These are the resources found under this topic.
  • National Center for Education Statistics- The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education.
  • Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals- The concerns model identifies and provides ways to assess seven stages of concern. These stages have major implications for professional development. First, they point out the importance of attending to where people are and addressing the questions they are asking when they are asking them.
  • The Golden Rule of Providing Support in Inclusive Classrooms- An article published in TEC by Julie N. Causton-Theoharis of Syracuse University, it is about how adults can best provide support in inclusive classrooms.
  • Preparing Teachers to Work With Students With Disabilities- Possibilities and Challenges for Special and General Teacher Education A White Paper of the American Association of Colleges for Teacher Education (AACTE) FOCUS COUNCIL ON SPECIAL EDUCATION February 2002 Two documents, one with ERIC details, one without.
  • NYSED on What is PBIS?- Positive Behavioral Interventions and Supports (PBIS) is a systems approach to preventing and responding to school and classroom discipline problems. PBIS develops school-wide systems that support staff to teach and promote positive behavior ...
  • The Value of Parent-Teacher Collaboration- A brief article (letter) written by Debi Kellerer that succinctly addresses the reason behind improving parent - school collaboration.
  • Advocacy Resource Network Summary- Developmental Disabilities Planning Council Advocacy Resource Network Background: In October of 2004, DDPC sponsored the Family Resource Network Summit which brought together parents, advocacy service providers, and representatives from State agencies to: 1) Identify advocacy services and resources that exist around the state; 2) Identify the gaps that exist in these services and supports; and to
  • Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act- Washington, DC – A report by the National Council of La Raza (NCLR), the largest national Hispanic civil rights and advocacy organization in the U.S., examining the impact of the No Child Left Behind Act (NCLB) on English language learners (ELLs) concludes that while the law has not been implemented adequately, it holds considerable promise for closing the achievement gap between ELLs and other students.
  • Acting White-

    An interesting article on "Acting White"

    "... Now that it has entered the national consciousness—perhaps even its conscience—the term has become a slippery, contentious phrase that is used to refer to a variety of unsavory social practices and attitudes and whose meaning is open to many interpretations, especially as to who is the perpetrator, who the victim. ..."