eric.ed.gov har udgivet: On June 9, 2003, the Task Force on the Education of Maryland’s African-American Males was convened by the Maryland K-16 Leadership Council (chaired by the University System of Maryland Chancellor William E. Kirwan, former Maryland Acting Secretary of Higher Education John A. Sabatini, Jr., and Maryland State Superintendent of Schools Nancy S. Grasmick) to evaluate Maryland’s progress in addressing persistent academic achievement problems imperiling African-American boys and men. This Task Force was co-chaired by Vice President Dunbar Brooks, Maryland State Board of Education and Treasurer Orlan M. Johnson, Board of Regents, University System of Maryland. The task force evaluated the successes and failures of Maryland’s public schools with regard to African-American males’ school readiness; reading, math, and science achievement; attendance, graduation, suspension, and expulsion rates; participation in… Continue Reading →
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eric.ed.gov har udgivet: Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to use of data-driven decision making and data teams. This article describes the efforts of a low-performing middle school in establishing preventative measures and interventions within such a framework. Results indicate a reduction in teacher discipline referrals and student suspensions, including those involving students with disabilities and statistically significant improvement on 30 of 47 items of a school climate and student resiliency survey. In addition, school scores on state mastery tests in both reading and math improved by 25%… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to ascertain the attitudes of primary grade teachers and elementary principals about grade retention. Because grade retention is typically initiated in the primary grades, it is important to understand educators’ beliefs about it as a viable option for low-performing students. A paper survey was sent to teachers and principals in one school district, inviting them to provide their perceptions about the reasons for grade retention, the most appropriate time to retain students, and the effectiveness of interventions in deterring the use of grade retention. Overall, teachers and principals believed students should be retained because of academic performance and perceived parental involvement as the most promising intervention to deter the use of grade retention. Teachers agreed significantly more than principals that retention… Continue Reading →
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eric.ed.gov har udgivet: Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however, their anxiety interferes with their ability to solve mathematical problems. Researchers believe that implementation of strategies to prevent or reduce math anxiety will improve the math achievement of many students. This Information Capsule summarizes strategies that teachers, parents, and students can use to prevent or reduce math anxiety. Link til kilde
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