Your Guide to Aasa's National Conference on Education
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Standards, Equity and Cultural Diversity
Northeast and Islands Regional Educational Laboratory A Program of The Education Alliance at Brown University Cultural Diversity Equityand Standards, Mary AnnLachat Standards, Equity and Cultural Diversity Mary Ann Lachat Northeast and Islands Regional Educational Laboratory At Brown University (LAB) The LAB, a program of The Education Alliance at Brown University, is one of ten federally supported educational laboratories in the nation. Our goals are to improve teaching and learning, advance school improvement, build capacity for reform, and develop strategic alliances with key members of the region’s education and policy making community. The LAB develops educational products and services for school administrators, policymakers, teachers, and parents in New England, New York, Puerto Rico, and the Virgin Islands. Central to our efforts is a commitment to equity and excellence. Information about LAB programs and services is available by contacting: LAB at Brown University Education Alliance 222 Richmond Street, Suite 300 Providence, RI 02903-4226 Phone: 800-521-9550 Email: [email protected] Web: http://www.lab.brown.edu Fax: 401-421-7650 The Center for Resource Management (CRM), based in South Hampton, New Hampshire, is a LAB partner organization. About the author: Mary Ann Lachat is president of CRM and program leader of the LAB’s Standards, As- sessment and Instruction Initiative. Copyright © 1999 The Education Alliance, LAB at Brown University. All rights reserved. This publication is based on work supported by the Office of Educational Research and Improvement (OERI), U.S. Department of Education, under Contract Number RJ96006401. Any opinions, findings, and conclusions or recommenda- tions expressed in this material are those of the authors and do not necessarily reflect the views of OERI, the U.S. -
CREATING SCHOOLS THAT WORK: Promoting Excellence and Equity for a Democratic Society Through Whole Schooling
Creating Schools That Work Promoting Excellence and Equity for a Democratic Society By Michael Peterson And Lynne Tamor 2003 Whole Schooling Press C/o Wayne State University 217 Education Detroit, Michigan 480202 http://www.wholeschooling.net Revised, March 20, 2003 The Six Principles of Whole Schooling WE NEED NEW VISIONS OF SCHOOLING to promote effective learning and a just society. The Whole Schooling Consortium links individuals and schools in work to build schools and classrooms based on SIX PRINCIPLES of Whole Schooling.: q Empowering citizens in a democracy. The purpose of schooling should not be a test score but to help children become active, effective citizens for democracy. This means that sharing of power and decision-making is an integral part of the culture of a school at all levels – among staff, partnerships with parents and the community, and within classrooms. q Including all. For a democracy to function, by definition, all children must be there. For students to learn well, to be prepared to function in a diverse society, they must be exposed to people with diverse characteristics. Thus, we seek schools in which All children learn together across culture, ethnicity, language, ability, gender, & age, where separate pull-out programs and ability grouping in the classroom are used seldom if at all. q Authentic, multi-level teaching. For such schooling to work instruction cannot be monolithic and traditional one size fits all. Rather, we expect students to function at a range of ability levels, each being supported and encouraged to move to their next level of competence, yet without ability grouping or segregation. -
Identity: Your Passport to Success
Praise for Identity: Your Passport to Success “I wish someone like him [Stedman Graham] had been around to enlighten me at an age when finding myself and a career change or decision was within easy reach…all I needed, as he formulated, was a ‘process.’” —Janice Jones, Junior Achievement of Chicago “Stedman Graham learned years ago that the secret to a successful life was to not let other people define him, but rather to define himself. As his thought-provoking book shows, finding your true identity is not as easy as it seems. Filled with inspiring real-life stories and life- changing insights, this page-turner of a book will snap you out of your complacency and make you think: Who are you, deep-down? What do you value, seriously? And what do you really want to do with your life? Don’t miss this outstanding book.” —Ken Blanchard, coauthor of The One Minute Manager® and Leading at a Higher Level “Get clear on who you are and live according to your own definition of success. Stedman Graham’s Identity offers thought-provoking questions, strategies, and stories to expedite your journey to success. This is a must-read!” —Stuart Johnson, Founder & CEO, VideoPlus and SUCCESS Partners “Stedman Graham is a man who stands tall and speaks from the heart. His insights and advice have provided a road map for success, which I have found invaluable.” —Chas Edelstein, Co-CEO, Apollo Group, Inc. (owner of University of Phoenix) “Identity is an inspirational, honest, and clearly written book about how you can understand and make choices in your life where you matter and fit in a world full of personal challenges. -
