CRESPAR was a collaboration between Johns Hopkins University and Howard University. CRESPAR\u2019s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.<\/p>\n
Compensatory Education at the Crossroads
\nA Volume in the Sociocultural, Political, and Historical Studies in Education Series
\nG.D. Borman, S.C. Stringfield, & R.E. Slavin (Eds.)
\nLawrence Erlbaum Associates, Inc., 2001
\nwww.erlbaum.com<\/p>\n
This volume presents the most recent research on Title I federal compensatory education programs, documents the program\u2019s history, and points to the potential for its future, building on 35 years of research, development, and practical experience. The research and analysis it provides fills a void for systematic information that can help inform Title I education policies and practices. This is essential reading for educational researchers and students working in the areas of social stratification and equity-minded policies, programs, and practices, and will serve well as a text for graduate courses on these topics in education, as well as in public policy, sociology, and psychology. Educational policymakers and administrators at the federal, state, and local levels will find it an important resource in crafting policies and programs for students placed at risk.<\/p>\n
Evidence from the Field
\nReadings on Equal Education, Volume 17
\nC. Teddlie (Series Ed.), D.L. Taylor & E.A. Kemper (Eds.)
\nPublisher: AMS Press, Inc., 2000<\/p>\n
This volume builds on a theme established in previous numbers of the series\u2014the exploration of federal, state, and local efforts to ensure equal educational opportunities for all students in America. The 10 articles provide an examination of the strengths and weaknesses of schoolwide programs in advance of congressional reconsideration of Title I legislation and present the history, implementation, and impact of Title I schoolwide programs. Many of the contributors describe research they have conducted in schools and districts across a number of states. Together, the studies in this volume offer a broad perspective for understanding Title I\u2019s results, permit comparisons among differing communities, and challenge both critics and supporters of Title I by inviting them to view this often-controversial program from a variety of perspectives.<\/p>\n
Teaching Styles and Peer Relations in Diverse Classrooms
\nS.B. Plank
\nTeachers College Press, 2000
\nwww.tcpress.com<\/p>\n
In this seminal new work, the author expertly navigates us through the wake of one school district\u2019s attempt to desegregate its schools according to socioeconomic status. Drawing from his rich study of 10 fourth-grade classrooms, Plank uncovers the ways that teachers\u2019 leadership styles, tasks, and reward structures affect students\u2019 peer relations. The synthesis of qualitative and quantitative data is especially creative, as are the practical implications presented here for administrators and teachers who want to encourage participation and well-being among students in heterogeneous classrooms. This book is crucial reading for anyone who cares about the inherent difficulties and rewards of achieving school reform and social justice.<\/p>\n
Research, Policy, and Practice in the Education of Poor and Minority Adolescents
\nM.G. Sanders (Ed.)
\nLawrence Erlbaum Associates, Inc., 2000
\nwww.erlbaum.com<\/p>\n
This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. One major goal is to expand the intellectual exchange among researchers, policymakers, practitioners, and concerned citizens on factors influencing the achievement of poor and minority youth, specifically students in middle and high schools. Another is to encourage increased dialogue about policies and practices that can make a difference in educational opportunities and outcomes for these students. A premise that runs through each chapter is that school success is possible for poor and minority adolescents if adequate support from the school, family, and community is available.<\/p>\n
Preparing Educators and Improving Schools
\nJ.L. Epstein
\nWestview Press (Perseus Books), 2001
\nwww.perseusbooksgroup.com<\/p>\n
How can teachers and administrators be prepared to create partnerships with families and communities? Nationwide, rhetoric in favor of parent involvement is high, but the quality of most programs is still low. Programs are uncoordinated, involving few families after the early grades, or conducted only by the rare teacher, principal, or district leader who has had some training or experience in reaching out to families. Part of the problem is that most teacher education, administrative training, and other education of school professionals omit topics of school, family, and community partnerships. Instead, educators are prepared in limited ways to \u201cdeal with parents\u201d when problems occur. The growing field of school, family, and community partnerships offers an alternative approach\u2014theoretical perspectives and results from research and development that should be shared with educators.<\/p>\n
One Hundred First Yearbook of the National Society for the Study of Education
\nS. Stringfield & D. Land (Eds.)
