Download or read book A Study of Elementary Educators Perceptions and Experiences Related to the Implementation Process of the Responsive Classroom Approach written by Tammy L. Mild and published by . This book was released on 2018 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Administrators and educators face increasing challenges to prepare students for standardized test while simultaneously supporting each child's behavioral, social, emotional and physical growth and wellbeing. The philosophy and teaching practices of The Responsive Classroom Approach offers educators tools to bring balance to the whole child. The current investigation examines the implementation efforts of seven educators in a small rural school district. This school district has a building-wide (Positive Behavior Intervention Support) system in place, while a small group of educators are using the Responsive Classroom Approach. The current investigation utilizes a mixed-methods approach. A short self-assessment reflection was used as a warm-up activity, and Q methodology provided the basis to gain quantitative and qualitative results. Results indicate that all response variance loaded on one perspective, explaining more than 70% of the variance in the Q-sort. The current study revealed an increase in educator job satisfaction related to Responsive Classroom implementation. Participants also revealed that collegial collaboration was one of the strongest factors related to successful Responsive Classroom implementation.

Download or read book Perceptions of Primary Teachers Using Responsive Classroom in the Era of No Child Left Behind written by Rebecca A. Blahus and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Qualitative Study of Elementary Educators Perceptions of Increasing Text Complexity in Instruction written by Cheryl Morin Greeson and published by . This book was released on 2015 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last several decades, some students have been entering colleges and careers without the appropriate reading ability to successfully do the work expected of them. Lexile scores are a scientifically-based measurement of texts and reading ability, which includes numeric measures of word frequency and sentence length. Over the last few decades, Lexile scores of texts have decreased in grades 2-12 classrooms and in response the Common Core State Standards (CCSS) has required increased text complexity starting in grades 2 and extending into grade 12 (Hayes, Wolfer, and Wolfe (2001). The increase in text complexity is of concern to teachers, especially in the elementary grades and more specifically with struggling readers (ACT, 2006). Therefore, more must be known about teachers' perceptions about text-complexity and the instructional choices made when implementing the CCSS and the teachers' choices in determining what complex texts should be taught. The theory which was used to guide this study was Fullan's Change Theory, specifically the individual's response to change. Fullan's Change theory was used to explore how individual's respond to change, especially when change is external. The theory supported the research when looking at individual educators and when implementing the CCSS, how that relates to the increase in text complexity. The following research questions were explored: What are teachers' experiences in relation to text complexity and how do teachers make sense of text complexity as a multi-dimensional construct?; What are the teachers' perceptions about the change of text complexity relative to their role as teachers as it relates to classroom instruction and its impact on student learning?; and What are the teachers' perceptions about the challenges faced by the increase in text complexity? Through interviews with six elementary school teachers, several major findings were discovered. The teachers in the district had a level of acceptance of the change in text complexity, but had little background knowledge about why the change occurred and had little cohesive professional development in determining best instructional practices to meet the needs of the students. The teachers shared their tension with understanding that it was important for students to be reading grade level texts, however, had concerns that struggling students would be further left behind with the implementation of the new complexity.

Download or read book WWC Review of the Report Efficacy of the Responsive Classroom Approach written by What Works Clearinghouse (ED) and published by . This book was released on 2015 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study authors examined the impact of "Responsive Classroom," a professional development program for teachers, on student achievement. This study took place in a large, ethnically and socioeconomically diverse district in a mid-Atlantic state. The intervention was implemented during 3 school years from 2008 to 2011. Study authors randomly assigned 12 elementary schools to implement "Responsive Classroom" for 3 years and another 12 elementary schools to a comparison group that would not implement "Responsive Classroom" during that period. Intervention group teachers began receiving training for "Responsive Classroom" in summer 2008. However, the researchers discovered that some teachers in two of the comparison schools also received training for "Responsive Classroom." As a result, the authors randomly selected one of these two schools and re-assigned it to the intervention group, so that the intervention group ultimately consisted of 13 schools and the comparison group consisted of 11 schools. Study authors assessed the effectiveness of "Responsive Classroom" by comparing student performance in math and reading on a state standardized test in fifth grade. These students were in third grade during the 2008-09 school year, the first year that "Responsive Classroom" was implemented in the intervention group. There were about 1,000 students in the intervention group and 1,000 students in the comparison group. None of the analyses presented in this study meet WWC standards, and therefore, the study findings are not presented in this WWC report. A glossary of terms is provided. [The following study is the focus of this "Single Study Review:"Rimm-Kaufman, S. E., Larsen, R. A. A., Baroody, A. E., Curby, T. W., Ko, M., Thomas, J. B., Merritt, E. G., Abry, T., & DeCoster, J. (2014). "Efficacy of the Responsive Classroom approach: Results from a 3-year, longitudinal randomized controlled trial." "American Educational Research Journal," 1-37. doi: 10.3102/0002831214523821.].

Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

Download or read book Impactful Classroom Experiences in Elementary Schools Practices and Policies written by Parks, Melissa and published by IGI Global. This book was released on 2023-08-18 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: With high teacher attrition rates, low pay, and constantly shifting standards, the education system desperately requires a fresh approach. Yet, dedicated teachers continue to enter the classroom with a genuine desire to make a lasting impact on their students' lives. Impactful Classroom Experiences in Elementary Schools: Practices and Policies delves into the challenges and opportunities of American elementary education. It offers teachers research-grounded ideas to develop and deliver engaging learning experiences that enhance students' conceptual understanding. The book focuses on positive strategies for creating meaningful classroom experiences, such as building safe and supportive environments, nurturing curiosity, and encouraging calculated risk-taking. It explores topics like play, communication with families, and nature, highlighting how failure can be a learning opportunity and empowering student expression. Additionally, the book provides practical tips and step-by-step directions for teachers to recreate successful experiences in engaging science, math, and social studies lessons. Impactful Classroom Experiences in Elementary Schools offers educators a roadmap to transform their classrooms into vibrant hubs of learning and personal growth. By incorporating research-backed methods and fostering a love of learning in a supportive atmosphere, teachers can create meaningful connections between students' emotions and their conceptual understanding. This invaluable resource equips teachers with the tools they need to make a lasting impact on their students' educational journey, enabling them to deliver joyful and transformative learning experiences in the elementary school setting.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching in the Elementary School written by Judy W. Eby and published by Prentice Hall. This book was released on 2005 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This exciting new edition introduces an updated model of reflective action in teaching and aims to inspire preservice and inservice teachers to view national, state, and local standards as meaningful and important, but not the end-goal of teaching. Through this model, rea5ers will learn how to become more reflective and proactive in the thousands of decisions teachers face each day. Features of the Fourth Edition include: "PRAXIS II" margin notes show where chapter content aligns with the areas of knowledge and topics found on the Principles of Learning and Teaching Exam. Chapter-ending "Reflective Action Experiences for Your Professional Portfolio" are simulated activities drawn from the National Board for Professional Teaching Standards requirements and provide opportunities for readers to document the reflective actions they take to meet students' needs. Authentic exhilarating teacher stories, "Reflective Action Stories, " showcase real teachers who begin with standards, but end up exceeding them by creating highly original and creative curricula that meet the diverse needs of their students.

Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

Download or read book Teaching Children to Care written by Ruth Charney and published by Center for Responsive Schools, Inc.. This book was released on 2002-03-01 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Ruth Charney gives teachers help on things that really matter. She wants children to learn how to care for themselves, their fellow students, their environment, and their work. Her book is loaded with practical wisdom. Using Charney's positive approach to classroom management will make the whole school day go better." - Nel Noddings, Professor Emeritus, Stanford University, and author of Caring This definitive work about classroom management will show teachers how to turn their vision of respectful, friendly, academically rigorous classrooms into reality. The new edition includes: More information on teaching middle-school students Additional strategies for helping children with challenging behavior Updated stories and examples from real classrooms. "Teaching Children to Care offers educators a practical guide to one of the most effective social and emotional learning programs I know of. The Responsive Classroom approach creates an ideal environment for learning—a pioneering program every teacher should know about." - Daniel Goleman, Author of Emotional Intelligence "I spent one whole summer reading Teaching Children to Care. It was like a rebirth for me. This book helped direct my professional development. After reading it, I had a path to follow. I now look forward to rereading this book each August to refresh and reinforce my ability to effectively manage a social curriculum in my classroom." - Gail Zimmerman, second-grade teacher, Jackson Mann Elementary School, Boston, MA

Download or read book Organizing Schools for Improvement written by Anthony S. Bryk and published by University of Chicago Press. This book was released on 2010-03-15 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

Download or read book The Morning Meeting Book written by Roxann Kriete and published by Center for Responsive Schools Incorporated. This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive and user-friendly guidebook, shows K-8 educators how they can implement Morning Meeting in their own classrooms.

Download or read book Success for All written by Robert E. Slavin and published by Routledge. This book was released on 2001 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Success for All is a comprehensive reform model for elementary school that combines state-of-the-art curriculum, research-based instructional methods, assessments, and professional development with one-to-one tutoring, extensive family support services, and other strategies to ensure that every child is successful in the early grades and then builds on that success throughout the elementary years. Started in 1987, it is the most widely used of all reform designs. It is currently in about 1800 schools serving more than a million U.S. children, mostly in high-poverty schools. It is also the most extensively researched comprehensive reform program, with two dozen evaluations carried out in eight research institutions. Success for All: Research and Reform in Elementary Education is the first edited volume presenting research on Success for All in the U.S. and in five other countries for which the program has been adapted. This book presents a description of Success for All, an overall summary of all achievement studies, reviews of research, original presentations of new research, and discussions of the impacts and the implications of this research and dissemination for educational policy and practice in many arenas.

Download or read book Urban Elementary Teachers Reports of Perceived Self efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention RtI Framework written by Stefania Izzo and published by . This book was released on 2014 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methods study was to explore and describe urban elementary teachers' reports of perceived self-efficacy in implementing the instructional data team process, within the Response to Intervention (RtI) framework, to support students at risk for or identified as having reading difficulties. This study also explored teachers' perceptions of the information sources (Bandura, 1997) that led to their self-efficacy beliefs. The study was conducted in an urban school district in Connecticut. Teachers from six elementary schools within the district completed the Instructional Data Team Teacher Self-Confidence Scale (Izzo, 2014), a researcher-developed survey. Of the 74 participants who completed the survey, 14 volunteered to participate in the in-person interview. Data analyses revealed that almost two-thirds of urban elementary school teachers in this study consistently reported that they felt confident overall in implementing all five steps of the CSDE's (2010) data team process, while a persistent one-third participants reported they were undecided about their confidence overall in implementing the steps of the data team process. While teachers reported that they felt most confident in implementing the data collection portion of the data team process, they felt least confident in selecting reading interventions targeted to students needs. Lastly, teachers reported that they gained confidence from activities mainly associated with enactive attainment and vicarious experiences.

Download or read book The First Six Weeks of School written by Paula Denton and published by Center for Responsive Schools Incorporated. This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A guidebook showing K-6 teachers how to structure the first six weeks of school.

Download or read book Culturally Responsive School Leadership written by Muhammad Khalifa and published by Harvard Education Press. This book was released on 2020-07-27 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.