Center for Research on the Education of Students Placed at Risk: Report #19

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.The effects of Success for All on the achievement of English language learners are not entirely consistent, but in general they are substantially positive. In all schools implementing Éxito Para Todos, effect sizes for first graders on Spanish assessments were very positive. The Houston study showed that this effect was more pronounced when schools were implementing most of the program’s elements. The Philadelphia evaluation showed that even after transitioning to English-only instruction, Éxito Para Todos third graders performed better on English assessments than control students who were primarily taught in English. For students in sheltered English instruction, effect sizes for all comparisons were also positive, especially for Cambodian students in Philadelphia and Mexican American students in California.Office of Educational Research and Improvement, U.S. Department of Education (R-117-D40005

Center for Research on the Education of Students Placed at Risk: Report #30

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.Success for All, a comprehensive schoolwide reform program for elementary schools serving many children placed at risk of school failure, was first piloted in one Baltimore elementary school in the 1987–88 school year.Office of Educational Research and Improvement, U. S. Department of Education (R-117-D40005

Center for Research on the Education of Students Placed at Risk: Report #6

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.Success for All, a comprehensive schoolwide reform program for elementary schools serving many children placed at risk of school failure, was first piloted in one Baltimore elementary school in the 1987–88 school year. In 1988–89 it was expanded to five schools in Baltimore and one in Philadelphia. Currently, Success for All is being implemented in approximately 450 schools in 120 districts in 31 states throughout the United States.Office of Educational Research and Improvement, U. S. Department of Education (R-117-D40005

Eutrofización costera en la Península de Yucatán

28 páginas, 12 figuras, 2 tablas.-- Artículo incluido en el Cap.IV: Manejo de la Zona Costera del Golfo de México.El financiamiento ha provenido del CONACYT (PO20COOR; 4147PT; 32356T; SISIERRA-2000-07-06-15), CONABIO (B019; M011; S004) y CINVESTAV-IPN Unidad Merida.Peer reviewe

Center for Research on the Education of Students Placed at Risk: Report #36

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.In recent years, there has been a remarkable transformation in the movement to reform America’s public schools. A rapidly growing type of reform is the widespread dissemination of replicable whole-school reform models with specific components, materials, professional development, and staffing patterns.Office of Educational Research and Improvement, U.S. Department of Education (R-117-D40005

Center for Research on the Education of Students Placed at Risk: Report #39

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.Constructivist approaches to mathematics instruction based on the standards of the National Council of Teachers of Mathematics (NCTM) have been widely advocated and are expanding in use.Office of Educational Research and Improvement (OERI), U.S. Department of Education (R-117-D40005

Center for Research on the Education of Students Placed at Risk: Report #16

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.This report explores the technical, normative, political, and socio-cultural dimensions of the scaling up process of Success for All, one of the nation’s most successful and extensively researched whole-school change models. This research suggests that fundamental change in schools occurs and is sustained when the technical, normative, political, and sociocultural dimensions of schooling are given thoughtful and serious consideration throughout the implementation process. Schools implementing SFA which report success in improving educational outcomes for their students explicitly demonstrate a willingness and ability to confront the challenges that are inherent in the change process. Exploring school change from multiple conceptual lenses deepens our understanding of the structures, strategies, practices, and relationships associated with fundamental change in schools.Office of Educational Research and Improvement, U.S. Department of Education (R-117-D40005

Center for Research on the Education of Students Placed at Risk: Report #17

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.Three evaluations have examined the impact of MathWings. One, involving four rural Maryland schools, found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment Program for MathWings students than for the rest of the state. The four pilot schools, which were much more impoverished than the state as a whole, started far below state averages but ended up above the state average. The second study, in San Antonio, Texas, also found substantial gains on the Texas Assessment of Academic Skills math scale in grades 3–5 from the year before the program began to the end of the first implementation year. The third study found substantial gains on the CTBS mathematics concepts and applications scale for grades 4–5 (but not 3) in a Palm Beach County, Florida school.Office of Educational Research and Improvement, U.S. Department of Education (R-117-D40005

Center for Research on the Education of Students Placed at Risk: Report #51

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.This report presents analyses of data from the Texas Assessment of Academic Skills (TAAS) reading measures. It sought to evaluate the program’s outcomes in all of the 111 Texas schools that began the program from 1994-1997.Grant (No. R-117-40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Educatio

Admixed Portrait: Design to Understand Facebook Portrayals in New Parenthood

We report on a design-led study of the photographic representation of self and family on Facebook during and after becoming parents for the first time. Our experience-centered, research-through-design study engaged eight participants across five UK homes, in a month-long deployment of a prototype technology -- a design research artifact, Admixed Portrait, that served to prompt participant reflection on first-time parenthood. In addition to pre- and post-deployment interviews, participants kept diaries capturing personal reflections during the deployment, on daily social media use and interactions with Admixed. Our qualitative insights on social media representations of transitional experience and identity for new parents, reveal how their online 'photowork' related to self-expression and social functioning. We contribute design considerations for developing tools to support photographic expression in social media use, and methodological insights about design-led inquiry for understanding transitional experiences