Download or read book Building Effective Learning Environments in California s Continuation High Schools Issue Brief written by Susan C. Bush and published by . This book was released on 2012 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: This issue brief is part of a larger study of California continuation high schools begun in 2007. While the first phase of the study examined various alternative education options throughout the state, this second phase focused on 23 higher performing continuation high schools in California selected based on multiple student outcome measures. This issue brief is specifically intended to reach the community of school-based practitioners and district level policymakers, seeking to better understand alternative schooling for over-aged and under-credited youth. During the first phase of the study, teachers discussed their struggle in balancing student engagement with academic rigor of instruction for this unique population of students. These teachers called out for increased research on the unique context and better practices of continuation high school instruction. To that end, this paper highlights creative work-arounds that successful continuation schools, principals, and teachers implement to serve this unique population of students, despite highly restricted state funding. In particular, this paper emphasizes the importance of operationally aligning these practices to balance competing objectives (e.g., vocational vs. college preparatory programs). (Contains 4 figures and 3 footnotes.).

Download or read book Raising the Bar Building Capacity written by Jorge Ruiz de Velasco and published by . This book was released on 2012 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: California's approximately 500 continuation high schools are estimated to serve more than 115,000 California high school students each year--a number that approaches almost 10 percent of all high school students and as many as one of every seven high school seniors. Continuation schools are, however, more racially and ethnically concentrated than the state's traditional comprehensive high schools. Hispanic students comprise 55 percent of all students in continuation schools, and although African American enrollments in continuation schools approximate those of comprehensive schools statewide, they tend to be overrepresented in many districts. California law contemplates more intensive services and accelerated credit accrual strategies so that students who are vulnerable to dropping out of school might have a renewed opportunity to graduate from high school with a regular diploma. Based on a statewide study of these schools, however, the authors conclude that, as a whole, they are failing to provide the academic and critical support services that students need to succeed. This report draws on the authors' two-phase study of continuation high schools in California. In Phase I, during the winter and spring of 2007, the authors' research team visited 26 school districts and 40 schools in nine southern, central and northern California counties. These schools differed in focus, student outcomes, size, and metropolitan status. In Phase II, researchers returned to three of the original nine counties (Santa Clara, Fresno, and San Diego) and visited 23 continuation high schools to explore more deeply the emerging "better practices" that characterize more successful continuation high schools. This report offers a bleak prologue of what the vast majority of the state's continuation high schools will offer those youth who find themselves falling behind but struggling to stay engaged in pursuit of a high school diploma. The authors offer several recommendations, drawn from the experience of the "beating the odds" schools they visited. (Contains 3 footnotes.) [For the full report, "Raising the Bar, Building Capacity: Driving Improvement in California's Continuation High Schools," see ED537702.].

Download or read book California s Continuation Schools Research Summary written by and published by . This book was released on 2008 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than 10% of California's public high school students attend some kind of alternative program. This brief summarizes the initial research study from the California Alternative Education Research Project, which examines continuation schools specifically. It summarizes "Alternative Education Options: A Descriptive Study of California Continuation High Schools," an initial research study by the California Alternative Education Research Project. The brief examines the study's findings about the students who attend these programs and their academic achievement, and it also describes their basic structure and the policy context for these schools, the largest of California's alternative programs. In addition, this brief summarizes the group's research regarding dramatic variations in the quality of California's continuation high schools and provides some insights into what distinguishes those that are most successful. (Contains 1 figure.).

Download or read book Teaching for Understanding written by David K. Cohen and published by Jossey-Bass. This book was released on 1993-02-19 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading experts on teaching and policy research provide concrete illustrations of what teaching for understanding entails.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Qualitative Study of Successful California Continuation High Schools written by Stephanie L. McClay and published by . This book was released on 2011 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: This multiple-case, qualitative study seeks to explore a sample of successful continuation high schools in Los Angeles County, California to examine structural, social, academic, and staffing practices that support student learning and achievement. The researcher believes that a better understanding of these elements would allow district and school-level educators to proceed from a more informed perspective in terms of informing continuation high school improvement and reform efforts. The findings of this study indicate that a positive school culture with a focus on personalization permeates school operations and interactions with students at successful continuation high schools. These schools maintain a positive school culture supported by a clear mission, high expectations for students' success, and a safe and orderly school environment. The operational structures at each school vary; however, these schools perceive that they have a high level of district and community support, principal leadership that supports distributed leadership and collaboration, multiple pathways for students to complete graduation requirements, and class size norms below 25. The school culture emphasizes differentiation of instruction based upon individual student needs and focuses on academic as well as personal growth. The staff at all these schools articulate a commitment to never giving up on students, and they prioritize student engagement through positive adult and peer relationships. The effective qualities of staff members, both classified and certificated, are perceived to be more important to the students' and schools' success than the quantity of staff members on site.

Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Download or read book Improving Education for Multilingual and English Learner Students written by and published by . This book was released on 2020-11 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Download or read book Inclusion Works written by Faye Ong and published by Hippocrene Books. This book was released on 2009 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Preparing Teachers for Deeper Learning written by Linda Darling-Hammond and published by Harvard Education Press. This book was released on 2021-02-08 with total page 477 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.

Download or read book Continuation High School Teachers and the CAHSEE written by Heather Luttrell and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: California continuation high schools intend to provide students with an educational environment outside of the traditional high school setting to continue their education pursuits (Stits, 2001). Students leave the traditional high school setting to attend continuation schools for reasons that range from family instability, dysfunction, poor attendance, lack of credits, and difficulty in performing up to high expectations. For many students attending, a continuation high school is often their last and only viable option for staying in school and completing the courses necessary for a diploma (Stits). Regardless of the reason a student is reassigned to a continuation high school, it is essential that the program provide students with alternative ways of learning and achieving standards and performance expectations, not an alternative to the process of achievements (Stits). In 2006 the California High School Exit Exam (CAHSEE) imposed a new expectation for academic achievement on all California high schools and high school students, including continuation high schools (Velasco, Austin, Dixon, Johnson, Mclaughlin, and Perez, 2008). With this new uniform diploma standard, some of the practices of continuation high schools need to be reexamined to see if their curriculum is addressing California state standards and if teachers are helping move students towards passage of the CAHSEE. This study will provide a window into if and how teachers are modifying, adapting, and enacting their curriculum. If they are adapting to the CASHEE, how, are they negotiating the mandate of the CAHSEE in light of the expectation that continuation high schools provide an alternative method for students to succeed on the test, and has the CAHSEE compromised the features that made continuation high schools an education alternative?

Download or read book Best Practices in School Neuropsychology written by Daniel C. Miller and published by John Wiley & Sons. This book was released on 2022-03-24 with total page 644 pages. Available in PDF, EPUB and Kindle. Book excerpt: The latest edition of the gold standard in school neuropsychology references In the newly revised Second Edition of Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention, a team of psychological experts delivers a thoroughly updated treatment of modern issues and challenges in school neuropsychology. The editors provide comprehensive discussions of current assessment and intervention models, best practices in assessing cognitive processes, and the important task of collaborating with parents, educators, and other professionals. This latest edition includes: Explorations of the unique challenges posed by working with culturally diverse student populations Clinical advice for learning specialists and neuropsychologists engaged with special populations and students with academic disabilities, processing deficits, or medical disorders New chapters on assessment and intervention with children suffering from trauma or substance abuse Perfect for psychologists, neuropsychologists, clinicians, and academics working in or studying school environments, Best Practices in School Neuropsychology is a must-read reference for practitioners working with children and students who seek a one-stop reference for evidence-informed assessment and intervention guidelines.

Download or read book Strategies to Help Solve Our School Dropout Problem written by Franklin P. Schargel and published by Routledge. This book was released on 2014-05-22 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book will help you reduce the number of young adults who leave school without completing a high school program. These successfully proven strategies were identified through research conducted by The National Dropout Prevention Center at Clemson University. The strategies are: - EARLY INTERVENTIONS - Family Involvement... reach out to all families - Early Childhood Education... begin positive learning environments early - Reading and Writing Programs... establish this foundation to all learning THE BASIC CORE STRATEGIES - Mentoring/Tutoring... increase competency with a supportive adult or peer - Service Learning... implement academic learning connected to service - Alternative Schooling... provide options beyond the traditional setting - Out-of-School Enhancement... develop after-care, summer school, and extended hours MAKING THE MOST OF INSTRUCTION - Professional Development... provide resources & training for innovative, research-based techniques - Learning Styles and Multiple Intelligences... implement proven methods for a diverse student population - Instructional Technologies... integrate technology into daily curriculum - Individualized Learning... provide customized work plans for each student MAKING THE MOST OF THE WIDER COMMUNITY - Systemic Renewal... change rules, roles, and relationships to effect school improvement - Community Collaboration... engage businesses and organizations - Career Education and Workforce Readiness... provide applied training and instruction for today's workplace - Conflict Resolution and Violence Prevention... teach the strategies of fair engagement and safety

Download or read book Handbook of Distance Education written by Michael Grahame Moore and published by Routledge. This book was released on 2013-05-07 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third edition of this award-winning Handbook continues the mission of its predecessors: to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past three decades. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include: Comprehensive coverage that includes all aspects of distance education, including design, instruction, management, policy, and a section on different audiences. Chapter authors frame their topic in terms of empirical research (past and present) and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field. Section one provides a unique review of the theories that support distance education pedagogy. Section six includes a unique review of distance education as a component of global culture. This book will be of interest to anyone engaged in distance education at any level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments. Recipient of the 2013 IAP Distance Education Book Award

Download or read book Helping Students Graduate written by Franklin Schargel and published by Routledge. This book was released on 2013-10-31 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities.