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Education
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New Perspectives on Counseling Underachievers. ERIC Digest.
Clearinghouse. (ERIC Document Reproduction Service No. ED 286 112) Bowers, J., & Hatch, T. (2002). ASCA national model for school counseling programs. Alexandria, VA: American School Counselor Association Dweck, C. S. (1975). Role of expectations and attributions in...
Rebuilding Iraq
should either read or hand out the NewsHour Extra story regarding the end of major combat activity in Iraq. Next, the class should be divided into two groups; each one will read the quotes referring to a particular historical model (A: The Spanish-American War's Teller Amendment; B: W...
Anger Management 3: Structured Programs and Interventions. ERIC Digest.
their only choice is aggression. The goal of training is to give them skills necessary to make a choice. The general format of the Anger Control Training involves modeling by trainers, role playing by trainees, and feedback. The ABC model provides the foundation of the anger ...
 A Synopsis of a Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving S...
S U M M A R Y O F F I N D I N G S B Y C A T E G O R Y PROVIDING DATA OR RECOMMENDATIONS TO TEACHERS AND STUDENTS Key Finding: Differences in the strength of the effect among the studies in this category suggest that to be effective, these types of interventions must include...
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S U M M A R Y O F F I N D I N G S B Y C A T E G O R Y PROVIDING DATA OR RECOMMENDATIONS TO TEACHERS AND STUDENTS Key Finding: Differences in the strength of the effect among the studies in this category suggest that to be effective, these types of interventions must include both progress monitoring data on students and instructional recommendations for teachers based on the student data. The overall effect for the four studies that provided this type of intervention was moderately strong, 0.57, or a
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http://centeroninstruction.org/files/COI%20SPED%20synopsis.pdf#page=2
centeroninstruction.org/files/COI%20SPED%20synopsis.pdf#page=2
S U M M A R Y O F F I N D I N G S B Y <span class="highlight">C</span> A T E G O R Y PROVIDING DATA OR RECOMMENDATIONS TO TEACHERS AND STUDENTS Key Finding: Differences <span class="highlight">in</span> the strength of the effect among the studies <span class="highlight">in</span> this category suggest that to be effective, these types of interventions must include both progress monitoring data on students and instructional recommendations for teachers <span class="highlight">based</span> on the student data. The overall effect for the four studies that provided this type of intervention was moderately strong, 0.57, or a
Consumer Integration and Self-Determination in Homelessness Research, Policy, Planning, an...
is concerned with consumer participation in the collective deliberations and actions that determine how homelessness is understood and addressed; the second focuses on identifying and assessing the effectiveness of service and housing configurations that maximize individual choice and cont...
Historical and Contextual Influences on the U.S. Response to Contemporary Homelessness
Sources such as Tull (1992) and Homebase (2005) place particular emphasis on the economic shifts from a manufacturing to service-based U.S. economy, and globalization as significant contributors to contemporary homelessness. No matter the specifics, looking across the episodes summarized i...
Evidence-Based Decisionmaking: Assessing Reading across the Curriculum Interventions
18 uSing evidence-baSed deciSionmaking in Selecting a reading acroSS the curriculum intervention teachers felt that the reading programs were leading to a narrowed educational focus. (Stevenson & Waltman, 2006, p. 1) This is an example of the kinds of information and food for thoug...
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18 uSing evidence-baSed deciSionmaking in Selecting a reading acroSS the curriculum intervention teachers felt that the reading programs were leading to a narrowed educational focus. (Stevenson & Waltman, 2006, p. 1) This is an example of the kinds of information and food for thought in planning that can be gained from talking to teachers and others about their experiences with an intervention. The report stresses that the majority of teach- ers interviewed lamented the lack of time for continuing
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http://centeroninstruction.org/files/REL_2007-Evidence-based%20decisionmaking%20%20assessing%20reading%20across%20the%20curriculum%20interventions.pdf#page=22
centeroninstruction.org/files/REL_2007-Evidence-based%20decisionmaking%20...
across the curriculum through changes <span class="highlight">in</span> instruc- tion and assessment. The decisionmaking cycle illustrated <span class="highlight">in</span> figure 1 shows how various inputs or sources of information can be used <span class="highlight">in</span> selecting and implementing an intervention. The figure is a way of describing what evidence-<span class="highlight">based</span> decision- making might look like <span class="highlight">in</span> action. 4. Consider <span class="highlight">contextual</span> constraints 3. Use professional wisdom 5. Make the best choice <span class="highlight">based</span> on information 1. Use data to identify need 2. Examine studies and research 6. Monitor and
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http://centeroninstruction.org/files/REL_2007-Evidence-based%20decisionmaking%20%20assessing%20reading%20across%20the%20curriculum%20interventions.pdf#page=24
centeroninstruction.org/files/REL_2007-Evidence-based%20decisionmaking%20...
18 uSing evidence-<span class="highlight">baSed</span> deciSionmaking <span class="highlight">in</span> Selecting a reading acroSS the curriculum intervention teachers felt that the reading programs were leading to a narrowed educational focus. (Stevenson & Waltman, 2006, p. 1) This is an example of the kinds of information and food for thought <span class="highlight">in</span> planning that can be gained from talking to teachers and others about their experiences with an intervention. The report stresses that the majority of teach- ers interviewed lamented the lack of time for continuing
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http://centeroninstruction.org/files/REL_2007-Evidence-based%20decisionmaking%20%20assessing%20reading%20across%20the%20curriculum%20interventions.pdf#page=29
centeroninstruction.org/files/REL_2007-Evidence-based%20decisionmaking%20...
making deciSionS about interventionS to imProve literacy acroSS the curriculum 23 All three approaches—a relationship with an ex- ternal provider, literacy coaches, and teacher study groups—may be considered. <span class="highlight">Based</span> on evidence, collective professional wisdom, and <span class="highlight">contextual</span> constraints, the planning team can decide on the best approach to support teachers. During this stage, it is important to share information with teachers and decisionmakers. All stakeholders should have the opportunity to
New Directions for Cooperative Education. ERIC Digest No. 209.
has evolved into a program offered at the secondary and postsecondary levels in two predominant models (Grubb and Villeneuve 1995). In one model, students alternate a semester of academic coursework with an equal amount of time in paid employment, repeating this cycle sev...
Early Childhood Instruction in the Natural Environment. ERIC/OSEP Digest E591.
training trials be introduced? * Who initiates the teaching transactions? * What antecedents and consequences should be used? * What is the role of corrective feedback? Contextual Features: * How should the environment be arranged? * What is the duration and intensity of activiti...
Reflective Practice and Professional Development. ERIC Digest.
defined as a tool of curriculum development consisting of continuous feedback that targets specific problems in a particular school setting (Hopkins & Antes, 1990). As such, it has become a standard concept in teacher education programs. The teacher educator as researcher and ro...
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