An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study describes the incoming English proficiency and subsequent English language growth of newcomer students, including the student, program, and school characteristics that…

When a school weaves social-emotional learning throughout its curriculum and culture--both helping students tune in to emotions and teaching "emotional skills" for handling difficult feelings--students and teachers thrive. Brackett discusses ways to develop the emotional intelligence of everyone in the school and lists five key emotion…

Canadian educational jurisdictions require teachers to assess and report upon aspects of student performance beyond academic achievement. These skills and competencies are often called "non-cognitive skills" (NCS). This study used document analysis to determine which NCS are assessed across provinces, identifying commonalities,…

"The Rewards of Perseverance" tells the story of a district with a clear vision, stable leadership, and deliberate evolution in response to change. Located just north of Houston, AISD has faced daunting challenges since the 1990s--including a significant increase in high-need students, and more rigorous state tests. At the same time, the…

The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC), offers this set of combined resources that define and support ongoing teacher effectiveness to ensure students reach college and career ready standards. This document includes the "InTASC Model Core Teaching…

Argues that to understand schooling effects on students with learning problems, researchers and educators must consider both student characteristics and the characteristics of their schools and classrooms, including structural characteristics of classrooms, the affective climate of classrooms, and the risky business of school as seen by the public…

This article describes the process of developing a conceptual model of student factors that lead to self-determination of students with disabilities and then describes such a model. The model has five components: (1) know yourself; (2) value yourself; (3) plan; (4) act; and (5) experience outcomes and learn. (DB)

The students of the Santo Domingo Public School (New Mexico) are all members of the Santo Domingo American Indian tribe. When they reach ninth grade they move into a more diversely populated school. To help the students adjust to the change, the School Improvement Through Communication Program was initiated in 1984. (MD)

Focuses on self-concept as learner and identifies selected characteristics of students who seem to possess positive self-concept in this area. The identification process is based on information provided by the Florida Key, an observation inventory used to infer student self-concept as learner. Discusses implications for educators. (JAC)

This monograph is divided into three main sections: theoretical grounding, student identity, and implications. The first section, theoretical grounding of parental involvement, looks at the reasons parents today are more likely to be involved in their students' lives and then reviews the literature of K-12 education and compares that information…

No matter where gifted and talented students obtain their education, they need an appropriately differentiated curriculum designed to address their individual characteristics, needs, abilities, and interests. A program that builds on these characteristics may be viewed as qualitatively (rather than quantitatively) different from the basic…

Although the majority of our children acquire functional literacy in all the basic skills; become functional, law-abiding, and constructive adults; and become employable, a large number do not. Children are reared in environments that teach three life views--that the objective of life is to work hard, sacrifice the joys of the moment, and indulge…

This paper examines characteristics of resilience and compares characteristics of giftedness and resilience. It discusses cognitive appraisal as a mechanism used by gifted children as they develop resilience. Applications for working with gifted students and areas for future research are noted. (JDD)

This article presents a general theory for developing creative productivity in young learners by examining interactions among: the learner (abilities, interests, learning styles); the curriculum (content and methodology of a discipline, structure of a discipline, appeal to the imagination); and the teacher (knowledge of the discipline,…

This article describes experiences of 40 children (ages 3-15) with Asperger syndrome. It finds both variability and consistency in the characteristics of this disorder over time and during specific developmental stages. Results indicate that social skills deficits were variable but remained the greatest challenge for these intellectually bright…