Research suggests that access to the general education curriculum through inclusive programs has several potential educational and social benefits, yet lower academic achievement among students with disabilities and those from culturally and linguistically diverse backgrounds persists. Miami-Dade County Public Schools used an evaluation tool to target 56 schools and provide recommendations for administrators on best practices to increase inclusion and achievement for students with disabilities.
However, there has been no systematic follow up to determine if the practices have been implemented and what further supports are necessary. This project will examine the inclusion and achievement rates of these schools in the years following and conduct a needs assessment of what types of supports and trainings are necessary to support teachers and administrators to provide the least restrictive environment.
Through surveys, the researchers will identify the needs of teachers and administrators and work with the district to design necessary professional developments and supports. This project will occur at an informal, community-based learning center that Dr. Stephanie Jones, whose academic career has focused on improving the experiences of working-class and poor children, has directed since It will be facilitated by Dr. She will implement an intensive summer bilingual Kids' Cafe program and will collaborate with a research assistant to continue with weekly after-school classes once school resumes.
In addition to selecting and preparing foods, children will document their daily eating experiences. Data collection will begin in the summer and continue throughout the year. The anticipated outcomes will have an immediate impact on the local community and will directly inform the outreach efforts of the Food Bank of Northeast Georgia and other food banks across the state and nation. This project seeks to answer the following research questions: 1 What needs must be met by preschool children before they enter Kindergarten?
The project will include interviews with instructional leaders in 22 local public and private elementary schools, focus groups and the analysis of official documents in order to answer the research questions. The results of the research will be presented to the Austin community through a town hall meeting in Fall and at the AECC Early Childhood Symposium, in which hundreds of educators in Austin convene for professional development. This project will support research for the Creative Corridor Center for Equity and four school districts that are partnering on their Focus project.
Focus is designed to support the recruitment and retention of teachers of color. The purpose of this study is to better understand how teachers of color in the four districts experience their schools, districts, and communities and how those experiences influence their retention, migration, and attrition.
While the study is not intended to be generalizable, it will add to a small but growing body of literature on the retention of teachers of color in non-urban contexts. School-wide positive behavioral interventions and supports PBIS refer to a set of strategies that assist students with meeting social and behavioral expectations.
The purpose of this project is to assist Lamar County Shared Service Arrangement LCSSA with completing a needs assessment and subsequent recommendations for developing a comprehensive professional development plan at the district and school levels. Quantitative results from the Effective Behavior Support EBS will provide an overview of the research problem and qualitative results from open-ended questions and follow-up focus groups will assist with explaining PBIS needs.
Qualitative and quantitative data will be triangulated to reinforce the validity of the constructs. After reviewing the needs assessment results, the research team will create a comprehensive professional development plan and locate or develop tools for measuring the success of the professional development program. This project will explore the impact of participation in the Youth Bike Summit and related local activities through an ethnographic research project led by youth and informed by transformative critical approaches.
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A team of youth researchers from ten organizations around the country will be identified and trained in ethnographic research methods. They will collect data locally in their communities and collaborate at the national meeting of the Youth Bike Summit to conduct additional observations and focus groups.
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To address increasing public concern about the high turnover rate of teachers in Arizona schools and districts and the challenges this lack of stability creates for schools, the Arizona Department of Education ADE created the Educator Recruitment and Retention Task Force. In its initial report, the task force identified a need for additional, high-quality research on this issue. The research team will conduct a systematic analysis of teacher retention and attrition patterns using longitudinal data collected by ADE over the last five years, build a model of teacher retention based on that analysis, and provide policy-relevant recommendations.
The research team will also create a usable database that can be updated annually to allow ADE, the research team, and partner researchers to track changes in patterns of teacher retention and attrition over time and to evaluate programs aimed at increasing teacher retention. Class-wide screening of academic and behavioral readiness in kindergarten is a critical first step in planning effective early intervention and prevention efforts in schools.
