Getting to work on summer learning : : recommended practices for success / / Catherine H. Augustine [and three others].
RAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. Based on evaluations of programs in six school districts, t...
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Superior document: | RAND summer learning series |
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VerfasserIn: | |
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TeilnehmendeR: | |
Place / Publishing House: | Santa Monica, CA : : RAND Corporation,, 2013. |
Year of Publication: | 2013 |
Language: | English |
Series: | RAND summer learning series
RAND summer learning series. |
Physical Description: | 1 online resource (xix, 65 pages) :; charts. |
Notes: | Description based upon print version of record. |
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100 | 1 | |a Augustine, Catherine H., |d 1968- | |
245 | 0 | 0 | |a Getting to work on summer learning : |b recommended practices for success / |c Catherine H. Augustine [and three others]. |
264 | 1 | |a Santa Monica, CA : |b RAND Corporation, |c 2013. | |
300 | |a 1 online resource (xix, 65 pages) : |b charts. | ||
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338 | |a online resource |2 rdacarrier | ||
440 | 0 | |a RAND summer learning series | |
490 | 1 | |a RAND summer learning series | |
490 | 0 | |a Gale eBooks | |
500 | |a Description based upon print version of record. | ||
505 | 0 | |a Cover; Title Page; Copyright; Preface; Contents; Figures and Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; Study Background; Highlights from Research on Summer Learning; Overview of Demonstration District Programs; Approach to Evaluation; Report Organization; CHAPTER TWO: Planning; Start Planning Early and Be Inclusive; Commit to Having a Summer Program by December; Include Both District and Site-Level Staff in the Planning Process; Centralize Some Decisionmaking; Deliver Planning Templates to Site Leaders; Meet Regularly and Be Comprehensive in Scope | |
505 | 8 | |a Conduct Regular and Productive MeetingsInclude Enrichment in the Planning Process; Clearly Delineate Roles; Establish Firm Enrollment Deadlines and Keep Electronic Student Records; CHAPTER THREE: Curriculum and Instruction; Anchor the Program in a Commercially Available and Tested Curriculum; A Promising Approach for ELA; Teaching ELA Through National Geographic's Science Inquiry Kits on Forces in Motion and Habitats; Choose Curricula with Features Associated with Improved Learning; Standardize the Curriculum Across District Sites | |
505 | 8 | |a Include Strategies for Differentiation in Curriculum MaterialsStructure for Sufficient Time on Task; Serve Students in Small Classes or Groups; Provide Support to Students with Special Needs; CHAPTER FOUR: Teacher Selection and Training; Recruit and Hire the Right Teachers; Develop Rigorous Selection Processes to Recruit Motivated Teachers; Take School-Year Performance into Consideration; Hire Teachers with Grade-Level Experience and, If Possible, Familiarity with the Students; Performance-Based Hiring; Give Teachers Sufficient Training and Ongoing Support | |
505 | 8 | |a Familiarize Teachers with the Summer Curriculum and How to Teach ItHelp Teachers Tailor the Curriculum for Students with Different Aptitudes; Provide Ongoing Support to Implement the Curriculum; Include All Instructional Support Staff in Academic Training Sessions; Give Teachers Time to Set Up Their Classrooms; CHAPTER FIVE: Enrichment Activities; Goals and Expectations; Select Providers with Well-Qualified Staff; Hiring District Teachers; Contracting Directly with Enrichment Providers; Establishing Strategic Partnerships with Intermediaries | |
505 | 8 | |a Plan Carefully If Enrichment Is Integrated with AcademicsHire Instructors Who Can Manage Behavior and Keep Class Sizes Small; CHAPTER SIX: Attendance; Set Enrollment Deadlines; Establish a Clear Attendance Policy and Track Attendance; Provide Field Trips and Other Incentives for Students Who Attend; Disguising Academics Is Not Necessary to Boost Attendance; Combining Strategies to Maximize Attendance; CHAPTER SEVEN: Academic Time on Task; Operate the Program for Five to Six Weeks; Schedule Three to Four Hours a Day for Academics; Focus on Academic Content During Academic Class Periods | |
505 | 8 | |a CHAPTER EIGHT: Program Cost and Funding | |
520 | |a RAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. Based on evaluations of programs in six school districts, this second report in a series provides research-based advice for school district leaders as they create and strengthen summer programs. | ||
504 | |a Includes bibliographical references. | ||
588 | |a Description based on print version record. | ||
650 | 0 | |a Summer schools |z United States. | |
650 | 0 | |a Children with social disabilities |x Education |z United States. | |
776 | |z 0-8330-8107-1 | ||
700 | 1 | |a Augustine, Catherine H., |d 1968- |e author. | |
830 | 0 | |a RAND summer learning series. | |
906 | |a BOOK | ||
ADM | |b 2024-01-26 02:20:32 Europe/Vienna |f system |c marc21 |a 2013-10-12 19:37:35 Europe/Vienna |g false | ||
AVE | |i DOAB Directory of Open Access Books |P DOAB Directory of Open Access Books |x https://eu02.alma.exlibrisgroup.com/view/uresolver/43ACC_OEAW/openurl?u.ignore_date_coverage=true&portfolio_pid=5350514660004498&Force_direct=true |Z 5350514660004498 |b Available |8 5350514660004498 |