The document outlines a framework for promoting learning in afterschool programs. It identifies 7 practices to promote afterschool learning, including establishing a positive culture of learning and providing meaningful learning activities. It also discusses 6 learning outcomes for students, such as developing mastery motivation and self-regulation skills. Additionally, it describes 3 organizational practices like providing staff training and ensuring consistent student participation. The framework emphasizes the important role schools play through high-quality instruction and the need for afterschool programs to coordinate with schools.
This presentation will discuss strategies for promoting collaboration between stakeholders, topics that relate to effective collaboration, and resources and/or references that address these topics and can help instructors grow professionally.
MO SW-PBS Summer Institute 2009 Keynote by Dr. Tim LewisNanci Johnson
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This presentation will discuss strategies for promoting collaboration between stakeholders, topics that relate to effective collaboration, and resources and/or references that address these topics and can help instructors grow professionally.
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LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
Current Practices and Barriers of Training Paraeducators Who work with Elementary Students with Autism Spectrum Disorder in Inclusive Settings: The Results of a Paraeducator Training Survey By Emily Sobeck
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
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A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
Current Practices and Barriers of Training Paraeducators Who work with Elementary Students with Autism Spectrum Disorder in Inclusive Settings: The Results of a Paraeducator Training Survey By Emily Sobeck
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
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A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
1Running Head DATA GATHERINGS AND INTERVIEWS11DATA GATHER.docxdrennanmicah
1
Running Head: DATA GATHERINGS AND INTERVIEWS
11
DATA GATHERINGS AND INTERVIEWS
Data Gathering and Interviews
Introduction
School improvement has important on schools, which are low-performing schools where the whole school should be turned toward another path. There are changes of ways and that a school can do with school improvement. Instructors, administrators, and parents are to set objectives to assist the school with improving each year on an institutionalize test and other test to contrast them and others school presentations. With the No Child Left behind Act in 2002 it expects leaders to take a gander at each child as people and as gatherings and not exactly at the aggregate school, making the act of ceaseless improvement for all students. Be that as it may, this Act has change and called Every Student Succeeds Act, it enable schools for more important adaptability to decide best interventions and improvement activities. For school improvement, information should be gathered to distinguish shortcoming and the qualities of a specific school. Instructors, staff, administrators and parents are partners they thought of a school improvement intend to upgrade student accomplishment in the classroom and to prepare instructional procedures for persuasive getting ready for school improvement.
School Reform
For a long time training, leaders have been pushing onto school regions school changes that don't hint at any working while at the same time giving short shrift to those that have a reputation of working. In the classroom there are such a large number of weaknesses and basic leadership that can be considered to improve student accomplishment and to help school improvement. School change or school upgrades results should be changed. Among a meeting with the standard of WASC team, they expressed that school improvement or school change is followed up on the coordinated effort on administrators, teachers, parents and students. Specialist assumes a critical job in the school. There are a few schools with various socioeconomics that can influence different results. Schools that demonstrated achievement grasps fundamental help and these backings are:
•
Leadership-Everyone in the school is a leader. An educator is the leader in the classroom. Parents are leaders at home and administrators are the leaders of an explicit school. Guideline sorted out their staffs and their locale resources in help of student learning. Whatever the guideline needs the school pursues, here and there initiative can be a reason for miscommunication, and they will simply accumulate information from educators and guardians yet they do not want to do with that information.
•
Improved people group ties the standard and school staff examines out and made school additionally inviting for parents and made connects to other network establishments. In an instruction framework the mission of the school isn't just done in the classrooms and the school itself. They need to als.
Best School in Bangalore. Innovative Learning, Affiliated to CBSE board. A Top School in Bangalore blend of learning & co-curricular activities. Hassle Free Admission Process. Keywords: #Top School in Bangalore, #Best School in Bangalore,
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Organizational practices
Access to high quality
resources for organizing
curriculum
Staff preparation and ongoing
professional development
targeted to academic
assistance
Policies and strategies that
promote consistency and
persistence in participation
Afterschool
Learning
Outcomes
Moving to Mastery
Persistence in
intellectual tasks
Ability to Self-
Regulate
Skills for Working with
Others
Attacbment and
Commitment to
School
School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
External
Indicators
Grades
Attendance
Test scores
Retention
Framework Overview
3. External
Indicators
Grades
Attendance
Test scores
Retention
External Indicators
Policy makers, district and school administrators,
and many members of the community have come
to emphasize certain indicators of learning as
important to emphasize. Progress on these
indicators is linked to rewards and punishments to
schools. Afterschool programs are being asked to
report data on these indicators; some programs
are being evaluated by how well they influence
the indicators (see Dynarski et al., 2003).
