WorldCat Identities

North Central Regional Educational Laboratory (U.S.)

Overview
Works: 439 works in 578 publications in 1 language and 5,178 library holdings
Genres: Handbooks and manuals  Abstracts  Bibliography 
Roles: Other
Classifications: LB1590.3, 370.152
Publication Timeline
.
Most widely held works about North Central Regional Educational Laboratory (U.S.)
  • Product catalog by North Central Regional Educational Laboratory (U.S.)( Book )
 
Most widely held works by North Central Regional Educational Laboratory (U.S.)
Strategic teaching and learning : cognitive instruction in the content areas by Beau Fly Jones( Book )

4 editions published in 1987 in English and held by 705 WorldCat member libraries worldwide

This collection of essays focuses on the "strategic teaching" model of cognitive instruction, a model which makes clear the complex thinking process that teaching is, highlights the importance of the teaching/learning connection, and aims at enabling all types of students to become successful learners. The papers consider the varied levels at which content can be learned and emphasize the choice of appropriate strategies for effective cognitive instruction. The book's first part contains three papers, written by the editors (Beau Fly Jones, Annemarie Sullivan Palincsar, Donna Sederburg Ogle, and Eileen Glynn Carr), respectively entitled "Learning and Thinking,""Strategic Thinking: a Cognitive Focus," and "Planning for Strategic Teaching: An Example." These papers provide generic planning guides that may be used to sequence curriculum and instruction in various content areas for each phase of instruction. Part ii contains four papers: (1) "Strategic Teaching in Science" (Charles W. Anderson); (2) "Strategic Teaching in Social Studies" (Donna Alvermann); (3) "Strategic Teaching in Mathematics" (Mary Montgomery Lindquist); and (4) "Strategic Teaching in Literature" (Richard Beach). Each chapter in Part ii contains guidelines for planning that are adaptations of the generic guides offered in Part I. (Cb)
Educational values and cognitive instruction : implications for reform by Lorna Idol( Book )

8 editions published between 1990 and 1991 in English and held by 318 WorldCat member libraries worldwide

This volume is a comprehensive guide to state-of-the-art research on thinking, cognitive instruction, social values, and reform. Cognitive instruction for at-risk students is discussed in great detail along with a thorough examination of the teaching of thinking skills from the viewpoint of educational values and school culture. The issues of thinking, learning, and cognitive instruction are linked to the educational reform movement from numerous perspectives. Specifically, the reader can better anticipate which aspects of research on thinking will conflict with existing paradigms and which as
Computer-based technology and learning : evolving uses and expectations by Gilbert Valdez( Book )

4 editions published between 1999 and 2000 in English and held by 210 WorldCat member libraries worldwide

To understand the value and impact of technology, one must recognize that there have been three distinct phases in technology uses and expectations: Print Automation, Expansion of Learning Opportunities, and Data-Driven Virtual Learning. This report takes an in-depth look at these three phases and, for each, addresses two important and highly interrelated questions facing educators as they try to determine the best use of technology in k-12 settings: (1) What evidence is there that the use of computer-based technology in each phase has a positive effect on learning? And (2) What significance do the findings from each phase have for educators today as they try to make technology-related decisions that have an impact on student learning? The conclusions of this report provide cumulative findings over the three phases, which are intended to help informed educators, policymakers, school administrators, school technical coordinators, and researchers make research-based decisions regarding the most beneficial approaches to technology use in k-12 education. (Contains 106 references.) (Aef)
The status report of the assessment programs in the United States : state student assessment programs database, school year 1994-95 by Linda Ann Bond( Book )

5 editions published in 1996 in English and held by 154 WorldCat member libraries worldwide

This is the fourth edition of the State Student Assessment Database. This document tabulates information about each state's assessment programs based on a survey mailed to state directors of assessment in October 1995 and completed by all 50 states by February 1996. The survey was divided into the following categories: (1) general concerns; (2) nontraditional assessments; (3) writing assessments; (4) curriculum frameworks and standards; (5) Title I assessment and evaluation plans; and (6) program components. The database provides a snapshot of state-mandated assessment programs, but does not provide information on whether state assessment systems are aligned with content standards. Each survey question resulted in the development of one or more data tables. For this reason, the survey is presented to guide the user in finding specific information. An appendix presents updated tables developed by the National Governors Association to supplement this report for the 1996 National Education Summit. (Contains 118 tables and 3 appendix tables.) (Sld)
Technology connections for school improvement : planner's handbook by Mary L McNabb( Book )

2 editions published in 1999 in English and held by 143 WorldCat member libraries worldwide

The goal of this handbook is to inform technology planning committee members about the dimensions of the technology planning and implementation process and to guide them through the process of aligning their technology plans with schoolwide reform efforts. Sections are included for each of the following dimensions: (1) develop a vision and policy; (2) analyze technology needs; (3) focus on student-centered learning; (4) involve parents and the community; (5) support professional development; (6) build a technology infrastructure; (7) establish multiyear funding; and (8) evaluate processes and outcomes. Tips from research, case scenarios focused on critical technology planning issues, suggested action steps, and Internet resources are included throughout the handbook. A toolkit for creating a technology plan is also provided that contains a worksheet for developing a vision, comprehensive needs assessment chart, student needs assessment worksheet, technology integration planning chart, basic technology terms crossword puzzle, parent technology survey, parent-community needs assessment worksheet, partners in learning with technology agreement, staff needs assessment worksheet, technology proficiency chart, technology resource needs assessment worksheet, technology resource usage policies template, and technology evaluation rubric. (Contains 67 references.) (MES) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show
Plugging in : choosing and using educational technology( Book )

2 editions published in 1995 in English and held by 130 WorldCat member libraries worldwide

This publication is based on work conducted at the North Central Regional Educational Laboratory (ncrel), which serves seven states in the Midwest. Part of the national research and development system administered by the Office of Educational Research and Improvement, U.S. Department of Education, the regional educational laboratories provide schools and communities with the latest information on learning. This planning document is intended for education decision makers to use as they investigate new technologies to support student learning. It explains indicators of effective learning and high technology performance, an analytic framework to help educators ensure that their use of technology complements their goals for student learning, policy issues in the use of technology in learning, and key implementation issues in the use of technology for learning. The publication includes the following sections: "New Times Demand New Ways of Learning"; "The Technology Effectiveness Framework"; "Policy Issues in Using Technology for Engaged Learning"; "Putting Policy into Place"; and "Recommendations for Policymakers and Educators." A section with instructions for using the learning and technology framework includes tables for planners to graphically depict current realities and future goals, and a step-by-step guide to examining technology programs according to features that contribute to engaged learning and high technology performance. (Swc)
Technology connections for school improvement : teacher's guide by Mary L McNabb( Book )

2 editions published in 1999 in English and held by 104 WorldCat member libraries worldwide

This guide is designed as a professional development tool for personal use within the context of a schoolwide improvement planning effort to assist individual K-12 classroom teachers who are beginning to integrate technology into their daily practices. Following an introductory section that addresses reasons for using technology, technology within schoolwide improvement planning, and the role of the technology committee and the individual teacher, the first section discusses developing a personal vision for uses of technology. The second section covers integrating technology into the curriculum, including developing lifelong learning skills, meeting content area standards, and technology in science, English/language arts, mathematics, and social studies instruction. Pursuing professional development is considered in the next section, including taking a learner-centered approach, technology-related proficiencies and levels of use, equitable use of technology resources, school-family-community partnerships, and a technology integration planning chart. The fourth section reflects on the next steps and presents a goal-setting chart. Most sections contain an objective, guiding questions, and relevant Internet resources. Action steps are also included to illustrate the transition a teacher experiences as she begins the process of infusing integrating technology into her daily routine. (Contains 23 references.) (MES) Note:The following two links are not-applicable for text-based browsers or screen-reading software
State policy on professional development : rethinking the linkages to student outcomes by Edward P St. John( Book )

2 editions published in 1999 in English and held by 96 WorldCat member libraries worldwide