\nNational Society for the Study of Education, 2002
\n[Distributed by The University of Chicago Press]<\/p>\n
Researchers from three national centers focus on development to improve educational opportunities for students who, through no fault of their own, are at risk of failure. While research has not eradicated poverty and discrimination, it has brought insight into school failure and produced interventions that improve the chances of at-risk students. The collection examines the conditions of risk, details promising strategies for improving schools, looks beyond traditional practices for educating at-risk students, and suggests ways districts and states can take advantage of research.<\/p>\n
Your Handbook for Action (second edition)
\nJ.L. Epstein, M.G. Sanders, B.S. Simon, K.C. Salinas, N.R. Jansorn, & F.L. Van Voorhis
\nCorwin Press, 2002
\nwww.corwinpress.com<\/p>\n
The first edition of this handbook has been a bestseller for years. This new second edition offers even more tools and strategies that are being used by leaders in schools, districts, and state departments of education across the country to create partnership programs that support school improvement goals. You\u2019ll find new examples of successful partnership activities linked to school goals for students, new planning and evaluation tools, and new guidelines and materials for conducting effective training workshops on partnerships.<\/p>\n
A Talent Development Approach
\nN. Legters, R. Balfanz, W. Jordan, & J. McPartland
\nTeachers College Press, 2002
\nwww.tcpress.com<\/p>\n
This book tells the story of what happened in failing, urban schools when the Talent Development Model of school reform was implemented\u2014what worked and what didn\u2019t. The text details organizational, curricular, and instructional strategies for changing large, nonselective high schools into personalized, relevant, and effective places of learning.<\/p>\n
O.S. Fashola
\nCorwin Press, Inc., 2002
\nwww.corwinpress.com<\/p>\n
Here is an overview of after-school programs, with emphasis on those that are promising and\/or effective. The book also reviews the research on programs that have been, or are being, used to increase academic achievement after regular school hours, as well as others that focus on enrichment and recreational activities. The book concludes with evidence and suggestions for making programs successful.<\/p>\n
From One School to Many
\nA. Datnow, L. Hubbard, & H. Mehan
\nRoutledgeFalmer, 2002
\nhttps:\/\/ecommerce.tandf.co.uk<\/p>\n
Reform programs that have proved to be a success in one school, when adopted by other schools, are often unsuccessful. This book looks at why it is that change does not occur on a large-scale basis. The authors show how the theory can be applied in practice to get around issues that are preventing change and improvement.<\/p>\n
R.E. Slavin & M. Calder\u00f3n (Eds.)
\nLawrence Erlbaum Associates, Inc., 2001
\nwww.erlbaum.com<\/p>\n
This book presents the current state of the art with respect to research on effective instructional programs for Latino students in elementary and secondary grades. So far, none of the many books on the situation of Latino students in U.S. schools has reviewed research on the outcomes of programs designed to enhance the academic achievement of these students. The chapters represent a broad range of methodologies, from experimental to correlational to descriptive, and the solutions they propose are extremely diverse.<\/p>\n
Each examines, in its own way, programs and practices that are showing success. Together, they present a rich array of research-based effective programs that are practical, widely available, and likely to make a profound difference. This is a book filled with statistics, description, and reviews of research\u2014but even more, it is filled with optimism about what schools for Latino students can be and what these students will achieve. It is a highly relevant and useful resource for educators, policymakers, and researchers who want to use research to inform the decisions they make about how to help Latino students succeed in elementary and secondary schools, and beyond.<\/p>\n
Research and Reform in Elementary Education
\nR.E. Slavin & N.A. Madden (Eds.)
\nLawrence Erlbaum Associates, Inc., 2001
\nwww.erlbaum.com<\/p>\n
This is the first edited volume presenting research on Success for All in the U.S. and in five other countries for which the program has been adapted. This book presents a description of Success for All, an overall summary of all achievement studies, reviews of research, original presentations of new research, and discussions of the impacts and the implications of this research and dissemination for educational policy and practice in many arenas.<\/p>\n
International Perspectives on School Effectiveness
\nD. Reynolds, B. Creemers, C. Teddlie, S. Stringfield, & G. Schaffer (Eds.)
\nRoutledgeFalmer, 2002
\nhttps:\/\/ecommerce.tandf.co.uk<\/p>\n
In this book, the authors have conducted extensive research and describe what makes a successful school and how this varies in different countries. The book follows the progress of a cohort of 7-year-old children through their schools over a two-year period. It covers schools in the U.S., Canada, Hong Kong, Taiwan, Australia, the U.K., Norway, the Netherlands, and Ireland.<\/p>\n
Success for All
\nR.E. Slavin & N.A. Madden
\nCorwin Press, 2002
\nwww.corwinpress.com<\/p>\n
This book describes the Success for All and Roots & Wings programs in detail, presents the extensive research evaluating them, and discusses the implications of this research for policy and practice. These comprehensive restructuring programs for elementary schools are designed to make the idea that \u201call children can learn\u201d a practical, daily organizing principal for schools, especially those serving many children placed at risk.<\/p>\n
Fours and Fives Go to School
\nC.A. Seefeldt & B.A. Wasik
\nPrentice Hall, 2001\/2002
\nhttp:\/\/vig.prenhall.com<\/p>\n
The only text available that specifically addresses the kindergarten year, this book enables students to become highly skilled and effective teachers with four- and five-year-old children, their families, and the community. The goal of this comprehensive guide is to provide readers with the knowledge of how four- and five-year-olds behave and to offer information about materials and activities that can be used in their professional careers, thus providing a solid foundation on which to develop teaching skills.<\/p>\n","protected":false},"excerpt":{"rendered":"
CRESPAR was a collaboration between Johns Hopkins University and Howard University. CRESPAR\u2019s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background. Related Books Title…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":10,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-14","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"