VISION 2020: EXCELLENCE and EQUITY a Strategic Plan for Achieving Educational Excellence in the Framingham Public Schools
VISION 2020: EXCELLENCE AND EQUITY A Strategic Plan for Achieving Educational Excellence in the Framingham Public Schools Dr. Stacy L. Scott Superintendent of Schools Framingham Public Schools King Administration Building 454 Water Street Framingham, Massachusetts 01701 Telephone: 508-626-9117 Fax: 508-877-4240 Stacy L. Scott, Ed.D., Superintendent of Schools March 7, 2014 Dear Framingham Community, On behalf of Framingham Public Schools, I am pleased to present to you our strategic plan intended to transform our district. Vision 2020: Excellence and Equity will serve as a roadmap that will guide education transformation in our schools. To achieve Vision 2020: Excellence and Equity, we asked our community to come together to help develop a five-year strategic plan. A strategic plan allows us to be fully transparent in the decisions we make to guide the district, setting priorities and concentrating our resources on programs, practices and staffing that will best serve the students of Framingham Public Schools. The plan provides direction for instruction, curriculum, budgeting, capital improvements, staffing and partnerships for the next five years. Vision 2020 is a statement about who we are, what we are about and where we intend to go over the next five years. The complex role of education in our community demands that we plan for the future. With a well-developed strategic plan and a collective investment from parents, students, staff and the community, we will accelerate the results of teaching and learning. Success will be demonstrated with the head, the heart and the hand. This plan embodies our district’s commitment to every student. -
Equity, Excellence and Inclusiveness in Education Policy Lessons from Around the World Andreas Schleicher
International Summit on the Teaching Profession Equity, Excellence and Inclusiveness in Education POLICY LESSONS FROM AROUND THE WORLD Andreas Schleicher Key topics from the 2014 International Summit on the Teaching Profession International Summit on the Teaching Profession Equity, Excellence and Inclusiveness in Education POLICY LESSONS FROM AROUND THE WORLD Andreas Schleicher This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Please cite this publication as: Schleicher, A. (2014), Equity, Excellence and Inclusiveness in Education: Policy Lessons from Around the World, International Summit on the Teaching Profession, OECD Publishing. http://dx.doi.org/10.1787/9789264214033-en ISBN 978-92-64-21137-7 (print) ISBN 978-92-64-21403-3 (PDF) Series: International Summit on the Teaching Profession ISSN 2312-7082 (print) ISSN 2312-7090 (online) Note by Turkey: The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkey shall preserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European Union: The Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. -
Distributed Leadership for Equity and Excellence in Mathematics: an Elementary School Case Study Comfort Enono Akwaji-Anderson Iowa State University
Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2017 Distributed leadership for equity and excellence in mathematics: An elementary school case study Comfort Enono Akwaji-Anderson Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Educational Administration and Supervision Commons, and the Science and Mathematics Education Commons Recommended Citation Akwaji-Anderson, Comfort Enono, "Distributed leadership for equity and excellence in mathematics: An elementary school case study" (2017). Graduate Theses and Dissertations. 16304. https://lib.dr.iastate.edu/etd/16304 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Distributed leadership for equity and excellence in mathematics: An elementary school case study by Comfort Akwaji-Anderson A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education Program of Study Committee: Linda Hagedorn, Major Professor Corey Drake, Major Professor Daniel Spikes Lorenzo Baber Alejandro Andreotti The student author, whose presentation of the scholarship herein was approved by the program of study committee, is solely responsible for the content of this dissertation. The Graduate College will ensure this dissertation is globally accessible and will not permit alterations after a degree is conferred. Iowa State University Ames, Iowa 2017 ii TABLE OF CONTENTS LIST OF FIGURES v LIST OF TABLES vi ACKNOWLEDGEMENTS viii ABSTRACT x CHAPTER 1. -
Leading Schools of Excellence and Equity: Documenting Effective Strategies in Closing Achievement Gaps
