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| nwea l: Student-Engaged Assessment Laura Greenstein, Mary Ann Burke, 2020-06-30 Readers of this book will strengthen their knowledge and skills in selecting, designing, and using assessments that enable all learners to actively participate and monitor their own progress towards learning objectives. |
| nwea l: Culturally Responsive Teaching Geneva Gay, 2000 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. |
| nwea l: The Equity Expression Fenesha Hubbard, 2023-09-22 Create space for equity conversations that empower Equity work is not a destination, but a journey. Equity work is nuanced and often difficult to discuss. In The Equity Expression, Hubbard creates space for equity conversations and empowers practitioners to be equity change agents. Built around the framework of six entry points—systems, mindsets, relationships, products, spaces, and processes—this guide serves as a tool for deliberate and productive planning for equitable change. Reaching into the deepest layers of self to identify personal beliefs, practitioners can use this book to tackle hard truths and challenge themselves to do better. This book provides a fresh take on dissecting equity with a lens to positively impact all students, including Concrete sequential steps to work towards solutions A set of tools to identify problems of practice and establish implementation plans through the six entry points for equity Reflection questions to help educators turn findings into actionable plans For those committed to helping students succeed, the steps outlined in this book provide meaningful solutions to embed equity into every learning culture. |
| nwea l: Online Assessment and Measurement Scott L. Howell, Mary Hricko, 2006-01-01 This book features case studies detailing online applications and uses of assessment and measurement methodologies, systems, and practices across three broad educational or training areas--Provided by publisher. |
| nwea l: Assessing Through the Lens of Social and Emotional Learning Cynthia Sistek, Dee L. Fabry, 2024-01-11 Help usher in a new era of student assessment This empowering guide revolutionizes the assessment process by putting students at the center. Dive into practical strategies and best practices for fostering social and emotional learning (SEL) competencies through student-centered assessments and discover how you can transform classrooms into inclusive spaces where learning thrives. Inside you′ll find Humanistic assessing practices to integrate into everyday teaching and learning Best practices for designing and implementing savvy SEL assessments Ways to develop a classroom that is student empowered and culturally relevant Rubrics, portfolios, and digital tools that demonstrate students’ competencies and knowledge through an SEL lens Explore dozens of practical examples, case studies, and field-tested activities that support research-based teaching and learning across the curriculum. Assessing Through the Lens of Social and Emotional Learning inspires educators to move beyond traditional testing to focus on nurturing and fostering skills that students will need for both academic and lifelong success. |
| nwea l: Essentials of Social Emotional Learning (SEL) Donna Lord Black, 2021-11-09 A robust and comprehensive description and implementation roadmap of SEL across all levels of your school's curriculum In Essentials of Social Emotional Learning (SEL): The Complete Guide for Schools and Practitioners, learning expert and advocate Donna Black delivers a rigorous and compelling case for the adoption of crucial SEL components in your school, as well as a step-by-step guide to its implementation. The book walks readers through every step of understanding, designing, implementing, and measuring an SEL program designed to create lasting and powerful change for your students. The author describes strategies to engage students with relationships and instruct them in core skills. Essentials of Social Emotional Learning (SEL) also explores: The emergence of social emotional learning as a world phenomenon, including key definitions, critical areas of competence, historical influences, and the role of emotional intelligence in SEL. A rigorous review of current problems in education addressed by SEL, as well as the latest empirical support and validation for the model. A description of SEL as a sustainable framework for success, including a multi-phase guide to a whole-school implementation of SEL complete with tools, templates, and checklists. A start-to-finish roadmap on the implementation of social emotional learning in schools of all sizes, Essentials of Emotional Learning (SEL) is a must-read resource for school administrators, teachers, and parents of school age children with an interest in addressing the barriers often faced by students. |
| nwea l: Leveraging Technology to Improve School Safety and Student Wellbeing Huffman, Stephanie P., Loyless, Stacey, Albritton, Shelly, Green, Charlotte, 2019-10-25 From implementation in the classroom to building security, technology has permeated all aspects of education throughout the United States. Though hardware has been developed to identify and prevent weaponry from entering a school, including video cameras, entry control devices, and weapon detectors, school safety remains a fundamental concern with the recent increase of school violence and emergence of cyberbullying. Professionals need answers on how to use this technology to protect the physical, emotional, and social wellbeing of all children. Leveraging Technology to Improve School Safety and Student Wellbeing is a pivotal reference source that provides vital research on the application of technology in P-12 school safety and its use