As policymakers focus their inquiries into professional education and the training of teachers, a preliminary framework, based on five questions, can guide them. These are: (1) Do state policies on professional development recognize the complexity of improving student outcomes? (2) Are state professional development programs linked to student outcomes in coherent ways? (3) Is there evidence that professional development programs can influence student outcomes? (4) Does the state have a method of accounting for subsidies for professional development? And (5) Does the state have a method of linking the subsidies for professional development and improvements in student outcomes? The paper presents a framework for identifying the linkages between professional development programs and student outcomes. A case study of the professional development of Indiana and Ohio, and how this development compares to other states in the region and to the national average, shows how agencies already make a substantial development through embedded subsidies. The latest wave of reforms, by contrast, have focused on specifically directed subsidies, with relatively little attention being paid to account for these embedded subsidies. Five questions are posed in order to help states that want to develop well-designed statewide professional development programs. (Contains 30 references.) (Sm)
From isolation to collaboration : improving the work environment of teaching by James Joseph Scott( Book )

5 editions published between 1987 and 1990 in English and held by 91 WorldCat member libraries worldwide

This review summarizes the rapidly growing body of findings on the social and organizational environment of teaching and examines one innovation--the collaborative school--that offers promise of an organizational context more conducive to effective teaching. Chapter 1 characterizes the actual conditions under which teachers work, focusing on interactions among teachers and between them and administrators. Chapter 2 examines the formal and informal bonds connecting the classroom, the individual school, the school district, and the state and federal governments. It is concluded that the individual school is the vital unit of school reform and that the workplace conditions of the school play a major role in school effectiveness. Accordingly, chapter 3 sets forth the characteristics of collaborative schools--a set of attitudes and the interactions generated by those attitudes that researchers have found to correlate with improved teaching and learning. Chapter 4 describes formal programs that educators have developed to help administrators introduce norms of collaboration in schools where teachers are accustomed to working in isolation from one another, and practical suggestions are offered about ways in which principals' day-to-day activities can encourage such norms. These suggestions include forming teacher committees to work on specific school problems and providing teachers with time to observe one another. An 82-item, 8-page bibliography is included. (Te)
State programs for funding teacher professional development by James G Ward( Book )

2 editions published in 1999 in English and held by 91 WorldCat member libraries worldwide

State mandates for teacher professional development and continuing education, and funding for those mandates are a high profile topic in the North Central region. Examination of specific state requirements for professional development, the relationship among professional development, teacher certification, and continued employment, and direct state payments to teachers for professional development are critical to better understand state policy. The study investigated what funds were available for professional development from state and federal sources in the various states; how those funds were allocated to intermediate entities and local districts; and what requirements were imposed by the states for the expenditure of the funds. An analysis of six states (Illinois, Indiana, Iowa, Michigan, Minnesota, and Ohio) indicates that some states used intermediate school districts or intermediate service agencies for the design and delivery of teacher professional development. Most states had continued certification requirements that had to be met for continued employment in the state. Six patterns emerge as researchers examine state responses regarding issues making up the policy context for state-funded teacher professional development. Policymakers need to ask how instrument will translate into desired school outcomes, and what types of policy mechanics will best serve their purposes. (Contains 15 references.) (Sm)
Readiness for learning : a readiness audit tool for kindergarten classrooms( Book )

1 edition published in 2000 in English and held by 87 WorldCat member libraries worldwide

Comprehensive program planning for the integration of 21st century learning center after-school programs with regular day programs and community partners by Judith G Caplan( Book )

2 editions published in 1999 in English and held by 84 WorldCat member libraries worldwide

This document lists the 16 characteristics that help integrate comprehensive program planning into the regular school program and other family-support systems. The 16 characteristic arose from a review of research on effective afterschool programs and interviews with active program sites. The characteristics are as follows: climate for inclusion; community partnerships; coordination with the regular-school-day learning program and community partners; culturally sensitive climate; evaluation design; facilities management; focus on at-risk students; funding; leadership and governance; linkages between afterschool, regular-school, and community partner personnel; parent involvement; public relations; recreational programming; safe and healthy environment; staffing, staff qualifications, and training; and volunteers. Listed alongside each characteristic is an indicator that describes the characteristic in more detail and offers samples of policies and programs that indicate if the characteristic is present in the program activities. The policies and programs are divided into three stages of development, based on the extent of integration evidenced in the activity. Readers will notice increasing evidence that the lines between the afterschool program, the regular school day, and partnerships within the community become blurred and the term "after school" no longer applies. A definition of terms is included. (Contains 11 annotated references.) (Rjm)
Technology and teacher preparation, 1999-2000 by Sabrina W. M Laine( Book )

