Urban Education, Approaches that Work: Hearing Before the Subcommittee on Empowerment of the Committee on Small Business, House of Representatives, One Hundred Fifth Congress, Second Session, Washington, DC. March 26, 1998, Volumen4U.S. Government Printing Office, 1998 - 189 páginas A hearing was held before the Subcommittee on Empowerment of the House Committee on Small Business to build a record of a lot of things that are working in urban education in high risk zones. In his opening remarks, Representative Souder (Indiana) noted that there is no question but that the best way to combat unemployment and the problems that flow from it is to provide people with the best possible training. For most of the work force, training begins in school. Strengthening basic skills is not exclusively an urban problem, but it is one that is of particular concern in the cities. The purpose of this hearing was not why so many schools are failing, but why some succeed. Five educators who run successful urban schools appeared at the hearing to explain why their schools work. Thaddeus S. Lott, Sr., principal of a charter school district in Houston (Texas), described the experiences of a successful elementary school that used an intensive reading program beginning in kindergarten and direct instruction to raise academic achievement. Vera White, principal of a junior high school in the District of Columbia, achieved academic success with a program that focused on student learning and high expectations and that was supported in a partnership with COMSAT. Comments by hearing participants follow these statements. In the second panel discussion of the hearing, Oscar J. Underwood, headmaster of a Christian college preparatory school (Indiana), spoke about the importance of the educational environment and teacher attitudes. Leah White, administrator of an urban Christian school (Maryland), noted the importance of promoting parent participation and the importance of an atmosphere focused on learning. William Elliott, headmaster of a Christian academy in Philadelphia (Pennsylvania), emphasized the importance of good relationships between teachers and students and the importance of accountability and high standards. Comments from panelists completed the hearing. An appendix contains the prepared statements of the panelists and a letter from Governor George Bush (Texas) about Dr. Lott's Houston school. (SLD) |
Otras ediciones - Ver todas
Términos y frases comunes
1st grade Abt Associates Acres Homes approach Bank Street Basic Skills Models Behavior Analysis Black Christian schools Chairman SOUDER child Christian Academy classroom Cognitive Curriculum cohort Comparison Group decoding developmental Direct Instruction model DISTAR Dyslexia effect effect size evaluate Figure Follow Through Group Follow Through Models Foorman funds Gersten grade level Grand Rapids high school implementation inner city kids kindergarten learning disabilities Lott March 26 NICHD Research North Philadelphia Open Education Parent Education percentile Percentile Scores Philadelphia phonemic awareness phonics phonological phonological awareness principal private schools Project Follow public schools reading acquisition reading disabilities Reading Mastery Research on Reading Responsive Education says School District Shaywitz sound-spelling relationships Southwest Lab spelling staff Stanovich Subcommittee on Empowerment targeted schools taught teach teachers Timothy Academy tuition urban Viable Alternative Wesley Elementary whole language William Elliott words
Pasajes populares
Página 55 - For I know the plans I have for you, ' declares the Lord, 'plans to prosper you and not to harm you, plans to give you hope and a future.
Página 53 - God's worship, and settled the civil government, one of the next things we longed for and looked after was to advance learning and perpetuate it to posterity; dreading to leave an illiterate ministry to the churches, when our present ministers shall lie in the dust.
Página 27 - Let every student be plainly instructed, and earnestly pressed to consider well, the maine end of his life and studies is, to know God and Jesus Christ which is eternall life, Joh. xvii. 3. and therefore to lay Christ in the bottome, as the only foundation of all sound knowledge and learning.
Página 79 - Before him there was no king like him, who turned to the LORD with all his heart, with all his soul, and with all his might, according to all the law of Moses; nor did any like him arise after him.
Página 153 - Dyslexia is one of several distinct learning disabilities. It is a specific languagebased disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing.
Página 24 - Look them over, the wise and great They take their food from a common plate, And similar knives and forks they use, With similar laces they tie their shoes. The world considers them brave and smart, But you've all they had when they made their start. You can triumph and come to skill, You can be great if you only will.
Página 35 - We hold these truths to be self-evident, that all men are created equal, and that they are endowed by their creator with certain inalienable rights, that among these are life, liberty and the pursuit of happiness.
Página 179 - Foundation is a research and educational institute — a think tank — whose mission is to formulate and promote conservative public policies based on the principles of free enterprise, limited government, individual freedom, traditional American values, and a strong national defense.
Página 74 - The historic purposes of the clause simply do not encompass the sort of attenuated financial benefit, ultimately controlled by the private choices of individual parents, that eventually flows to parochial schools from the neutrally available tax benefit at issue in this case.
Página 166 - Figure it out for yourself, my lad, You've all that the greatest of men have had, Two arms, two hands, two legs, two eyes, And a brain to use if you would be wise. With this equipment they all began, So start for the top and say, "I can.