to foster an environment where students can feel safe and be academically successful. The book will comprise empirical, conceptual, and practical applications that craft an overall understanding of the issues in creating a “safe” learning environment and the role technology can and should play; where a student’s wellbeing is valued and protected from external and internal entities, equitable access is treasured as a means for facilitating the growth of the whole student, and policy, practices, and procedures are implemented to build a foundation to transform the culture and climate of the school into an inclusive nurturing environment. While highlighting topics such as professional development, digital citizenship, and community infrastructure, this publication is ideally designed for educators, scholars, leadership practitioners, coordinators, policymakers, government officials, law enforcement, security professionals, IT consultants, parents, academicians, researchers, and students. |
| nwea l: Comprehension Instruction Sheri R. Parris, Kathy Headley, 2015-06-19 All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition *Incorporates the latest research and instructional practices. *Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. *Chapters on teaching fiction and informational texts in the secondary grades. *Expanded coverage of multimodal literacy learning. *Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters. |
| nwea l: Assessing Writing to Support Learning Sandra Murphy, Peggy O'Neill, 2022-11-08 In this book, authors Murphy and O’Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O’Neill’s new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education. |
| nwea l: Creating Visions for University- School Partnerships JoAnne Ferrara, Janice L. Nath, Irma N. Guadarrama, 2014-10-01 In keeping with the tradition set forth in volumes 1-4, this fifth volume, Creating Visions for University- School Partnerships: A Volume in Professional Development School Research, continues to exemplify current thinking of practitioners and researchers in the field. The range of authors from the Prek-16 arena illustrates the ways in which professional development schools generate possible solutions to the complex problems facing educators. The diversity of their work represents perspectives of classroom teachers, preservice teachers, school leaders, and university faculty who grapple with identifying “ways of knowing” and “ways of doing” that enhance educational outcomes for Prek-12 students while also serving to transform the profession. The volume’s contents of 19 chapters divided into four areas: (1) Clinically Rich Practices (2) PDS Stakeholders’ Perspectives (3) Enriching Content Area Instruction (4) Family Engagement, gives us a more vivid picture of the work that partnerships are doing to fulfill the PDS promise for improving teaching and learning at every level. |
| nwea l: The Emerald Handbook of Higher Education in a Post-Covid World Byron A. Brown, Alastair Irons, 2022-08-22 Providing perspectives across multiple nations and settings, this volume is essential reading for higher education staff, researchers, and policy makers, to ensure higher education across the world is prepared to offer the best quality teaching and learning in the Covid and Post-Covid world. |
| nwea l: Collapse and Recovery Norbert Schady, Alaka Holla, Shwetlena Sabarwal, Joana Silva, Andres Yi Chang, 2023-03-10 Worldwide, the COVID-19 pandemic has been an enormous shock to mortality, economies, and daily life. But what has received insufficient attention is the impact of the pandemic on the accumulation of human capital—the health, education, and skills—of young people. How large was the setback, and how far are we still from a recovery? Collapse and Recovery estimates the impacts of the pandemic on the human capital of young children, school-age children, and youth and discusses the urgent actions needed to reverse the damage. It shows that there was a collapse of human capital and that, unless that collapse is remedied, it is a time bomb for countries. Specifically, the report documents alarming declines in cognitive and social-emotional development among young children, which could translate into a 25 percent reduction in their earnings as adults. It finds that 1 billion children in low- and middle-income countries missed at least one year of in-person schooling. And despite enormous efforts in remote learning, children did not learn during the unprecedentedly long school closures, which could reduce future lifetime earnings around the world by US$21 trillion. The report quantifies the dramatic drops in employment and skills among youth that resulted from the pandemic as well as the substantial increase in the number of youth neither employed nor enrolled in education or training. In all of these age groups, the impacts of the pandemic were consistently worse for children from poorer backgrounds. These losses call for immediate action.The good news is that evidence-based policies can recover these losses. Collapse and Recovery reviews governments’ responses to the pandemic, assessing why there was a collapse in human capital accumulation, what was missing in the policy architecture to protect human capital during the crisis, and how governments can better prepare to withstand future shocks. It offers concrete policy recommendations to recover losses in human capital—programs that will end up paying for themselves in the long term. To better prepare for future shocks such as climate change and wars, the report emphasizes the need for solutions that bring health, education, and social protection programs together in an integrated human development system. If countries fail to act, the losses in human capital documented in this report will become permanent and last for multiple generations. The time to act is now. |
