In this article, the authors explore which conditions support the success of literacy coaches. Because the literacy coach position is a relatively new one, this article examines some of the questions related to designing and implementing the position of the literacy coach, and the potential influence of the position on student achievement. The…

One of the most publicly celebrated figures in mathematics teaching during the last century was Jaime Escalante (dramatized in the film "Stand and Deliver"). The Escalante story aptly fulfills three prevailing myths about effective teachers: the Teacher is self-made, the Teacher is the expert, and everything depends on the Teacher. These…

The need for alternative education programs that work is paramount in light of the nation's public education crisis. The problem is that alternative education programs fail to adequately address the issues that At-Risk students bring to, and face in, the alternative and/or the traditional classroom. This study utilized a qualitative and a…

American educational leaders seek to educate children (regardless of race, class, or economic status) to become productive citizens. In order for our country to compete with other countries where students are well educated and highly motivated, we need to ensure that our educational system is equipped with the technology and tools that would allow…

This article describes one unconventional elementary school teacher's frustrations with colleagues doubting her competence, intelligence, and sense of purpose as a teacher. In her classroom, she never used textbooks or had a teacher's desk. There were no contests, gold stars, or redbird reading groups. There were no school-supply decorations,…

The purpose of this position statement is to promote excellence in early childhood education by providing a framework for best practice. Grounded both in the research on child development and learning and in the knowledge base regarding educational effectiveness, the framework outlines practice that promotes young children's optimal learning and…

Because teachers are human, they sometimes judge their students based on where they live or the language they speak. Students are channeled into honors, regular or remedial classes based on these judgments. Separate sets of expectations are imposed upon separate sets of children, limiting access to information and opportunity. Teachers must…

The No Child Left Behind Act's emphasis on universal standards of academic performance, defined as proficiency in grade-level core curriculum and state academic assessments, challenges general education program personnel to higher standards of professional practice. Because schools must report student achievement by subgroups, including students…

Recent implementation of Nebraska's Standards-based Teacher-led Assessment and Reporting System (STARS) introduced a unique opportunity to examine the benefits and drawbacks of a teacher-led state assessment system. STARS is unique among state assessment systems in that statewide tests are replaced by locally developed assessments designed by…

Module I provides paraeducators an opportunity to increase what they know about professional ethics and the appropriate roles and responsibilities of paraeducators. The module has been designed to address two goals: to develop an understanding of paraeducator professional and ethical standards; to develop a basic understanding of paraeducator…

The second edition of the "ES Review" brings together, in one setting, abridged versions of research reports, outside articles and op-eds, book reviews, and other Education Sector publications. The 2007 edition features: (1) K-12 Accountability (Laboratories of Reform: Virtual High Schools and Innovation in Public Education (Bill…

The purpose of this article is to explore the nature of partnerships and to discuss ways that partnerships foster teacher-as-researcher activities. Based on the work of the Association of Teacher Educators commission Teacher as Researcher: School and University Collaborations, this article focuses on a national Association of Teacher Educators…

What is known about recruiting and retaining teachers for hard-to-staff-schools runs counter to many of the assumptions undergirding the teacher quality provisions of No Child Left Behind. Evidence regarding incentives, recruitment pathways, new teacher induction programs, and alternative routes shed considerable light on what needs to be done to…

Student scores on state mandated tests, to be given annually in grades 3 through 8 and in grade 10, place reading instruction at the apex of the school curriculum. These standards are inherent in No Child Left Behind, a revision of the federally funded Elementary and Secondary Education Act (ESEA). Students are to be able to read on the third…

The requirements of the No Child Left Behind Act of 2001 (NCLB) have presented special challenges and opportunities for rural schools (Reeves, 2003). Researchers have suggested that one way rural schools may be able to overcome these challenges is through an increase in the level of technology integration in their school (Collins & Dewees,…