Whole language approach.

No description available.

This project focused on the enhancement of an existing school web page. Schools have jumped on the bandwagon in record numbers in the past couple of years publishing web pages about their schools. Cucamonga Middle School is no exception, having first published a web site in 1995. Utilizing information gathered from a survey, the author/webmaster created a redesign of the existing school webpage. The wants and needs of parents, as noted in the survey were the driving force behind the redesign.

The purpose of this project is to review the literature on the importance of creating school web sites and to show how Dartmouth Middle School can successfully plan an effective site. The project focuses on the significance of having a school web site as a way to add to the communication process between school and parents.

The purpose of the project was to develop a webpage for each teacher at Deer Canyon Elementary School which is in Alta Loma, California. The webpages were designed to give teachers the tools to add information to their own webpages to enhance their communication with students and students' parents.

This project was developed to address the complex issue of disseminating information to high school students via the World Wide Web. Topics include: the need for greater communication among instructors, students and parents, the need to utilize instructional design techniques, the backwards design process in the development of web based projects; and the need to integrate internet technology for promoting instruction and learning.

Studiens syfte är att undersöka rutiner kring elever med neuropsykiatriska anpassningar och kollegialt lärande med särskilt fokus på NPF-anpassning för gynnsam lärandemiljö. Denna studies frågeställningar söker svar på vilket sätt som skola och fritidshem kan ge en personlig utveckling för elever med diagnosen neuropsykiatriska funktionsnedsättningar (NPF) samt hur kollegialt lärande kan vara ett led i arbetet med NPF-anpassningar i skolan. Med ett fokus kring anpassningar och kollegialt lärande undersöks och analyseras verksamheternas möjligheter att vidareutveckla skolpersonal för att ge förutsättningar till en positiv studiemiljö för alla elever, men särskilt för de elever i behov av anpassningar. Teorianknytning i denna studie kan kopplas till den relationella pedagogiken. Studien har genomförts genom semistrukturerade intervjuer i fokusgrupper på två grundskolor med två lärare i varje grupp på respektive skola. En av skolorna var belägen i stadsmiljö och den andra skolan var belägen på landsorten i en närliggande kommun. Resultatet ger indikationer på den långvariga, men även direkta nyttan i elevernas mående av att få anpassningar i tidigt skede för att få positiv personlig utveckling. Studiens resultat pekar även på fördelarna med generella anpassningar i förebyggande syfte utifrån kollegialt lärande med lektionsstrukturer som ett mål. Sammanfattningsvis kan resultaten visa tecken på att det relationella arbetet i skola och fritidshem är av yttersta vikt för att bidra till en gynnsam lärandemiljö för alla elever inte enbart de elever med underliggande diagnoser.

Submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Educational Planning and Administration in the Faculty of Education, 2007. / The South Africa Schools Act, (Act No. 84 of 1996) which came into effect on 1 January 1996 and the National Education Policy Act, (Act No. 21 of 1996) introduced a new approach to the South African Education system. These acts, and many policy documents produced by the National Department of Education, provide for the active participation of parents, educators, learners and other members of the community in the governance of schools. Whilst policy mandates stakeholder participation, in practice parent participation is problematic. This study therefore, investigates the role of the principal in facilitating the effective participation of the parent component of the SGB in the provision of quality education in public schools. A review of national and international literature was conducted to establish strategies principals use to facilitate the effective participation of the SGB. An empirical study was also undertaken. A questionnaire with closed-ended and open-ended questions was utilized with the aim of accessing the level of interaction between the SGB and principals of schools. Data from the questionnaire revealed the following key findings, namely: • There is a lack of effective management of parent involvement in school governance. • Limited communication exists between the principal and SGB regarding planned school activities where the SGB is supposed to have an input. • As leaders, principals are grappling to secure effective parent participation in the provision of quality education. Some recommendations are as follows: • Principals should develop orientation and on-going training programmes to capacitate parents to participate effectively in promoting quality public education • Principals should develop an invitational environment at the school • Principals should promote a climate for sound conflict management • Principals should provide sufficient information to SGB members and communicate these timeously to them It is hoped that through this study, principals will be inspired to identify then-limitations relative to the facilitation of parent participation and subsequently adopt one or more of the recommendations offered to armour themselves with strategies to facilitate the effective participation of parents in the provision of quality education for all learners.

In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the elementary education setting. Data collection consisted of a group interview and classroom observations with a purposeful sample of 4 general education teachers and 2 special education teachers of Grades 3-5 math and language arts who were coteaching at the time of the study. Teachers' perceptions regarding the effects of their professional relationship on collaboration efforts and of the effectiveness of coteaching in meeting the needs of students with disabilities were examined. Emergent themes were identified from the data through open coding and verified through NVivo and a peer reviewer. The findings showed that participants perceived coteaching to be an effective teaching strategy for working with students with disabilities. They suggested the following areas for improvement in their school's current coteaching program: parity among teachers, administrative support, shared planning time, relevancy of training, collaboration, and follow through regarding the roles and responsibilities of teachers. Based on the results, a professional development workshop was developed to improve the overall effectiveness of the coteaching program and better meet the needs of students with various disabilities in general education classrooms. The provision of training through the workshop may positively affect teachers' perceptions and implementation of coteaching. An improved academic environment in cotaught classrooms may benefit students with disabilities.

The purposes of this study were: (1) to trace the growth of the Summer School program of instruction for children in the Stockton Unified School District since its inception and up to the present study time; (2) to compare the scope and quality of the instructional offerings and the extent of child participation in the Summer School program of the Stockton Unified School District with selected communities in California; and (3) to determine the nature and extent of acceptance of the Summer Elementary School program of the Stockton Unified School District by the children who attended by their parents, and by their teachers.