| nwea l: Assessment in Multiple Languages Margo Gottlieb, 2021-07-14 This book shows how superintendents, principals, directors, coaches, and other educational leaders can more accurately portray the academic, language, and social-emotional development of multilingual students. This book illustrates how the assessment cycle unfolds at school and district levels and provides comprehensive guidance for enacting linguistically and culturally sustainable assessment in multiple languages in K-12 settings. |
| nwea l: Twin Pandemics Alison L. Bailey, Jose Felipe Martinez, Andreas Oranje, Molly Faulkner-Bond, 2023-09-19 This book examines how the COVID-19 pandemic and racial inequities affect the educational assessment of students, either separately or in combination, as the health crisis was viewed as a factor intersecting with and exacerbating existing racial inequities in educational systems. The four empirical papers in this book attend to the challenges of implementing virtual standardized testing during the coronavirus pandemic, the different educational and assessment experiences of diverse groups of school-age students, and the reconsideration of traditional assessment approaches in response to mounting research evidence and growing concerns around enduring social and racial inequities faced by Black, Latinx, Asian, Indigenous, and other non-white citizens and communities. The four conceptual papers focus primarily on the ways in which assessment may contribute to systemic racism and offer potential solutions to move the educational assessment field forward. In totality, the volume offers needed empirical evidence, innovative methodological approaches, and theoretical and substantive examinations of the effects of the twin pandemics. Twin Pandemics will be a key resource for academics, researchers, and advanced students of Educational Assessment, Education, Psychometrics, Educational Research, Ethnic Studies, Research Methods, Sociology of Education and Psychology. The chapters included in this book were originally published as a special issue of Educational Assessment. |
| nwea l: Primary and Secondary Education During Covid-19 Fernando M. Reimers, 2021-09-14 This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book. |
| nwea l: Global Perspectives on Online Education During a Time of Emergency: Conditions, Contexts and Critiques Patricia Marybelle Davies, 2025-02-18 ‘Global Perspectives on Online Education During a Time of Emergency’ presents viewpoints on the unprecedented shift to online education as a result of the COVID-19 pandemic. It aims to broaden and deepen readers’ understanding of studies that could better address academic issues related to teaching and learning online. The pandemic triggered the disruption of national educational systems and a rapid transition to online education, but there were few guidelines on how to proceed. Consequently, the role of educational technologies and distinctions between formal and informal learning became blurred (Greenhow & Lewin, 2016). This volume examines how educators adopted new pedagogical practices, adapted to flexible working environments, and tackled new technologies to maintain educational systems following the global outbreak of the coronavirus. It showcases innovative practices and critiques several learning theories of online education. The chapters are developed using two main approaches: empirical investigations and reviews of existing research. The empirical chapters present significant new findings of broad relevance. The review chapters use established studies to describe recent developments of broad significance and highlight unresolved questions and future directions. The volume, as a whole, provides research-based insights on evidence on the contexts and conditions of the emergency transition to online education worldwide and useful recommendations on emergent directions in online education. This is a vital text for educational researchers, technologists, and practitioners. It includes empirical data, theoretical questions, and methodological approaches addressing online education. The volume explores flexible learning, alternative pedagogical practices, and changes in digital environments, examining futuristic approaches at a crucial moment of global reform in online education. |
| nwea l: Early Childhood Assessment National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Children, Youth, and Families, Committee on Developmental Outcomes and Assessments for Young Children, 2008-12-21 The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. |
| nwea l: Application of Artificial Intelligence to Assessment Hong Jiao, Robert W. Lissitz, 2020-03-01 The general theme of this book is to present the applications of artificial intelligence (AI) in test development. In particular, this book includes research and successful examples of using AI technology in automated item generation, automated test assembly, automated scoring, and computerized adaptive testing. By utilizing artificial intelligence, the efficiency of item development, test form construction, test delivery, and scoring could be dramatically increased. Chapters on automated item generation offer different perspectives related to generating a large number of items with controlled psychometric properties including the latest development of using machine learning methods. Automated scoring is illustrated for different types of assessments such as speaking and writing from both methodological aspects and practical considerations. Further, automated test assembly is elaborated for the conventional linear tests from both classical test theory and item