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Getting to work on summer learning : recommended practices for success /
RAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. Based on evaluations of programs in six school districts, t...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Santa Monica, CA :
Rand,
[2013]
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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|---|---|---|---|
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| 003 | OCoLC | ||
| 005 | 20231005004200.0 | ||
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| 008 | 130906s2013 cau ob 000 0 eng | ||
| 010 | |a 2013036270 | ||
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| 020 | |a 0833081365 | ||
| 020 | |z 9780833081070 (pbk. : alk. paper) | ||
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| 050 | 0 | 0 | |a LC5751 |
| 082 | 0 | 0 | |a 371.2/32 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Augustine, Catherine H., |d 1968- | |
| 245 | 1 | 0 | |a Getting to work on summer learning : |b recommended practices for success / |c Catherine H. Augustine, Jennifer Sloan McCombs, Heather L. Schwartz, Laura Zakaras. |
| 264 | 1 | |a Santa Monica, CA : |b Rand, |c [2013] | |
| 300 | |a 1 online resource | ||
| 336 | |a text |2 rdacontent | ||
| 337 | |a computer |2 rdamedia | ||
| 338 | |a online resource |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 588 | |a Description based on print version record and CIP data provided by publisher. | ||
| 505 | 0 | |a Cover; Title Page; Copyright; Preface; Contents; Figures and Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; Study Background; Highlights from Research on Summer Learning; Overview of Demonstration District Programs; Approach to Evaluation; Report Organization; CHAPTER TWO: Planning; Start Planning Early and Be Inclusive; Commit to Having a Summer Program by December; Include Both District and Site-Level Staff in the Planning Process; Centralize Some Decisionmaking; Deliver Planning Templates to Site Leaders; Meet Regularly and Be Comprehensive in Scope | |
| 505 | 8 | |a Conduct Regular and Productive MeetingsInclude Enrichment in the Planning Process; Clearly Delineate Roles; Establish Firm Enrollment Deadlines and Keep Electronic Student Records; CHAPTER THREE: Curriculum and Instruction; Anchor the Program in a Commercially Available and Tested Curriculum; A Promising Approach for ELA; Teaching ELA Through National Geographic's Science Inquiry Kits on Forces in Motion and Habitats; Choose Curricula with Features Associated with Improved Learning; Standardize the Curriculum Across District Sites | |
| 505 | 8 | |a Include Strategies for Differentiation in Curriculum MaterialsStructure for Sufficient Time on Task; Serve Students in Small Classes or Groups; Provide Support to Students with Special Needs; CHAPTER FOUR: Teacher Selection and Training; Recruit and Hire the Right Teachers; Develop Rigorous Selection Processes to Recruit Motivated Teachers; Take School-Year Performance into Consideration; Hire Teachers with Grade-Level Experience and, If Possible, Familiarity with the Students; Performance-Based Hiring; Give Teachers Sufficient Training and Ongoing Support | |
| 505 | 8 | |a Familiarize Teachers with the Summer Curriculum and How to Teach ItHelp Teachers Tailor the Curriculum for Students with Different Aptitudes; Provide Ongoing Support to Implement the Curriculum; Include All Instructional Support Staff in Academic Training Sessions; Give Teachers Time to Set Up Their Classrooms; CHAPTER FIVE: Enrichment Activities; Goals and Expectations; Select Providers with Well-Qualified Staff; Hiring District Teachers; Contracting Directly with Enrichment Providers; Establishing Strategic Partnerships with Intermediaries | |
| 505 | 8 | |a Plan Carefully If Enrichment Is Integrated with AcademicsHire Instructors Who Can Manage Behavior and Keep Class Sizes Small; CHAPTER SIX: Attendance; Set Enrollment Deadlines; Establish a Clear Attendance Policy and Track Attendance; Provide Field Trips and Other Incentives for Students Who Attend; Disguising Academics Is Not Necessary to Boost Attendance; Combining Strategies to Maximize Attendance; CHAPTER SEVEN: Academic Time on Task; Operate the Program for Five to Six Weeks; Schedule Three to Four Hours a Day for Academics; Focus on Academic Content During Academic Class Periods | |
| 520 | |a RAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. Based on evaluations of programs in six school districts, this second report in a series provides research-based advice for school district leaders as they create and strengthen summer programs. | ||
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 590 | |a JSTOR |b Books at JSTOR Open Access | ||
| 650 | 0 | |a Summer schools |z United States. | |
| 650 | 0 | |a Children with social disabilities |x Education |z United States. | |
| 650 | 6 | |a Cours d'été |z États-Unis. | |
| 650 | 6 | |a Enfants socialement défavorisés |x Éducation |z États-Unis. | |
| 650 | 7 | |a Children with social disabilities |x Education |2 fast | |
| 650 | 7 | |a Summer schools |2 fast | |
| 651 | 7 | |a United States |2 fast | |
| 700 | 1 | |a McCombs, Jennifer Sloan, |d 1970- | |
| 700 | 1 | |a Schwartz, Heather L. | |
| 700 | 1 | |a Zakaras, Laura. | |
| 776 | 0 | 8 | |i Print version: |a Augustine, Catherine H., 1968- |t Getting to work on summer learning |d Santa Monica, CA : Rand, [2013] |z 9780833081070 |w (DLC) 2013032282 |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.7249/j.ctt4cgf03 |z Texto completo |
| 938 | |a YBP Library Services |b YANK |n 11060284 | ||
| 938 | |a Cengage Learning |b GVRL |n GVRL6SHK | ||
| 938 | |a EBSCOhost |b EBSC |n 646994 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1438181 | ||
| 994 | |a 92 |b IZTAP | ||