A framework for afterschool learning must
consider how afterschool activities may affect
these indicators. The framework must also
recognize the critical role schools play in
promoting change on these indicators. At best,
afterschool programs play a part in—but do not
determine—individual students’ grades,
attendance, test scores, or rates of retention.
4. School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
School Practices
Students who encounter challenging assignments that require them to
interpret and synthesize what they know perform better on standardized
tests than do students who are given assignments that require them only to
recall facts (Newmann, Bryk, & Nagaoka, 2001).
5. School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
School Practices
Students in schools with certified teachers perform better on measures of
achievement than do students in schools with large numbers of teachers
with emergency credentials (Oakes, 2004).
Teachers’ subject matter knowledge influences the quality of their
instruction, especially their ability to respond to students’ questions
(Carlson, 1998).
Students who perceive their teachers care about them are more motivated
to learn (Darling-Hammond, 1997; Dickinson & Erb, 1997; Lee, Bryk, &
Smith, 1993).
6. School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
School Practices
Teachers who engage in more frequent assessment of student learning and
provide feedback to students on how to improve produce significant
learning gains on standardized tests (Black & Wiliam, 1998; Crooks, 1988;
Fuchs & Fuchs, 1986).
7. School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
School Practices
To ensure students have the opportunity to benefit from after-school
programming, school staff need to be involved in two-way communication
with after-school staff (National Research Council, 2002).
8. Afterschool
Learning
Outcomes
Mastery motivation
Persistence in
intellectual tasks
Self-Regulation
Collaborative skills
Bonding and
commitment to school
Afterschool Learning Outcomes
Importance and Links to External
Indicators:
Students who adopt mastery goals for
learning approach learning tasks as
potentially challenging and as requiring
effort to complete. Students who are more
concerned with performance-avoidance,
that is, preventing others from seeing them
fail, tend to give up more easily on difficult
tasks, especially if they are low-achieving
(Ames & Archer, 1988). Students with
mastery goals tend to persist more in the
face of difficulty on challenging intellectual
tasks (Ames & Archer, 1988).
Role of Afterschool Programs
Afterschool programs have been successful
in promoting mastery goals and in providing
youth with opportunities to persist on
authentic, challenging tasks (McLaughlin,
Irby, & Langman, 1994).
9. Afterschool
Learning
Outcomes
Mastery motivation
Persistence in
intellectual tasks
Self-Regulation
Collaborative skills
Bonding and
commitment to school
Afterschool Learning Outcomes
Importance and Links to External
Indicators
Self-regulation is the process by which
students plan for, organize, and monitor
their own learning. Higher levels of self-
regulation are associated with higher
achievement levels in school (Butler &
Winne, 1995).
Role of Afterschool Programs
Afterschool programs can improve student
self-regulation, particularly students’ skills in
planning and organizing activities and in
reflecting on significant experiences
associated with participation (Nichols &
Steffy, 1999; Youniss & Yates, 1997).
10. Afterschool
Learning
Outcomes
Mastery motivation
Persistence in
intellectual tasks
Self-Regulation
Collaborative skills
Bonding and
commitment to school
Afterschool Learning Outcomes
Importance and Links to External
Indicators
Collaborative skills are increasingly
important for both schools and the
workplace. Cooperative and collaborative
learning experiences are positively
associated with student achievement
(Slavin, 1990; Johnson, Johnson, & Stanne,
2000).
Role of Afterschool Programs
Afterschool programs can improve students’
social skills and can also reduce anti-social
behaviors (Catalano et al., 1999; Mahoney
et al., 2003; Weisman et al., in press).
11. Afterschool
Learning
Outcomes
Mastery motivation
Persistence in
intellectual tasks
Self-Regulation
Collaborative skills
Bonding and
commitment to school
Afterschool Learning Outcomes
Importance and Links to External
Indicators
Bonding to school has been cited as an
important protective factor in supporting
youth development (Cheney et al., 1997).
Students vary in their level of identification
with school and with doing well in school, a
factor that has been used to explain the
failure of some groups to do well in school
(Ogbu, 1987).
Role of Afterschool Programs
Afterschool programs can help students feel
more connected to school (Catalano et al.,
1999; Roth & Brooks-Gunn, 1999).
12. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Encouraging inquiry as an attitude and approach to difficult situations
• Providing a program environment where mastery goals are rewarded
• Discouraging comparisons among participants with respect to school
performance
13. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Relying on authentic intellectual activities to engage youth
• Organizing activities that connect to youth’s interests and life experiences
• Opportunities for collaboration in contexts where a diversity of expertise
is needed for success
14. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Attunement to youths’ needs and interests
• Solving problems with youth rather than for them
• Providing feedback focused on how to improve
15. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Help with planning for studying, organizing for intellectual tasks, and
monitoring progress toward goals
• Providing youth with experiences of regulating their own learning process
in a safe environment
• Opportunities to reflect on and revise ideas
16. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Tasks align with and complement schools’ focus on students’ individual
academic needs
• Adult staff articulate the importance and value of school learning
• Adult staff help youth build bridges among the cultural worlds of school,
home, and community
17. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Staff communicate regularly with parents about students’ learning
progress and needs
• Staff encourage parents to talk to teachers about their child’s learning
• Staff serve as advocates for parents in the school
18. Organizational practices
Access to high quality
resources for organizing
curriculum
Staff preparation and ongoing
professional development
targeted to academic
assistance
Policies and strategies that
promote consistency and
persistence in participation
Organizational Practices
Programs need access to high quality
educational materials that are engaging to
youth and that youth perceive as authentic,
rather than as “school-like.”
Programs can increase this access by
actively seeking such curricula through
professional networks, the Internet, and by
co-creating curricula with youth and staff.
19. Organizational practices
Access to high quality
resources for organizing
curriculum
Staff preparation and ongoing
professional development
targeted to academic
assistance
Policies and strategies that
promote consistency and
persistence in participation
Organizational Practices
Staff may need special preparation to lead
homework assistance centers, tutor youth,
or orchestrate enrichment activities. They
need to be prepared to answer students’
questions and to help students develop
strategies to regulate their own learning.
Organizations can build staff capacity by
hiring staff with teaching credentials or
experience and by equipping existing staff
with knowledge and skills from research
about effective instructional practices.
20. Organizational practices
Access to high quality
resources for organizing
curriculum
Staff preparation and ongoing
professional development
targeted to academic
assistance
Policies and strategies that
promote consistency and
persistence in participation
Organizational Practices
Policies to promote consistency and
persistence in youth participation are
necessary, because regular attendance is a
pre-condition for effectiveness.
Organizations can establish norms for
participation among youth, procedures for
follow-up when youth are absent, and strive
to provide a variety of programming options
to youth to motivate attendance.
21. Rhythm is Essential
CONCENTRATINGEXPLORING CONNECTING
Academic
enrichment
activities
Field trips
Service learning
Homework
Tutoring
Group projects
Playing sports
Free choice
activities
Talking with
friends
Talking with
adults
Editor's Notes
Research cited on this slide: Dynarski, M., Moore, M., Mullens, J., Gleason, P., James-Burdumy, S., Rosenberg, L., et al. (2003). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: Year 1 report. Princeton, NJ: Mathematica Policy Research, Inc.
Research references on this page: Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (2001). Authentic intellectual work and standardized tests: conflict or coexistence? Chicago, IL: Consortium on Chicago School Research.
Research references on this page: Oakes, J. (2004, June). Social policy and diversity: Inequality, stratification, and the struggle for just schooling. Paper presented at the International Conference of the Learning Sciences, Santa Monica, CA. Carlsen, W. S. (1988). The effects of science teacher subject-matter knowledge on teacher questioning and classroom discourse. Unpublished doctoral thesis . Dickinson, T. S., & Erb, T. O. (Eds.). (1997). We gain more than we give: Teaming in middle schools . Columbus, OH: National Middle School Association. Lee, V. E., Bryk, A. S., & Smith, J. B. (1993). The organization of effective secondary schools. Review of Research in Education, 19 , 171-267.
Research references on this page: Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 7-74. Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58 (4), 438-481. Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53 (3), 199-208.
Research references on this page: National Research Council. (2002). Community programs to promote youth development . Washington, D.C.: National Academy Press.
Research cited on this slide: Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80 (3), 260-267. McLaughlin, M. W., Irby, M. I., & Langman, J. (1994). Urban sanctuaries: Neighborhood organizations in the lives and futures of inner-city youth . San Francisco: Jossey-Bass.
Research cited on this slide: Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65 , 245-281. Nichols, J. D., & Steffy, B. E. (1999). An evaluation of success in an alternative learning programme: Motivational impact versus completion rate. Educational Review, 51 (3), 207-219. Youniss, J., & Yates, M. (1997). Community service and social responsibility in youth . Chicago, IL: University of Chicago Press.