response theory perspectives. Item pool design and assembly for the linear-on-the-fly tests elaborates more complications in practice when test security is a big concern. Finally, several chapters focus on computerized adaptive testing (CAT) at either item or module levels. CAT is further illustrated as an effective approach to increasing test-takers’ engagement in testing. In summary, the book includes both theoretical, methodological, and applied research and practices that serve as the foundation for future development. These chapters provide illustrations of efforts to automate the process of test development. While some of these automation processes have become common practices such as automated test assembly, automated scoring, and computerized adaptive testing, some others such as automated item generation calls for more research and exploration. When new AI methods are emerging and evolving, it is expected that researchers can expand and improve the methods for automating different steps in test development to enhance the automation features and practitioners can adopt quality automation procedures to improve assessment practices. |
| nwea l: The Effects of COVID-19 on Early Childhood Education Raquel Plotka, 24-03-29 The COVID-19 pandemic has presented the field of early childhood education with several challenges, including the need to shift early childhood instruction online. The effect of COVID-19 and social distancing regulations were experienced differently by families, teachers, teacher educators, early interventionists, and program administrators. These differences were exacerbated by socio-economic status, cultural backgrounds, and diversity in children's developmental trajectories and disabilities. Theoretical assumptions guiding the early childhood education field propose that learning is an active process fostered by an environment that supports exploration, manipulation, social interactions, and play. These foundations lay at the core of the early childhood education field. These past years, covering education in the time of COVID-19, have represented a time for readjustment and learning for those attempting to meet the needs of young children in several capacities. This book integrates perspectives of early childhood educators, higher education early childhood preparation programs, families, administrators, and early interventionists while taking into account the district roles of socioeconomic status, differences in developmental trajectories, disabilities, and cultural backgrounds. This book synthesizes the many lessons learned during the first years of the COVID-19 pandemic and puts forward recommendations for the future of early childhood education in times of rapid and continuous change in the world and the field. This book should prove especially helpful for practitioners, educators, families, and policymakers looking for a source that integrates the knowledge gathered in past unprecedented years. The field of early childhood will never be the same, and this book attempts to capitalize on the experiences lived during these challenging times. |
| nwea l: Colville National Forest (N.F.), Deadman Creek Ecosystem Management Projects, Ferry County , 2001 |
| nwea l: Charter School Outcomes Mark Berends, Matthew G. Springer, Herbert J. Walberg, 2017-09-25 Sponsored by the National Center on School Choice, a research consortium headed by Vanderbilt University, this volume examines the growth and outcomes of the charter school movement. Starting in 1992-93 when the nation’s first charter school was opened in Minneapolis, the movement has now spread to 40 states and the District of Columbia and by 2005-06 enrolled 1,040,536 students in 3,613 charter schools. The purpose of this volume is to help monitor this fast-growing movement by compiling, organizing and making available some of the most rigorous and policy-relevant research on K-12 charter schools. Key features of this important new book include: Expertise – The National Center on School Choice includes internationally known scholars from the following institutions: Harvard University, Brown University, Stanford University, Brookings Institution, National Bureau of Economic Research and Northwest Evaluation Association. Cross-Disciplinary – The volume brings together material from related disciplines and methodologies that are associated with the individual and systemic effects of charter schools. Coherent Structure – Each section begins with a lengthy introduction that summarizes the themes and major findings of that section. A summarizing chapter by Mark Schneider, the Commissioner of the National Center on Educational Statistics, concludes the book. This volume is appropriate for researchers, instructors and graduate students in education policy programs and in political science and economics, as well as in-service administrators, policy makers, and providers. |
| nwea l: Data Analysis for Continuous School Improvement Victoria L. Bernhardt, 2004 With clear and concrete examples from elementary and high schools, this book helps you effectively gather, analyze, and use data to improve student learning. It demonstrates how to make better decisions, identify root causes of problems, and communicate and report results. |
| nwea l: Socioculturally Responsive Assessment Randy E. Bennett, Linda Darling-Hammond, Aneesha Badrinarayan, 2025-05-01 Socioculturally Responsive Assessment assembles the best-available thinking from within and outside the educational measurement community about the theoretical foundations and systems-level policy implications of formal assessment programs designed to be socioculturally responsive. Synthesized from culturally responsive assessment design and practices, culturally relevant pedagogy and funds of knowledge, universal design for learning, the learning sciences, and other literatures, this emerging concept affirms that students’ learning and performance is inextricably tied to the social, cultural, and linguistic contexts in which they live and develop knowledge. Across four sections, this book provides an argument and initial evidence for impact on students, users, and assessment quality; offers guidance for implementation; and examines the potential limitations, pitfalls, barriers, and measurement issues that such programs will inevitably raise. Scholars, teaching faculty, test developers, and policymakers will come away with integral foundations, new assessment approaches, and a greater sense of the potential for positive impact that these assessments may afford. |
| nwea l: Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change Bromer, Billi L., Crawford, Caroline M., 2022-06-24 Institutions of education are in an age of transformational change in which learning has a wider scope of understanding and long-term impact than ever before. Those involved in teaching and learning require additional training and subject matter support towards developing a broader and more profoundly complex understanding of the learners affected by evolving sociological events and associated needs. More than ever, a broader understanding of the learner is needed, inclusive of a learner-centered approach to both teaching and learner cognitive engagement. The Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change examines the abundant transformational changes that have occurred and provide strategies to understand and address them. It draws from a wide range of experts and provides a burgeoning understanding of the effects of these rapidly-moving transformational changes that are occurring in the processes of teaching and learning. Exploring a wide range of issues such as community engagement scholarship, motivation-driven assignment design, and trauma-informed practices, this major reference work is an invaluable resource for educators of K-12 and higher education, educational faculty and administration, pre-service teachers, government officials, non-profit organizations, sociologists, libraries, researchers, and academicians. |
| nwea l: COVID-19 and Schools Robert Maranto, David T. Marshall, 2023-11-07 This book features contributions from leading experts who present peer reviewed research on how the unprecedented COVID-19 pandemic affected U.S. teachers, students, parents, teaching practices, enrolments, and institutional innovations, offering the first empirical findings exploring educational impacts likely to last for decades. The COVID-19 pandemic presented the greatest crisis in the history of U.S. schooling, with America’s 50 states, thousands of school systems, and tens of thousands of private and charter schools responding in myriad ways. This book brings together peer reviewed, empirical research on how U.S. schools responded, and on the educational and health impacts likely to persist for many years. Contributors explore how the U.S. responses differed from those in other countries, with slower reopening, and both reopening and modes of instruction varying widely across states and school sectors. Compared to European countries, U.S. responses to reopening schools reflected political influences more than health or educational needs, though this was less true in market-based private and charter schools. The pandemic was a catalyst for school choice movements across the U.S. Many parents reacted to school closings by exploring alternatives to traditional public schools, including an important and likely permanent innovation, small, parent-created or “pod” schools. As the papers here detail, long term student learning loss and health and socioemotional impacts of COVID-19 closings may well last for decades. The volume concludes by exploring teacher experiences across different sectors following the pandemic. COVID-19 and Schools will be a key resource for academics, researchers, and advanced students of education, education policy and leadership, educational research, research methods, economics, sociology and psychology. The chapters included in this book were originally published as a special issue of Journal of School Choice. |
| nwea l: Social Problems Anna Leon-Guerrero, 2024-12-16 In Social Problems, Anna Leon-Guerrero provides a thorough exploration of the social problems that permeate our world today and provides readers with the tools to contribute toward real solutions. The Eighth Edition offers a blend of sociological analysis, policy review, and stories of social action, making it an essential read for anyone seeking to make a difference in their community. |
| nwea l: Handbook on Inequality and COVID-19 Kenneth A. Couch, 2025-03-12 In this comprehensive Handbook, Kenneth Couch brings together expert contributors to provide insights into the impact of COVID-19 on new and pre-existing inequalities in health, work, and education. While sharper impacts on pre-existing cross-group disparities were often resolved by vaccinations and the lifting of restrictions, this important work indicates that in many respects disadvantaged groups will endure lasting negative effects from the pandemic. |