In an attempt to employ evidence-based kindergarten screening practices that are both rigorous and acceptable by those stakeholders involved, the OCDSB is partnering with Dr.
Maria Rogers and Dr. Robert Volpe in a two part screening project. Part I involves the use of advanced statistical techniques longitudinal path analyses to assess if current OCDSB practices are effective in identifying learning practices are effective in identifying learning problems from school entry to the end of Senior Kindergarten. This will involve the analysis of existing data on over children from 17 elementary schools. Part II involves taking the findings from these analyses, together with a critical and current review of the literature, and providing evidence-based and sustainable recommendations for the OCDSB Early Learning Team.
The goal of this partnership is to facilitate targeted prevention and intervention programs by effectively identifying students at risk for learning and behavioral problems. Evaluation Principal Investigators: Anita M. Wells and Amber B. The aims of the project are to increase awareness of S.
The collaborative research team will develop measures to collect pre-, mid-way, and post-data from 20 girls participating in the program during the academic year, their teachers and their parents; will conduct focus groups with up to 10 and collect follow-up survey data from up to 40 graduates of the program; and the university researchers will conduct formative and summative assessments of the program practices.
Data will be disseminated through reports and presentations to administrators and service providers in the target schools, Title I administrators, parents and the larger education and social science community. The staff are currently assessing community needs in relation to LGBTQIA students and recommending evidence-based practices for serving this population. While these efforts have been broadly successful, MAX staff hope to enhance their work with local Black, Christian teachers.
These aims will be pursued through a district wide survey; focus groups and individual interviews with Black, Christian teachers; and a review of existing literature on school-based supports for LGBTQIA youth. Data and the guide will be used to directly inform MAX services and interventions, and will be made accessible through various platforms to other community and research agencies. The goals of this research are as follows: 1 Assess the strengths and the challenges of professional development in student diversity for K teachers and administrators in Long Island public schools, 2 Provide key recommendations on the best practices of professional development for teachers and administrators to develop culturally responsive curriculum and pedagogy for all K students.
School districts around the nation are currently engaging in planning and implementing the new Common Core State Standards. In Florida, districts were required to begin implementation of the new Mathematics Florida Standards and Language Arts Florida Standards in August ; however, preparing teachers for this implementation did not necessarily occur.
Currently, there is a lack of information and research on effective implementation of these standards, particularly for students with disabilities. The results of a recent survey in the largest school district in Florida show that special educators have not received adequate training to implement these standards, nor do they feel that their students will be able to effectively meet the new standards.
This project will support that large, diverse urban school district in conducting a needs assessment of what types of supports and trainings are necessary to effectively prepare teachers to implement the Florida Standards for students with disabilities. Through the use of focus groups throughout the county, the researchers will identify the needs of teachers and then work with the district to design necessary professional developments and supports.
The results will also be used to help shape educator preparation at the university level to prepare teachers for standards-based instruction. Most research on refugee teens emphasizes their struggles and needs, particularly regarding their marginalization in school and society. In turn, after-school programs designed to support refugee teens have focused on supporting students emotionally through storytelling from their home countries and community building within the programs. Two gaps remain in the research: 1 how recently resettled refugee teens navigate their first years in the U.
Data analysis will be used to responsively design game-like activities that will engage students in practicing academic skills during their time in Journey, an after-school refugee youth services program. Design of academically supportive activities will be co-constructed with Journey leaders over the summer, and these new activities will be implemented in fall. Further data collection and analysis will identify areas for refinement, and Journey coordinators will implement with less researcher support in spring.
Each year, nearly 2. Few initiatives exist to support these children and their families, and little is known about if and how programs can be designed to improve educational outcomes for such youth. Foreverfamily, Inc. Ff supports children of incarcerated parents through family prison visitation, youth leadership programs, and after-school tutoring, with the aim of improving personal and educational outcomes, but has had limited opportunity to gather and utilize data about their impact on current youth and alumni. An often-overlooked approach to increasing the pool of quality teachers is creating professional pipelines for people of color with deeply rooted investments in school communities to enter the teaching profession.
