ERN Admin One of the more remarkable recent developments in middle school education is the back-to-the-future trend of developing K-8 schools to lift middle-school achievement in reading and math. But a new study by two Johns Hopkins University researchers says this popular middle school reform should be approached with far less enthusiasm and far more caution. The higher student achievement in math and reading associated with K-8 schools has more to do with student demographics, grade size and the school transition issue than with the K-8 grade structure, they say. Their conclusion is based on a five-year longitudinal study of 40, eighth-grade students in the Philadelphia City School District which is implementing a policy of converting its middle schools into K-8 schools to improve math and reading achievement.
The focus is on the students.
The third edition of School Restructuring: What Works When—A Guide for Education Leaders provides information for school and district leaders to choose the intervention model that will work best to improve their schools. The guide provides objective, research-based information and highlights practical decision-making tools that take into account . TITLE Progress Report on Restructuring Progress in Four. Maryland Middle Schools: An RBS Report on Progress during / INSTITUTION Research for Better Schools, Inc., Philadelphia, Pa. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. The Research-Based Components of Tribes TLC ® Tribes Learning Communities. By Jeanne Gibbs. Origin and Design Stages. The process, known simply as “Tribes,” and more specifically as “Tribes Learning Communities,” was developed by Jeanne Gibbs at a time when concerned educators in eighteen school districts of Contra Costa County, California, were seeking ways .
All policy, structures, decisions, curriculum and pedagogy depend upon the response to one question: The culture in Tribes school communities is based on the three well-proven principles that foster human resilience: Its components are those of an ideal learning culture.
Namely, it is participative, proactive, collaborative, communal and given over to constructive meaning Bruner, Fosnot.
The safe and caring culture is created and sustained by the students, teachers and the whole school community through daily use of the four previously mentioned Tribes Agreements: Many teacher teams are involved in planning active learning curriculum, decision-making, problem-solving and authentic assessment.
They too are an inquiry group, raising questions and learning together. The same inquiry group process moves throughout teacher and parent groups. Training opportunities, courses and events are identified to the leadership team.
As much as possible, just as with student tribes, integration and alignment of curriculum, problem-solving and decision-making is transferred to faculty and parent groups. District resource coordinators and the Certified Tribes Trainers participate and facilitate as needed. As learning areas are identified, the core leadership team is informed.
The democratic community-building approach based on the caring culture fosters collegiality, school spirit and achievement.
|Events homepage | Centre for Economic Policy Research||Forward-looking statements may appear throughout this report, including the following sections:|
|Shareholder Letter||The flow chart suggests that there are four basic phases to the training process. The first occurs even before the individual begins formal training.|
Thus, learning needs to be conceived of as something a learner does, not something that is done to a learner. It is the synthesis of artful teaching practices. It is based on understanding the critical developmental needs of a student age and cultural group. Its sole purpose is to enable more students to acquire knowledge in a lasting and meaningful way.
Crafting a caring culture and trusting small active learning communities throughout a school gives all students the opportunity to excel Johnson. The CenterSource Systems professional development courses and training prepare teachers to be responsive to how the students of the school best can learn and grow socially, emotionally, spiritually inner development and intellectually… depending upon their respective stages of development, ways of learning and culture.
Teachers teach core academic content through well-proven active learning strategies cooperative learning strategies, project learning, group inquiry, research, composition projects, debates, team performance and peer assessment.
Tribes materials provide teachers with approximately group strategies or structures. Reflection on what was learned and how it was learned is an on-going practice after every group learning experience.
Tribes Learning Community teachers use traditional direct instruction as well as active learning. However, once they recognize and experience the positive results of cooperative learning validated by more than studiesthe majority use classroom tribes as much as possible.
A set of twelve group skills are learned so that students can work well together. Separate time is not needed to teach the skills.
The collaborative school community moves toward significant school reform and educational excellence. Fostering Resiliency in Kids: Protective Factors in Families, Schools and Community. The Culture of Education. Caine, Geoffrey and Renate.The Principals' Partnership ashio-midori.com Sponsored by Union Pacific Foundation Research Brief Center for Innovative School Scheduling.
Dear Twitpic Community - thank you for all the wonderful photos you have taken over the years. We have now placed Twitpic in an archived state. This research will begin to examine how restructuring decisions are made in the different middle schools in Coquitlam, the key factors of influence on the decision making process, and the participation of staff and parents in the decision making process.
CEPR organises a range of events; some oriented at the researcher community, others at the policy commmunity, private sector and civil society. Includes $ billion of goodwill and asset impairment charges related to Phone Hardware, and $ billion of integration and restructuring expenses, primarily costs associated with our restructuring plans, which decreased fiscal year operating income and net income by $ billion and diluted earnings per share (“EPS”) by $ TITLE Progress Report on Restructuring Progress in Four.
Maryland Middle Schools: An RBS Report on Progress during / INSTITUTION Research for Better Schools, Inc., Philadelphia, Pa. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC.