eric.ed.gov har udgivet: This is the third in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. For more than two decades, the success of school desegregation has been judged mainly by the degree to which it benefits individuals, either through academic achievement or social mobility. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in “Teachers College… Continue Reading →
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eric.ed.gov har udgivet: Pennsylvania Pre-K Counts (PA PKC) is a state-funded prekindergarten program for 3- and 4- year-old children to help them gain school readiness skills. The goal of PA PKC is to help reduce educational disparities by providing high quality prekindergarten for children who lack opportunities or reside in environments that place them at risk of school failure. This Impact Study examined the effects of participation in PA PKC on children’s early academic, social, and executive function skills in kindergarten. In particular, the study focused on whether there were differences in performance for children with 1 or 2 years of enrollment in PA PKC compared to children with no early childhood education (ECE) experience in the 2 years prior to kindergarten. Two primary research questions (1 and 2) guided… Continue Reading →
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eric.ed.gov har udgivet: The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. It is not a distraction from the “real work” of math and English instruction; it is how instruction can succeed. And it is not another reason for political polarization. It brings together a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students, especially those who have experienced the greatest challenges. In fact, the basis of this approach is not ideological at all. It is rooted in the experience of teachers, parents, and students supported by the best educational research of… Continue Reading →
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