Effects of Ethnic Membership, Socioeconomic Status, and Home Language on LD, EMR, and EH Placements

1983 ◽  
Vol 6 (2) ◽  
pp. 195-200 ◽  
Author(s):  
Ed N. Argulewicz
Keyword(s):  
Decision Making ◽  
Socioeconomic Status ◽  
Elementary School ◽  
School District ◽  
Learning Disability ◽  
Home Language ◽  
Elementary School District ◽  
Spanish Speaking ◽  
Placement Decision ◽  
Status Interaction

Proportions of special education placements for Anglos, Blacks, and Hispanics were compiled for a large elementary school district in the Southwest. Also, types of placements were examined for each group within the context of socioeconomic status (low or mid-high) and home language (Spanish or English). Results showed significant ethnicity x socioeconomic status interaction effects, with mid-high Spanish-speaking Hispanics being placed at the highest rate and mid-high Blacks being placed least frequently. Further examination of the data revealed that the learning disability category was by far the most frequently assigned placement. The article contains a discussion of the factors which may have influenced the results and implications for placement decision making.

Refugee Children and Parental Involvement in School Education

2018 ◽  
pp. 139-161
Author(s):  
Zlata Kovacevic ◽  
Barbara Klimek ◽  
Iris Sharon Drower
Keyword(s):  
Elementary School ◽  
School District ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Program Model ◽  
Children And Families ◽  
Elementary School District ◽  
Refugee Students ◽  
Refugee Education ◽  
Over Time

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

Integrating Accessible Multiplication Games into Inclusive Classrooms

2012 ◽  
pp. 273-292
Author(s):  
Cindy L. Anderson
Keyword(s):  
Elementary School ◽  
Statistical Analysis ◽  
School District ◽  
Universal Design ◽  
Fourth Grade ◽  
Inclusive Classrooms ◽  
Covariance Analysis ◽  
Analysis Of Covariance ◽  
Elementary School District ◽  
Multiplication Facts

Two accessible games were the focus of a study involving inclusive fourth grade classrooms in a suburban Chicago elementary school district. The games were created using software with universal design capability and were designed to teach multiplication facts. Data were collected that compared the classes using the software with classes that did not use the software. The statistical analysis used in the design of the study was analysis of covariance using a pretest assessment of multiplication facts as the covariate. Students used the games twice a week for four weeks during a period of 40 minutes a day. Results indicated a gain in accuracy of multiplication facts on the part of the groups using the games, but not enough to demonstrate significance. In addition to the analysis of covariance analysis, selected classes filled out surveys designed to measure the students’ opinions of the games and their effectiveness. Results of the surveys indicated that the students were somewhat unsure about their effectiveness as a tool to learn multiplication facts but found them enjoyable to play. Interpretation of both of these results is provided.

Advanced Placement: An Exemplary Honors Model

1984 ◽  
Vol 2 (2) ◽  
pp. 139-142
Author(s):  
June Cox
Keyword(s):  
High School ◽  
Elementary School ◽  
School District ◽  
Advanced Placement ◽  
College Counseling ◽  
Fort Worth ◽  
Enrichment Programs ◽  
Elementary School District ◽  
University Of Texas ◽  
The University

This article, examining honors and Advanced Placement Courses, is the second in a series reporting on the Richardson Study, a national investigation of the educational opportunities available to able learners, being conducted by the Sid W. Richardson Foundation in Fort Worth, Texas. In addition to conducting a national survey and visiting schools throughout the country, I gathered information for the article by inviting six people actively involved with honors and Advanced Placement (AP) courses to meet with my committee and me to discuss these options from their respective vantage points. Working with us in Fort Worth on September 21 and 22, 1982 were Jewell Bindrup, Director of Gifted/Talented Programs for the Utah Department of Education; Steven Brown, Director of Academic Enrichment Programs for the Madison Elementary School District in Phoenix, Arizona; Robert Crawford, Director of College Counseling at Phillips Academy in Andover, Massachusetts; Dennis Day, teacher at Highland Park High School in Dallas, Texas; Marie Laine, teacher at O.D. Wyatt High School in Fort Worth, Texas; and Irwin Spear, Professor of Biological Science at the University of Texas at Austin. We sought diversity in selecting the programs for consideration. O. D. Wyatt High School in Fort Worth, with a student population of over 80% black, bears little resemblance to the high school in affluent Highland Park and even less to schools like Andover that ‘train the country's elite in the prep tradition, providing top education for top dollar’ (Williams, et. al., 1981). The Utah Development of Education represents a statewide effort to implement AP programs; the University of Texas, Austin, is engaged in training teachers in AP methods and curricula; and the Madison Elementary School District in Phoenix is developing a Junior AP program — a project that may become a part of the College Board's official program. Ideas and information flowed freely during two days of spirited discussions. This article reflects many of the thoughts shared and the recommendations generated.

How Do We Close the Gap between Technology Innovation and Available Funding?

2012 ◽  
pp. 70-73
Author(s):  
Christian McGlory
Keyword(s):  
Elementary School ◽  
School District ◽  
Digital Technology ◽  
Technology Innovation ◽  
New Technology ◽  
Elementary School District ◽  
Urban Elementary School

Roosevelt School District, a small urban elementary school district, is trying to find a way to purchase new digital technology for campuses. The bases of this case study are to develop a plan for how the district can pay for new technology.

Some Relationships between Creativity and Perception in Sixth-Grade Children

1967 ◽  
Vol 25 (3) ◽  
pp. 979-980 ◽  
Author(s):  
Harold J. McWhinnie
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
School District ◽  
Creative Thinking ◽  
Sixth Grade ◽  
Correlational Analysis ◽  
Field Independence ◽  
Elementary School District

This study sought to explore possible relationships between perceptual behaviors and measures of creative thinking. 136 sixth-grade children in an elementary school district in Newhall, California, were tested on the perceptual variables of: (a) preference for complexity, (b) field-independence, (c) ability to differentiate form in drawing, and (d) on non-verbal measures of creative thinking developed by Torrance. A correlational analysis separately by sex did not confirm the hypothesized relationships between the perceptual variables and measures of creative thinking. These relationships had been predicted from a study of the previous research done on creativity and perception. The study did find significant sex differences on a number of the creativity measures.

“This is the way we count our trains.....”

1965 ◽  
Vol 12 (6) ◽  
pp. 442-449
Author(s):  
Eleanor Schmickrath
Keyword(s):  
Elementary School ◽  
School District ◽  
Teaching And Learning ◽  
Kindergarten Child ◽  
Learning Processes ◽  
Elementary School District ◽  
Cuisenaire Rods ◽  
The Way

(The following narrative bas been recorded with far more subjectivity than is usually associated with a description of the teaching and learning processes in elementary arithmetic. It describes the use of Cuisenaire rods in one of a series of sessions with a kindergarten child of low average mentality. The current efforts towards helping children to “see” relationships between numbers is the focus of this interview between a little girl and a person serving as an elementary school district consultant in arithmetic.)

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