The Talent Development Middle Grades Model

Iver, Douglas J. Mac; Ruby, Allen; Balfanz, Robert; Jones, Leslie; Sion, Fran; Garriott, Maria; Byrnes, Vaughan

doi:10.4324/9780203874844.ch28

Cited by 2 publications

(4 citation statements)

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“…These gains occur as early as the first year of implementation and are often greatest for students who have been in TDMS schools for 2 or more years (Balfanz, Mac Iver, & Ryan, 1999;Plank & Young, 1999). In addition, TDMS' active instructional practices and communal organization structures appear to have positive effects on students' motivation to learn (Mac Iver & Plank, 1996;Mac Iver, Young, & Washburn, 2002). These encouraging results suggest that implementing standards-and research-based instructional programs schoolwide in each core subject, institutionalizing multiple tiers of teacher support, and creating a communal organization of schooling with a no-excuses credo should be at the heart of any effort dedicated to turning high poverty middle schools into strong learning institutions.…”

Section: Communal Organization Of Schooling and A No-excuses Credomentioning

confidence: 86%

“…This helps students and teachers get to know, understand, and care about each other (Jackson & Davis, 2000). This knowledge and trust in turn enables teachers to make greater use of active and cooperative techniques aimed at deep learning (Mac Iver & Prioleau, 1999;Mac Iver, Mac Iver, Balfanz, Plank, & Ruby, 2000).…”

Section: Communal Organization Of Schooling and A No-excuses Credomentioning

confidence: 99%

“…Initial evidence (e.g., Mac Iver, Balfanz, & Plank, 1998) shows that the impact of the elective replacement approach to extra help has been positive, but there is still much to learn. It remains unknown, for example, whether it is more effective to give every struggling student one dose or to give the neediest students multiple doses.…”

Section: Developing Ways To Provide Extra Help To Students During Reg...mentioning

confidence: 99%

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Essential Components and Next Steps for Comprehensive Whole-School Reform in High Poverty Middle Schools

Balfanz

Ruby

Iver

2002

Teachers College Record: The Voice of Scholarship in Education

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Middle school improvement, like urban renewal, is much hoped for but seldom achieved, due to persistent obstacles that are surmountable only through a sustained, multifaceted, and well-coordinated course of action. These obstacles include a pervasive but misguided belief that mere structural changes (such as establishing interdisciplinary teams or changing grade span or size) will improve teaching and learning. At the same time, insufficient attention has been given to the need to change curriculum and instruction (Dickinson, 2001;Jackson & Davis, 2000). As a result, many middle school students continue to experience an instructionally bland and nonsubstantive curriculum in which they memorize terms, facts, and procedures; recite and practice them; read textbooks that are boring and poorly written; and complete worksheets (McEwin, Dickinson, & Jenkins, 1996). A related and nagging problem is that, due to the lack of middle-school-focused teacher education programs and licensure, there is a huge shortage of teachers who are trained specifically in middle grades content, curriculum, and instruction (McEwin & Dickinson, 1997). Jackson and Davis note that "fewer than one in four middle grades teachers have received specialized preparation before they begin their career" (p. 97). As a result, most middle school teachers need extensive on-the-job training to obtain the specific knowledge and skills necessary to deliver academically excellent and developmentally responsive lessons in every classroom every day.

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Section: Communal Organization Of Schooling and A No-excuses Credomentioning

confidence: 86%

Section: Communal Organization Of Schooling and A No-excuses Credomentioning

confidence: 99%

Section: Developing Ways To Provide Extra Help To Students During Reg...mentioning

confidence: 99%

See 1 more Smart Citation

Essential Components and Next Steps for Comprehensive Whole-School Reform in High Poverty Middle Schools

Balfanz

Ruby

Iver

2002

Teachers College Record: The Voice of Scholarship in Education

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“…For example, we constructed a version of the Consortium on Chicago School Research’s “Freshman On-Track Indicator,” because that indicator has been widely used and may have led to improvements in graduation rates in Chicago (see, e.g., Allensworth, 2013; Roderick, Kelley-Kemple, Johnson, & Beechum, 2014). Similarly, we considered measures of course failure, attendance, and behavior (including behavioral marks and suspension) because such measures have been prominent in EWI work conducted by Robert Balfanz and his colleagues (e.g., Balfanz et al, 2007; Mac Iver, Balfanz, & Byrnes, 2009; Neild & Balfanz, 2006). …”

Section: Methodsmentioning

confidence: 99%

Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute

Phillips

Yamashiro

Farrukh

et al. 2015

Journal of Education for Students Placed at Risk (JESPAR)

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The Los Angeles Unified School District (LAUSD) serves a large majority of socioeconomically disadvantaged students who are struggling academically and are underprepared for high school graduation and college. This article describes the partnership between LAUSD and the Los Angeles Education Research Institute, and how this collaboration endeavors to produce accessible and high-quality research to inform pressing problems of practice. The article also presents findings from an ongoing partnership research project analyzing a district policy focused on improving college readiness by aligning high school graduation and college-eligibility requirements. In a cohort that went through high school before the policy became mandatory for all students, less than 1/5 of all students (and 30% of graduates) met the college eligibility criteria. Our findings indicate that academic and behavioral indicators from 8th and 9th grade can help identify for possible intervention students who are not on track to meet these new graduation requirements.

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The Talent Development Middle Grades Model

Cited by 2 publications

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Essential Components and Next Steps for Comprehensive Whole-School Reform in High Poverty Middle Schools

Essential Components and Next Steps for Comprehensive Whole-School Reform in High Poverty Middle Schools

Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute

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