| nwea l: Improving Student Learning When Budgets Are Tight Allan R. Odden, 2012-02-06 A how-to manual for achieving excellence despite budget cuts How do you stay focused on increasing student learning when budget cuts threaten everything you are striving for? This book offers a comprehensive framework to enhance student achievement in good times and in bad. School reform expert Allan R. Odden outlines a school improvement action plan focused sharply on student learning and then shows how to target resources to implement each strategy in that plan. More than just a theory book, this text describes concrete, specific actions that can be taken immediately. Key strategies include Using data to support boosting student performance Focusing on effective instruction Setting goals to drive resource allocation priorities Establishing priorities for situations that require budget cuts Hiring top teachers and providing ongoing professional development Providing needed technology resources Educators will find a wide range of real-life examples of schools and districts that have implemented these strategies and significantly improved student learning. Also included is research-based guidance for optimizing teacher and principal talent, teacher recruiting and hiring, online learning, and more. This book successfully communicates many years of work and offers well- grounded advice that will help educators move from financial frustration to effective action. |
| nwea l: Serving Educational Equity Sonya Murray-Darden, Gwendolyn Y. Turner, 2023-05-17 In their book Serving Educational Equity, authors Sonya Murray and Gwendolyn Y. Turner present a five-phase framework designed to help practitioners reimagine education for all students using an accelerated learning approach instead of traditional remediation. Murray and Turner's framework promotes bold and different thinking about unfinished learning, equity, and student success. Each phase presents theoretical background information, strategies for organizing and planning, techniques for promoting productive instructional strategies, and classroom practices and approaches that embrace equity and diversity, assessments such as checklists and surveys to analyze progress, and resources for implementing accelerated learning. Each phase also includes vignettes that demonstrate how the techniques, methods, and strategies can be used in content-specific classrooms as well as whole school activities. This structure offers leaders and teachers a simple roadmap to accelerate all students' learning as a matter of equity-- |
| nwea l: Learning to Love Assessment Sherah Betts Carr, Anaya L. Bryson, 2017-07-07 This book provides educators with two critical components of the assessment dialogue: understanding the historical and legislative perceptions that have created the current climate of school accountability, and deconstructing complexities to offer concrete solutions to make assessment an enjoyable, productive, student-owned endeavor. |
| nwea l: Report Grand Rapids (Mich.) Police Dept, 1965 |
| nwea l: International Perspectives on Educational Administration using Educational Inquiry Abdulrasheed Olowoselu, Areej ElSayary, 2024-08-02 This edited volume sets out the current issues that face educational administrative processes and resources across the globe and provides implication‐lead responses for how best to tackle new challenges that arise. Featuring contributions and perspectives from the UAE, Nigeria, Malaysia, Indonesia, Portugal, Spain, Iran and the United States, this diverse and truly international volume discusses the management of resources, tasks and communication key to the smooth running of educational institutions. Divided into four distinct parts, the chapters examine educational administration from theoretical, conceptual and empirical angles, focusing on theories, administrative procedures, decision support systems and management techniques in educational administration, as well as reward management and digital leadership. This book bridges the gap in educational administration by showcasing new trends across many countries and examining the role of theory in the field using examples of classical and contemporary approaches, systems theory, leadership theory, and theories of change and innovation. Ultimately presenting a problem‐solving approach to the current educational administrative situation globally, this volume will be of interest to researchers, scholars and faculty members involved with education administration research, educational administration theory and leadership. Practitioners working on educational process improvement and organizational studies will also benefit from the volume. |
| nwea l: Models for Implementing Response to Intervention Edward S. Shapiro, Naomi Zigmond, Teri Wallace, 2011-01-25 This book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. --from publisher description |
| nwea l: Schooling During a Pandemic The Experience and Outcomes of Schoolchildren During the First Round of COVID-19 Lockdowns Thorn William, Vincent-Lancrin Stéphan, 2021-10-18 This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020. Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples. |
| nwea l: Implementing and Analyzing Performance Assessments in Teacher Education Joyce E. Many, Ruchi Bhatnagar, 2017-12-01 Teacher education has long relied on locally-developed assessments that lack reliability and validity. Rigorous performance-based assessments for preservice teachers have been advanced as one possible way to ensure that all students receive instruction from a high-quality teacher. Recently, performance-based assessments have been developed which focus on the application of knowledge of teaching and learning in a classroom setting. Our book explores factors related to the implementation of teacher performance assessments in varying state and institutional contexts. The contributors, teacher educators from across the country, focus on what was learned from inquiries conducted using diverse methodologies (quantitative, qualitative, self-studies, and mixed methods). Their research encompassed faculty, supervisors, cooperating teachers, and students’ perceptions and concerns of teacher performance assessments, case studies