har udgivet: Parent, school, and community engagement is widely established as a collaborative strategy to improve the school experience and educational outcomes for children and youth (Epstein & Sanders, 2006; SEDL, 2013; Weiss, Lopez, & Rosenberg, 2011; Barr & Saltmarsh, 2014). Consistent with this viewpoint, the Houston Independent School District (HISD), through the Family and Community Engagement (FACE) Department, initiated the Parent Engagement Representatives (PERs) program. The PERs program is funded by the Title I, Part A Parent Involvement grant. The program was aligned with the Dual Capacity-Building Framework for Family-School Partnerships. This home to school partnership model incorporates activities that are designed to enhance parent/teacher conference participation and parent awareness of district and community programs and resources. PERs partnered with school staff at 20 HISD elementary, middle, and… Continue Reading →
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eric.ed.gov har udgivet: This report presents evaluation findings for the 1982 summer cycle of “Reading and Math Through the Community as Classroom,” a Title I funded program operated by the Division of Special Education, of the New York City Public Schools. The program was designed to provide supplementary remediation to 1,197 mildly to moderately handicapped youngsters, and incorporate community experiences and sports activities into reading and math instruction. Results of analyses of pupil achievement data and program interviews and observations indicated that the summer program effectively met its proposed goals. Nearly all of the program participants mastered one or more new skills in reading (87.8 percent) and in math (91.9 percent). Students were also reported by teachers to have made social gains. Program sites were well-chosen and staff were enthusiastic.… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this practicum was to increase motivation and self-confidence of grade four students in mathematics achievement. Measured were the increase in the number of students displaying mastery of the times-tables, increase in the number of students making a gain on a math post-test, and increase in the number of students liking mathematics. Administered to the students were a math attitude questionnaire and a math pretest on basic math skills to determine the students’ attitude toward math and to determine the students’ performance level. Mental Math activities, math games design contests, in-class competitions, grade level competition, computer, calculators, systematic reviews, student-teacher interaction, and projects were used to help increase students’ interest and to increase math achievement. This study includes the following chapters: (1) “Introduction”; (2) “Study… Continue Reading →
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