Grow Your Own GYO Illinois is a nonprofit organization that focuses on the recruitment of teachers of color from these types of communities.
One challenge for the program is conveying the value this subset of teachers adds to schools and local communities beyond student achievement gains. This study will address this problem by establishing the GYO Community Voices Project, which will collect a series of written testimonial portraits from GYO teachers serving in communities to develop qualitative maps of unseen resources and strengths being invested in schools and local communities. The research project is centered on lifting the voices of teachers of color to speak the truth about the ways in which they work to be change agents in their communities.
Commonly utilized metrics for assessing teacher quality frequently shut out their voices and ignore their contributions to schools and local communities. This research study challenges this silencing by collecting their testimonies to combat deficit perspectives on the value community-based teachers of color add to the teaching profession.brb.swirlonthru.com/reja-cell-surveillance-application.php
The Navajo Nation has a very large population of young people, yet the cultural knowledge and wealth of the Nation is held with the elderly Navajo, many of whom only speak Navajo and maintain traditional Navajo lifestyles. The Navajo Studies Conference, Inc NSCI is a non-profit organization, which coordinates symposiums and conferences to share research, knowledge, traditional skills, and perspectives of Navajo people and their allies in an effort to inspire the critical consciousness and awareness of Navajo people toward positive transformative change.
Through a phenomenological methodology, this project will 1 collect the stories, research, and perspectives of the lived experiences of Navajo people shared at the 20 th Navajo Studies Conference, 2 analyze the material with the NSCI Board to identify themes of knowledge shared, and 3 translate the material thematically organized into a curriculum package of print and digital material for schools and communities across the Navajo Nation. Assessment of the impact of the material will follow. The package provides an original source of Navajo-centered curriculum and material for educators and communities, which is grounded in the current knowledge-base, perspectives, and experiences of Navajo people.
In , the New York City Department of Education introduced a set of measures directly targeted at the inclusion of students with disabilities in general education environments. While some schools are achieving recognition for their successful approaches to inclusion, others are only weakly meeting the fundamental goal of enabling students with disabilities to become integral members of their school communities. Given this disparity, the experience of students with disabilities and their families remains hugely unpredictable, leaving them with very few options to influence their school communities.
Seeing that they have no strategy with which to solve the puzzle, I initiate a conversation on how to use the shapes of the lines to connect pieces and how to look for key images to determine the overall picture. Ten minutes later the timer rings to clean up. Realizing the high-quality learning they were engaged in while playing with the puzzle an activity that the children chose , I tell them we will have more time later in the day to finish. At lunch, I rearrange the daily schedule to offer more time for intentional choices and flexibility rather than defined and required work.
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Knowing that a developmentally appropriate environment does not mean giving the children full control of the classroom, I focused on designing choices that are active and engaging. For example, I incorporated math games including board and card games into our morning meeting and restructured recess to allow more time for outdoor exploration including science investigations. Materials such as paint, tape, and musical instruments that I previously brought out only on special occasions, I made available for the children to use at their will during open play every day.
In kindergarten, teachers use a variety of evaluation tools, such as portfolios, running records, anecdotal notes and narratives, and formal assessments that measure acquisition and application of skills and concepts. Over time, I have found that the combination of observing play and conducting skill-specific assessments provides well-balanced information. In putting aside the safety of worksheets and trusting in the guidance provided by the children, I find myself wondering on a daily basis, What did the children gain today from being in my class?
Did I miss an opportunity for learning? Did I reinforce the connection between intentionality, developmentally appropriate activities, and assessment? Based on my observation, what did they learn from playing? Playful learning combines open-ended experiences, child-directed initiatives, and teacher-guided activities. Blake, S. Fleer, M.