of curricular reform and/or resistance, analyses of experiences and needs as a result of the adoption of such assessments, and examinations of the results of program alignment and reform. The chapters showcase experiences which occurred during high-stakes situations, in implementation periods prior to high-stakes adoption, and in contexts where programs adopted performance assessments as an institutional policy rather than as a result of a state-wide mandate. Endorsements The chapters compiled for Implementing and Analyzing Performance Assessments in Teacher Education edited by Joyce E. Many and Ruchi Bhatnagar, present a thoughtful look at the challenges and solutions embedded in the adoption of teacher performance assessments for preservice teachers. Most chapters feature edTPA, the most commonly used performance assessment now mandated in numerous states and used voluntarily by other programs across the country, and reveal how such assessments shine a bright light on the problems of practice in teacher preparation (stressful timelines, faculty silos, communication with P-12 partners, etc.) when new requirements disrupt the status quo. Each chapter tells a valuable story of performance assessment implementation and approaches that offset compliance in favor of inquiry and educative experiences for candidates and programs alike. Andrea Whittaker, Ph.D edTPA National Director Stanford University Graduate School of Education UL-SCALE Many and Bhatnagar launch the AAPE book series with a curated volume highlighting the contexts in which teacher educators implement and utilize performance assessments in educator preparation. Together, the chapters present research from various viewpoints—from candidates, faculty, university supervisors, and clinical partners—using diverse methodologies and approaches. The volume contributes significantly to the program assessment research landscape by providing examples of how performance assessments inform preparation at the intersection of praxis and research, and campus and field. These chapters provide a critical foundation for teacher educators eager to leverage performance assessments to improve their programs. Diana B. Lys, EdD. Assistant Dean of Educator Preparation and Accreditation School of Education University of North Carolina at Chapel Hill |
| nwea l: Integrating Timing Considerations to Improve Testing Practices Melissa J. Margolis, Richard A. Feinberg, 2020-06-03 Integrating Timing Considerations to Improve Testing Practices synthesizes a wealth of theory and research on time issues in assessment into actionable advice for test development, administration, and scoring. One of the major advantages of computer-based testing is the capability to passively record test-taking metadata—including how examinees use time and how time affects testing outcomes. This has opened many questions for testing administrators. Is there a trade-off between speed and accuracy in test taking? What considerations should influence equitable decisions about extended-time accommodations? How can test administrators use timing data to balance the costs and resulting validity of tests administered at commercial testing centers? In this comprehensive volume, experts in the field discuss the impact of timing considerations, constraints, and policies on valid score interpretations; administrative accommodations, test construction, and examinees’ experiences and behaviors; and how to implement the findings into practice. These 12 chapters provide invaluable resources for testing professionals to better understand the inextricable links between effective time allocation and the purposes of high-stakes testing. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. |
| nwea l: Approaches and Strategies in Next Generation Science Learning Khine, Myint Swe, 2013-01-31 Approaches and Strategies in Next Generation Science Learning examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers and administrators interested in enhancing the teaching and learning of next generation science. |
| nwea l: Dual Legacies in the Contemporary Caribbean Paul Sutton, 2005-07-27 First Published in 1986. This volume is the second of the three-volume edition of the proceedings of an international conference on Legacies of West Indian Slavery held at the University of Hull in July 1983 to commemorate the sesquicentenary of the abolition of slavery in the British Empire. Its focus is on the contemporary Caribbean and the omnipresent legacies of slavery that continue to mark everyday life in the region. |
| nwea l: 1990 Census of Population and Housing , 1993 |
| nwea l: Radical Equations Robert Moses, Charles E. Cobb, 2002-02-01 The remarkable story of the Algebra Project, a community-based effort to develop math-science literacy in disadvantaged schools—as told by the program’s founder “Bob Moses was a hero of mine. His quiet confidence helped shape the civil rights movement, and he inspired generations of young people looking to make a difference”—Barack Obama At a time when popular solutions to the educational plight of poor children of color are imposed from the outside—national standards, high-stakes tests, charismatic individual saviors—the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities—parents, teachers, and especially students—to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: “Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.” We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools. |
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The Northwest Evaluation Association (NWEA) [1] [2] is a division of Houghton Mifflin Harcourt (acquired by HMH in 2023) that creates academic assessments for students pre-K-12. NWEA …
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