Getting to work on summer learning :: recommended practices for success /
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...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Santa Monica, CA :
Rand,
[2013]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9780833081346 0833081349 9780833081353 0833081357 9780833081360 0833081365 |
Internformat
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| 100 | 1 | |a Augustine, Catherine H., |d 1968- |0 http://id.loc.gov/authorities/names/n2002160216 | |
| 245 | 1 | 0 | |a Getting to work on summer learning : |b recommended practices for success / |c Catherine H. Augustine, Jennifer Sloan McCombs, Heather L. Schwartz, Laura Zakaras. |
| 264 | 1 | |a Santa Monica, CA : |b Rand, |c [2013] | |
| 300 | |a 1 online resource | ||
| 336 | |a text |2 rdacontent | ||
| 337 | |a computer |2 rdamedia | ||
| 338 | |a online resource |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 588 | |a Description based on print version record and CIP data provided by publisher. | ||
| 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 | |
| 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. | ||
| 650 | 0 | |a Summer schools |z United States. | |
| 650 | 0 | |a Children with social disabilities |x Education |z United States. | |
| 650 | 6 | |a Cours d'été |z États-Unis. | |
| 650 | 6 | |a Enfants socialement défavorisés |x Éducation |z États-Unis. | |
| 650 | 7 | |a Children with social disabilities |x Education |2 fast | |
| 650 | 7 | |a Summer schools |2 fast | |
| 651 | 7 | |a United States |2 fast | |
| 700 | 1 | |a McCombs, Jennifer Sloan, |d 1970- |0 http://id.loc.gov/authorities/names/n2004141869 | |
| 700 | 1 | |a Schwartz, Heather L. | |
| 700 | 1 | |a Zakaras, Laura. | |
| 758 | |i has work: |a Getting to work on summer learning (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFPFQbYXBYCykxdwp88R83 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Augustine, Catherine H., 1968- |t Getting to work on summer learning |d Santa Monica, CA : Rand, [2013] |z 9780833081070 |w (DLC) 2013032282 |
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Datensatz im Suchindex
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| adam_text | |
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| author | Augustine, Catherine H., 1968- |
| author2 | McCombs, Jennifer Sloan, 1970- Schwartz, Heather L. Zakaras, Laura |
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| author_GND | http://id.loc.gov/authorities/names/n2002160216 http://id.loc.gov/authorities/names/n2004141869 |
| author_facet | Augustine, Catherine H., 1968- McCombs, Jennifer Sloan, 1970- Schwartz, Heather L. Zakaras, Laura |
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| author_variant | c h a ch cha |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC5751 |
| callnumber-raw | LC5751 |
| callnumber-search | LC5751 |
| callnumber-sort | LC 45751 |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EDU |
| contents | 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 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 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 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 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 |
| ctrlnum | (OCoLC)857754297 |
| dewey-full | 371.2/32 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2/32 |
| dewey-search | 371.2/32 |
| dewey-sort | 3371.2 232 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| indexdate | 2024-11-26T14:54:10Z |
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| publisher | Rand, |
| record_format | marc |
| spelling | Augustine, Catherine H., 1968- http://id.loc.gov/authorities/names/n2002160216 Getting to work on summer learning : recommended practices for success / Catherine H. Augustine, Jennifer Sloan McCombs, Heather L. Schwartz, Laura Zakaras. Santa Monica, CA : Rand, [2013] 1 online resource text rdacontent computer rdamedia online resource rdacarrier Includes bibliographical references. Description based on print version record and CIP data provided by publisher. 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 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 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 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 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 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. Summer schools United States. Children with social disabilities Education United States. Cours d'été États-Unis. Enfants socialement défavorisés Éducation États-Unis. Children with social disabilities Education fast Summer schools fast United States fast McCombs, Jennifer Sloan, 1970- http://id.loc.gov/authorities/names/n2004141869 Schwartz, Heather L. Zakaras, Laura. has work: Getting to work on summer learning (Text) https://id.oclc.org/worldcat/entity/E39PCFPFQbYXBYCykxdwp88R83 https://id.oclc.org/worldcat/ontology/hasWork Print version: Augustine, Catherine H., 1968- Getting to work on summer learning Santa Monica, CA : Rand, [2013] 9780833081070 (DLC) 2013032282 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=646994 Volltext |
| spellingShingle | Augustine, Catherine H., 1968- Getting to work on summer learning : recommended practices for success / 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 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 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 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 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 Summer schools United States. Children with social disabilities Education United States. Cours d'été États-Unis. Enfants socialement défavorisés Éducation États-Unis. Children with social disabilities Education fast Summer schools fast |
| title | Getting to work on summer learning : recommended practices for success / |
| title_auth | Getting to work on summer learning : recommended practices for success / |
| title_exact_search | Getting to work on summer learning : recommended practices for success / |
| title_full | Getting to work on summer learning : recommended practices for success / Catherine H. Augustine, Jennifer Sloan McCombs, Heather L. Schwartz, Laura Zakaras. |
| title_fullStr | Getting to work on summer learning : recommended practices for success / Catherine H. Augustine, Jennifer Sloan McCombs, Heather L. Schwartz, Laura Zakaras. |
| title_full_unstemmed | Getting to work on summer learning : recommended practices for success / Catherine H. Augustine, Jennifer Sloan McCombs, Heather L. Schwartz, Laura Zakaras. |
| title_short | Getting to work on summer learning : |
| title_sort | getting to work on summer learning recommended practices for success |
| title_sub | recommended practices for success / |
| topic | Summer schools United States. Children with social disabilities Education United States. Cours d'été États-Unis. Enfants socialement défavorisés Éducation États-Unis. Children with social disabilities Education fast Summer schools fast |
| topic_facet | Summer schools United States. Children with social disabilities Education United States. Cours d'été États-Unis. Enfants socialement défavorisés Éducation États-Unis. Children with social disabilities Education Summer schools United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=646994 |
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