High-Achieving Middle Schools for Latino Students in Poverty

Teacher Practice: A Spotlight on the Use of Feedback and Conferencing in the First Year of Schooling

“…These findings suggest that establishing what students already know, rather than assuming that students know little due to a lack of resources, is critical for achieving high academic outcomes in high poverty schools. Jesse, Davis, and Pokorny (2004), and Jamar and Pitts (2005) both examined the practices of teachers with students of ethnic background and found that teacher expectations play a critical role in academic outcomes. This is not a new finding.…”

“…For example, Jesse et al (2004) listed 57 characteristics of effective practice following their literature review of studies that found that connections between the school and the community are important to the success of low-income students; Louden et al (2005) listed 33 which they divided into six categories, those of participation, knowledge, orchestration, support, differentiation, and respect; Danielson (2007) In contrast to studies that merely list characteristics of effective practice, Hattie (2009) specifically measured the effect size of various influences on student achievement. Results from Hattie's study showed that 90 percent of the 130 characteristics that he listed have a positive effect size, suggesting that "virtually everything works" (Hattie, 2009, p. 16).…”

Kernaspekte van ’n model vir skoolsukses in arm gemeenskappe

“…In die lig van die armoede-en verbandhoudende onderwysvoorsieningsproblematiek is dit baie opvallend dat sommige skole in arm gemeenskappe wel die antwoord op die voorgaande vrae gevind het, dit wil sê skole wat effektief funksioneer en uitnemend presteer in terme van sigbare en bepaalbare prestasie soos byvoorbeeld in openbare eksamens (Day, 2005;Harris, 2002;Revilla & De La Garza Sweeney, 1997;Jacobson et al, 2005;Jesse, Davis & Pokorny, 2004;National Commision on Education, 1996). Hierdie verskynsel was die fokus van die ondersoek.…”

The Fail-Safe Schools Challenge: Leadership Possibilities From High Reliability Organizations

“…Given the historical pressures for schools to adopt strategies from businesses, it is not surprising that many efforts to improve reliability in response to current policies have involved efforts to standardize school programs and centralize control (Skrla & Scheurich, 2001). Whatever the long-term impact of these approaches might be, research on high-performing schools suggests that a variety of approaches can be successful (Jesse, Davis, & Pokorny, 2004).…”