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- Adequate Yearly Progress, AYP, NAEP, NCLB, No Child Left Behind, School Accountability (1)
- Content coaching, content knowledge for teaching mathematics, high-poverty, mathematics achievement, mathematics institutes, professional development (1)
- Finance, financial, incentive, Michigan, retirement, school (1)
- High school (1)
- Restorative Justice (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
The Impact Of No Child Left Behind (Nclb) On School Achievement And Accountability, Glenn Maleyko
The Impact Of No Child Left Behind (Nclb) On School Achievement And Accountability, Glenn Maleyko
Wayne State University Dissertations
Spurred by the No Child Left Behind Act of 2001, virtually every educational reform program now includes an accountability component that requires sound data collection and reporting (NCLB, 2002, section 101). Drawing from empirically based and theoretical literature in the field, this dissertation examines Adequate Yearly Progress (AYP) and the accountability provisions found in Title One of the No Child Left Behind (NCLB) reform. States have the ability to statistically manipulate their AYP implementation, which may give a false impression to the public that AYP is a consistent measure of school effectiveness across the country. The literature review (which was …
An Examination Of The Impact Of Early Retirement Incentives On School District Financial Health, Michael Jon Dean
An Examination Of The Impact Of Early Retirement Incentives On School District Financial Health, Michael Jon Dean
Wayne State University Dissertations
The combination of state controlled school funding in Michigan, rising employee costs and shrinking school enrollments have caused school districts to seek a variety of cost control measures. One of the measures frequently supported by both school districts and employee unions is the use of Early Retirement Incentives (ERI) to incentivize teachers to separate from the school district via a cash payment.
The purpose of this study was to analyze how offering or not-offering an ERI impacted on the financial health of a school districts in the State of Michigan. Selected school districts in Michigan were surveyed regarding any ERI's …
Making Mathematics Matter: Professional Development Improving Outcomes In High-Poverty Environments, Carolyn A. Siebers
Making Mathematics Matter: Professional Development Improving Outcomes In High-Poverty Environments, Carolyn A. Siebers
Wayne State University Dissertations
This research study is a mixed – methods quantitative and qualitative study that analyzed data from an intensive, long – term professional development project named, " Project : Making Mathematics Matter. (PM3) " carried out in two low – performing, high – poverty districts. Two of the districts served as treatment districts and ALL teachers (general education, special education, ELL) who taught mathematics to students in grades 4-8 participated in a four-year PM3 mathematical intervention.
Three elements identified in the research as effective components in mathematics professional development served as foundational for this project. They were: teachers …
Talking Circles For Adolescent Girls In An Urban High School: A Restorative Practices Program For Building Friendships And Developing Emotional Literacy Skills, Martha Ann Schumacher
Talking Circles For Adolescent Girls In An Urban High School: A Restorative Practices Program For Building Friendships And Developing Emotional Literacy Skills, Martha Ann Schumacher
Wayne State University Dissertations
ABSTRACT
TALKING CIRCLES FOR ADOLESCENT GIRLS
IN AN URBAN HIGH SCHOOL: A RESTORATIVE PRACTCES' PROGRAM FOR BUILDING FRIENDHIPS AND DEVELOPING
EMOTIONAL LITERACY SKILLS
by
MARTHA ANN SCHUMACHER
DECEMBER 2012
ADVISOR: Dr. Loraleigh Keashly
MAJOR: Communication
DEGREE: Doctor of Philosophy
Restorative Practices and Restorative Justice programs in schools are a new and emerging field. Meeting in Circles to build community, resolve conflict, and learn interactively are core components of these programs. This ethnographic study, which took place February 2010 to December 2011, evaluates 12 small, out-of-classroom Talking Circles for 60 adolescent girls as part of a Restorative Practices program in an …