Leading Schools of Excellence and Equity: Documenting Effective Strategies in Closing Achievement Gaps Kathleen M. Brown, Ed.D. University of North Carolina at Chapel Hill School of Education 119 Peabody Hall, CB #3500 Chapel Hill, NC 27599-3500 (919) 843-8166 (office) (919) 962-1693 (fax) [email protected] Jen Benkovitz, Ed.D. University of North Carolina at Chapel Hill A.J. Muttillo, Ed.D. University of North Carolina at Chapel Hill Thad Urban, Ed.D. University of North Carolina at Chapel Hill Revised Manuscript presented to: Teachers College Record April 1, 2009 2 Biographical Statements Kathleen M. Brown is Associate Professor and Chair of Educational Leadership at the University of North Carolina at Chapel Hill. As a scholar-practitioner with fifteen years of teaching and administrative experience, her research interests include effective, site- based servant leadership that connects theory, practice and issues of social justice in breaking down walls and building a unified profession of culturally aware educators working toward equitable schooling for all. She approaches education from an ethic of social care and works toward changing the metaphor of schools from hierarchical bureaucracies to nurturing communities. Her most recent publications appear in Educational Administration Quarterly, Journal of Educational Administration, Journal of School Leadership, International Journal of Qualitative Studies in Education, Educational Researcher, and Equity & Excellence in Education. Her most recent book, Preparing Future Leaders for Social Justice, Equity, and Excellence, was published as part of the Christopher-Gordon School Leadership Series. Jen Benkovitz graduated from the University of North Carolina at Chapel Hill, where she completed her doctoral degree in Educational Leadership. -
Table of Contents President’S Welcome Letter
Table of Contents President’s Welcome Letter .......................................................................................................... 2 Executive Director’s Welcome Letter ........................................................................................ 3 2015 AASA National Conference on Education Program-at-a-Glance ........................4 2015 Focus Zones .............................................................................................................................6 Knowledge Exchange Theater ..................................................................................................... 8 A–Z Conference Information ......................................................................................................12 AASA Awards ...................................................................................................................................16 Sponsor Award Acknowledgments ....................................................................................... 24 Sponsor Acknowledgments .......................................................................................................25 Pre-Conference Workshops .......................................................................................................26 Thursday Conference Sessions-at-a-Glance ........................................................................28 Thursday Conference Session Details ................................................................................... 30 Friday Conference -
"Equity" Can Lead to Inequity for High-Potential Students
Psychology, Public Policy, and Law Copyright 1996 by the American Psychological Association, Inc. 1996, Vol. 2, No. 2, 249-292 1076-8971/96/S3.00 INEQUITY IN EQUITY: How "Equity" Can Lead to Inequity for High-Potential Students Camilla Persson Benbow Julian C. Stanley Iowa State University Johns Hopkins University Over the past three decades, the achievement of waves of American students with high intellectual potential has declined as a result of inequity in educational treatment. This inequity is the result of an extreme form of egalitarianism within American society and schools, which involves the pitting of equity against excellence rather than promoting both equity and excellence, anti-intellectualism, the "dumbing- down" of the curriculum, equating aptitude and achievement testing with elitism, the attraction to fads by schools, and the insistence of schools to teach all students from the same curriculum at the same level. In this article we provide recommendations for creating positive change—recommendations that emphasize excellence for all, that call for responsiveness to individual differences, and that suggest basing educational policies on well-grounded research findings in psychology and education. Educational policies that fail to take into account the vast range of individual differences among students—as do many that are currently in use—are doomed to be ineffective. Much has been said about the relative standing of American students in international comparisons of mathematical and scientific achievement. Such comparisons—regardless of who conducted the survey, the instruments used, and the age of individuals studied—repeatedly have shown that students in the United States typically rank toward the bottom of industrialized nations1 in the range of achievement reported (Barton, 1990,1993; Elam, 1993;Husen, 1967a;IEA, 1995; LaPointe, Mead, & Askew, 1992; McKnight et al., 1987; Medrich & Griffith, 1992; National Center for Educational Statistics, 1992; Romer, 1991; Travers, Garden, & Rosier, 1989). -