1 edition published in 2000 in English and held by 82 WorldCat member libraries worldwide

This document contains the fall 1999, fall 2000, and winter 2000 issues of "Technology and Teacher Preparation." The fall 1999 issue describes ncrel and its Higher Education Initiative; contains a faculty profile focusing on engaging science educators with technology; and describes tenth-grade students' efforts to measure the Coon River creekbed, Minnesota. The fall 2000 issue offers articles on the following topics: the University of Illinois Chicago's program to place preservice teachers in city classrooms following training on the integration and use of technology in the classroom; tools and resources for systemic redesign (the enGauge Web-based framework and tool set, which is designed to help schools, districts, colleges, and universities use technology effectively for teaching and learning); providing professional development via the Pathways to School Improvement Internet server to promote the effective use of technology in education; integrating information and communication technologies into teacher education programs in the Netherlands and the United States; and a variety of World Wide Web sites containing resources and information about technology and teacher preparation. The winter 2000 articles are: (1) "Get with the Program: Online Teaching Is Here To Stay" (Raymond Rose); and (2) "Reforming Teacher Preparation for Effective Use of Learning Technologies" (Kyle L. Peck). (Sm)
The social and organizational context of teaching : annotated bibliography by James Joseph Scott( Book )

4 editions published between 1987 and 1990 in English and held by 79 WorldCat member libraries worldwide

This annotated bibliography was prepared to serve as background material for the writing of the synthesis paper "From Isolation to Collaboration: Improving the Work Environment of Teaching." Items were selected to represent the range of issues that pertain to the social and organizational context of teaching. The selected materials emphasize conditions over which teachers and administrators have some degree of control. For example, educators may not be able to alter the racial or socioeconomic composition of the student body or the condition of the school's physical plant, but teachers can learn to share their instructional expertise with one another and administrators can choose to solicit teachers' opinions when planning new programs or revising old ones. The bulk of the items were published during the last four years; only a few entries precede 1980. Most items were identified through a search of the eric database, but several items were obtained directly from scholars working in this area. (Te)
Norm-referenced testing and criterion-referenced testing : the differences in purpose, content, and interpretation of results by Linda Ann Bond( Book )

2 editions published in 1995 in English and held by 76 WorldCat member libraries worldwide

Norm-referenced tests (nrt) help compare the performance of one student with the performances of a large group of students, while criterion-referenced tests (crt) focus on "what test takers can do and what they know, not how they compare to others" (Anastasi, 1988). Both types of test can be standardized so that scores can be interpreted the same way for all students and schools. Test content for an nrt is selected according to how well it ranks students from high achievers to low, while the content of a crt is selected by how well it matches the learning outcomes deemed most important, or on the basis of its importance in the curriculum. NRTs have come under attack recently because they tend to focus on low-level, basic skills. CRTs, on the other hand, give detailed information about how well a student has performed on each of the educational goals or outcomes included in the test. In 1994, 31 states administered NRTs and 33 administered CRTs, and 22 of these states administered both. Only two states rely on NRTs exclusively, and only one relies exclusively on a crt. Most states also administer some other form of assessment. States will have to match their choice of assessment strategies to their intended purposes, the content they wish to assess, and the kinds of interpretation they want to make about student performance. (Contains six references.) (Sld)
Early intervention for at-risk children in the North Central Region : a comparative analysis of selected state education agencies' policies by Linda Grace Kunesh( Book )

3 editions published in 1990 in English and held by 74 WorldCat member libraries worldwide