Research cited on this slide: Slavin, R. E. (1990). Cooperative learnig: Theory, research, and practice . Englewood Cliffs, NJ: Pretice Hall. Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis .Unpublished manuscript, Minneapolis, MN. Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (1999). Positive youth development in the United States: Research findings on evaluations of positive youth development programs . Seattle, Washington: Social Development Research Group, University of Washington School of Social Work. Mahoney, J. L., Dirks, M. A., & Lord, H. (2003, April). Patterns of after-school care and the development of competence among disadvantaged children. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Tampa, FL. Weisman, S. A., Soule, D. A., Gottfredson, D. C., Lu, S., Kellstrom, M. A., Womer, S. C., et al. (in press). After-school programs, anti-social behavior, and positive youth development: An exploration of the relationship between program implementation and changes in youth behavior. In J. L. Mahoney, J. S. Eccles & R. W. Larson (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school, and community programs . Mahwah, NJ: Erlbaum.
Research cited on this slide: Cheney, D. A., Abbott, R. D., Hawkins, J. D., Catalano, R. F., Neel, R. S., & Peterson, P. (1997). The influence of the family, peer and school bond on school success and failure of middle school students. Seattle, WA: Social Development Research Group. Ogbu, J. (1987) Variability in minority student performance: a problem in search of an explanation. Anthropology and Education Quarterly, 18, 312-334 Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (1999). Positive youth development in the United States: Research findings on evaluations of positive youth development programs . Seattle, Washington: Social Development Research Group, University of Washington School of Social Work. Roth, J., & Brooks-Gunn, J. (1999). How research on adolescence can inform youth development programs in the twenty-first century . New York: Teachers College, Columbia University.
Research links to support the need for a positive culture of learning: Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79 (4), 474-482. Griswold, E., & Urdan, T. C. (2001). Achievement goals and classroom motivation: Differences in personal motivational variables. Paper presented at AERA, Seattle, WA. Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A school-wide approach. Educational Psychologist, 26 , 399-427.
Research links to support the need for authentic learning activities: Hmelo, C. E. (1995). Problem-based learning: Development of knowledge and reasoning strategies. Paper presented at the Seventeenth Annual Conference of the Cognitive Science Society, Philadelphia, PA. Lave, J., Murtaugh, M., & de la Rocha, O. (1984). The dialectic of arithmetic in grocery shopping. In B. Rogoff & J. Lave (Eds.), Everyday cognition (pp. 67-94). Cambridge, MA: Harvard University Press. National Research Council. (1999). How people learn: Brain, mind, experience . Washington, DC: National Academy Press. Resnick, L. B. (1987). Education and learning to think . Washington, DC: National Academies Press.
Research links to support the need for effective adult assistance: Black, P., & Harrison, C. (2001). Feedback in questioning and marking: The science teacher's role in formative assessment. School Science Review, 82 (301), 55-61. Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology Special Issue: Reasoning Processes, 10 (Spec Issue), S33-S49 Additional Info United Kingdom John Wiley & Sons http //www interscience wiley com/jpages/0888-4080/. Kluger, A. N., & deNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119 (2), 254-284. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes toward Mathematics before and after the transition to junior high school. Child Development, 60 , 981-992. Noblit, G. W., Rogers, D. L., & McCadden, B. M. (1995). In the meantime: The possibilities of caring. Phi Delta Kappan. 76, 680-685.
Research links to support the need for self-regulation: Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 361-392). Hillsdale, NJ: Erlbaum. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65 , 245-281. Hattie, J., Biggs, H., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66 (2), 99-136. Mandinach, E. B. (1987). Computer learning environments and the study of individual differences in self-regulation . Unpublished manuscript, Paper presented at the Annual Meeting of the American Educational Research Association. Washington, DC.
Research links to support the need for positive connections to school: Cooper, C. R., Denner, J., & Lopez, E. M. (1999). Cultural brokers: Helping Latino children on pathways toward success. The Future of Children, 9 , 51-57. National Research Council. (2002). Community programs to promote youth development . Washington, D.C.: National Academy Press.
Research links to support the need to engage parents in youth’s learning: Epstein, J. L. (1991). Effects on student achievement of teachers' practices of parent involvement. Advances in Reading/Language Research, 5 , 261-276. Henderson, A. T. (1987). The evidence continues to grow: Parent involvement improves student achievement. Columbia, MD: National Committee for Citizens in Education.