Relationship Between Equity and Excellence in Education: Multilevel Analysis of International Student Assessment Data with a Focus on Turkey
RELATIONSHIP BETWEEN EQUITY AND EXCELLENCE IN EDUCATION: MULTILEVEL ANALYSIS OF INTERNATIONAL STUDENT ASSESSMENT DATA WITH A FOCUS ON TURKEY A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY CANER ÖZDEM İR IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE DEPARTMENT OF SOCIOLOGY JULY 2015 Approval of the Graduate School of Social Sciences Prof. Dr. Meliha Altunı şık Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Doctor of Philosophy. Prof. Dr. Ay şe Saktanber Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Doctor of Philosophy. Prof. Dr. Ay şe Gündüz Ho şgör Supervisor Examining Committee Members Prof. Dr. Nilay Kaya (Ankara Ü.,SOC) Prof. Dr. Ay şe Gündüz Ho şgör (METU, SOC) Prof. Dr. İsmet Koç (Hacettepe Ü., NEE) Doç Dr. Hanife Akar (METU, EDS) Doç Dr. F. Umut Be şpınar (METU, SOC) I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name : Signature : iii ABSTRACT RELATIONSHIP BETWEEN EQUITY AND EXCELLENCE IN EDUCATION: MULTILEVEL ANALYSIS OF INTERNATIONAL STUDENT ASSESSMENT DATA WITH A FOCUS ON TURKEY Özdemir, Caner Ph.D., Department of Sociology Supervisor: Prof. -
Spring 2007 (PDF)
A publication for Alumni and Friends of Kent State University Spring 2007 Volume 6 — Issue 3 m A G a z i n e NYC Studio Students benefit from new satellite “campus” Serving a Just Cause Professor utilizes cultural understanding to save Muslim women from “honor killings” Excellence in action, every day Dr. Lester A. Lefton, President a core Kent taking to the streets, where State principle: scholarship rubs shoulders Research is all with real life. the more valu- The students are not just able when it can tourists. New York of- be applied for ficials in charge of making public benefit. the city’s Fashion Center Another a thriving business and article in the cultural destination hired magazine two Kent State fashion examines Kent students to write a new- Gary Harwood, ‘83 State’s grow- comers’ guidebook to the ing presence in city and the district. Kent Photograph by what is arguably State students are making President Lester Lefton and the cultural their mark, and the studio is Dr. Elizabeth Rhodes, capital of the world. In Oc- quickly becoming an anchor director of Kent State’s tober, the university and the of the NYC Fashion Center. Fashion School, celebrate ent State Univer- College of the Arts officially From Kent, Ohio, to the the grand opening of the K sity is physically located opened the New York City centers of culture and com- university’s New York City in Northeast Ohio but its Studio, to put our fashion merce and throughout the Studio in October. See story influence is felt worldwide. -
The Learning Professional the Learning Forward Journal
THE LEARNING PROFESSIONAL THE LEARNING FORWARD JOURNAL EXPERTS SHARE HOW TO MAKE THE MOST OF COACHING ALSO IN Jim Knight p. 28 THIS ISSUE: Joellen Killion p. 24 Disrupting inequity p. 45 Elena Aguilar p. 10 How to hire Robert Pianta p. 33 great coaches p. 12 COACHING December 2019, Vol. 40, No. 6 SUMMER INSTITUTES MINNEAPOLIS SAVE THE DATE! Learning Forward Institutes are coming to Minneapolis! JULY 1619, 2020 Join us for a deep dive into topics that will strengthen your coaching skills and increase your leadership capacity. SUMMER INSTITUTES institutes.learningforward.org Minneapolis • July 16-19, 2020 THE LEARNING PROFESSIONAL THE LEARNING FORWARD JOURNAL DECEMBER 2019, VOLUME 40, NO. 6 in this issue ... VOICES 7 RESEARCH 15 p. 10 16 RESEARCH REVIEW By Elizabeth Foster Study pinpoints success factors when teachers learn from peers. Research on a California coaching initiative adds to our understanding of how to support teacher-led professional 5 HERE WE GO learning. By Suzanne Bouffard To put it simply, coaching works. 18 ESSENTIALS This issue of The Learning Professional features stories and data about Keeping up with hot topics. coaching strategies, impact, and methods for continuous improvement. ONLINE EXCLUSIVES 8 CALL TO ACTION By Denise Glyn Borders learningforward.org/ Assess and document professional learning’s impact. the-learning-professional As champions for professional learning, we urge readers to take several • Community connects critical lessons from NAEP and other research. instructional coaching to improvement science. 9 BEING FORWARD By Leigh Wall Professional learning can chart a course for equity and excellence. Representatives from around the country detail the impact of professional learning on their districts and students.