The primary purpose of this policy study was to identify and examine early intervention policies for young children at risk of academic failure in selected state education agencies (SEAs) in the North Central Region of the United States. The secondary purpose was to document the processes by which the selected states in the north central educational region developed their early intervention policies and legislation. Copies of state legislation, policies of departments of education, and accompanying rules, guidelines, and requirements were obtained from sea personnel and legislators. The literature was surveyed in an effort to gain a historical perspective on the field of early intervention. In addition, national education and government organizations and associations were contacted by letter and telephone in an effort to obtain their position or policy statements on early intervention and early childhood education. A number of research, policy, and advocacy organizations were also contacted for background information. High/Scope and the National Association for the Education of Young Children were contacted for information to be used as a basis for analysis of sea policies and legislative mandates. This study offers discussions of the states' early intervention policies and legislation, the comparative analysis which was conducted, and policy implications of early intervention. A list of abbreviations and a glossary are included; two lists of organizations are appended. (120 references) (rh)
Incentives that enhance the teaching profession : background paper by Carol A Bartell( Book )

1 edition published in 1987 in English and held by 74 WorldCat member libraries worldwide

Parent involvement 101 : rural school development outreach project by Judith G Caplan( Book )

1 edition published in 1995 in English and held by 74 WorldCat member libraries worldwide

Effective rural schools : where are we? where are we going? how do we get there? by Weldon Beckner( Book )

3 editions published between 1987 and 1990 in English and held by 73 WorldCat member libraries worldwide

This paper reviews current educational research and philosophy on effective school characteristics and discusses how to put them into practice. Prevailing beliefs among educators have advanced from "there are good and poor learners" to "there are faster and slower learners" and now to "most students are similar in learning ability, rate, and motivation, when provided with favorable learning conditions." Cognitive and affective entry behaviors account for about 75% of differences in student learning outcomes. Therefore, instructional quality has little chance of overcoming the effects of entry behaviors unless the instruction takes into account cognitive or affective deficiencies. It follows that effective schooling should involve high expectations of students' performance, instructional assignments based on continuous assessment of student learning, consideration of the role of self-concept, sharing by staff and students of responsibility for successful learning outcomes, and varied time for learning according to student needs and task complexity. The paper presents: (1) Cruickshank's listing of leadership, efficacy, and efficiency dimensions of effective schools; (2) Stutz's comparison of the "model" change process concepts of the 1950s with those now found to be more effective; (3) Champlin's critical factors in organizational change, and basic components of a comprehensive plan for change; and (4) necessary changes in instructional process, curriculum organization, intentional school and classroom practices, and organizational structures. Contains 23 references. (Sv)
Learning to find the "niches" : rural education and vitalizing rural communities by Daryl J Hobbs( Book )

3 editions published between 1987 and 1990 in English and held by 73 WorldCat member libraries worldwide

During the past two decades, rural America has undergone substantial restructuring that affects both rural education and prospects for rural economic development. Rural restructuring has made rural America more economically dependent and more economically and socially diverse, has replaced relatively autonomous communities with regional units of social and economic function, and has triggered the incorporation of rural services into national systems. Prospects for growth in natural resource and goods producing industries (those that rural economies are most dependent on) are dim, but service employment will likely continue to grow. New rural development strategies should consider the job-creating potential of small business and entrepreneurship, especially in finding and filling local "niches," the importance of knowledge-based enterprise, and the need to create new networks and partnerships to support avenues of alternative development. To these ends, rural schools must provide sound basic education and train students to be innovative, to have multiple skills, and to work as members of small problem solving teams. There are also needs for continuing education, educational attention to the locality, and educational partnerships to improve both education and community development. School Based Development Enterprises have produced school-community economic development partnerships in rural areas across the country. Contains 117 references. (Author/SV)
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.44 (from 0.31 for Strategic ... to 0.68 for Product ca ...)

Educational values and cognitive instruction : implications for reform
Alternative Names
NCREL

NCREL (North Central Regional Educational Laboratory (U.S.))

North Central Regional Educational Laboratory

Regional Educational Laboratory Midwest

REL Midwest

Languages
English (58)

Covers