FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W307058013> ?p ?o ?g. }

• W307058013 startingPage "20" @default.
• W307058013 abstract "As a technology specialist, I'm supposed to believe the power of educational technology to change children's lives. But when I saw one of our lowest-performing schools increase its pass rate on the state reading test by 124 percent one year, even I was a little stunned. About two years ago, our school district, like many other districts nationwide, was beginning to feel the first effects of the No Child Left Behind Act (NCLB). Reading scores at many of our elementary schools were unacceptably low, and one school particular--Fairmount Park Elementary School--had been labeled as in need of improvement by the Ohio Department of Education. Fairmount was a challenged school a depressed community. With a city-wide unemployment rate of over 9 percent, two-thirds of the students the district qualified for free and reduced lunches. Things were even more challenging at Fairmount, as nearly 80 percent of its students came from economically disadvantaged homes. For many of these K-5 students, reading was not something that was valued the home. Little wonder that nearly two-thirds of them were unable to get a passing score on the third-grade Ohio Achievement Test for Reading. We tackled the district's reading problems with a broad approach that included a new research-based curriculum, intensive staff development, aggressive pre-testing, and daily after-school intervention programs. Because of its low test scores, Fairmount qualified for an NCLB Title II D: Enhancing Education Through Technology (EETT) grant. As the district's curriculum specialist for instructional technology, I was part of a team that formed and implemented a technology strategy that would have a real and measurable impact on student learning. Four Criteria for Technology We were certain of one thing from the outset: We needed a technology solution that was truly integrated into daily classroom instruction. Schools our district had been using educational technology for years, but all that hardware and software seemed to be irrelevant to the teacher's job the classroom. Students could go to the computer lab and pop a CD with some supplemental title as an enrichment activity or a reward for getting their real work done early. These activities stood outside the actual life of the classroom, and many teachers were able to avoid involvement with technology entirely. For educational technology to make an impact on our mission to improve reading scores, we had to break out of this old model. Integration has been a buzzword among educational technology specialists for a long time now, but what does it really look like? We had four criteria mind: 1) Standards incorporation. To improve student performance on the state's reading test, we needed to make sure that classroom instruction closely supported Ohio's academic standards for reading. We were looking for a lot more than the typical correlation document that explained how a program related to our state standards. We wanted our actual standards language built into the program, so that teachers could go directly from a specific reading standard to assessments and tutorials that support it. 2) Curriculum alignment. We had chosen the Four-Blocks Literacy Model (www.four-blocks.com), developed by Patricia Cunningham and Dorothy Hall of Wake Forest University (NC), a broad-based approach that includes guided reading, self-selected reading, word study, and writing as a way of teaching to the strengths of every learner. Our technology component had to support each element of this model. 3) Whole-class instruction. This was a critical component. Our district was looking for technology that would be a tool for teaching an entire classroom, not something that only worked a lab setting. The interaction among teachers and students--and more importantly, among the students themselves--is a powerful part of learning. …" @default.
• W307058013 created "2016-06-24" @default.
• W307058013 creator A5089248649 @default.
• W307058013 date "2005-08-01" @default.
• W307058013 modified "2023-09-23" @default.
• W307058013 title "Sparking a Revolution in Teaching and Learning: How One of Ohio's Lowest-Performing Elementary Schools Raised Its Third-Grade Reading Test Scores by a Whopping 124 Percent" @default.
• W307058013 hasPublicationYear "2005" @default.
• W307058013 type Work @default.
• W307058013 sameAs 307058013 @default.
• W307058013 citedByCount "0" @default.
• W307058013 crossrefType "journal-article" @default.
• W307058013 hasAuthorship W307058013A5089248649 @default.
• W307058013 hasConcept C118552586 @default.
• W307058013 hasConcept C145420912 @default.
• W307058013 hasConcept C151730666 @default.
• W307058013 hasConcept C15744967 @default.
• W307058013 hasConcept C17744445 @default.
• W307058013 hasConcept C19417346 @default.
• W307058013 hasConcept C199539241 @default.
• W307058013 hasConcept C203151758 @default.
• W307058013 hasConcept C2777267654 @default.
• W307058013 hasConcept C2780623907 @default.
• W307058013 hasConcept C2780665704 @default.
• W307058013 hasConcept C47177190 @default.
• W307058013 hasConcept C509550671 @default.
• W307058013 hasConcept C554936623 @default.
• W307058013 hasConcept C71924100 @default.
• W307058013 hasConcept C86803240 @default.
• W307058013 hasConceptScore W307058013C118552586 @default.
• W307058013 hasConceptScore W307058013C145420912 @default.
• W307058013 hasConceptScore W307058013C151730666 @default.
• W307058013 hasConceptScore W307058013C15744967 @default.
• W307058013 hasConceptScore W307058013C17744445 @default.
• W307058013 hasConceptScore W307058013C19417346 @default.
• W307058013 hasConceptScore W307058013C199539241 @default.
• W307058013 hasConceptScore W307058013C203151758 @default.
• W307058013 hasConceptScore W307058013C2777267654 @default.
• W307058013 hasConceptScore W307058013C2780623907 @default.
• W307058013 hasConceptScore W307058013C2780665704 @default.
• W307058013 hasConceptScore W307058013C47177190 @default.
• W307058013 hasConceptScore W307058013C509550671 @default.
• W307058013 hasConceptScore W307058013C554936623 @default.
• W307058013 hasConceptScore W307058013C71924100 @default.
• W307058013 hasConceptScore W307058013C86803240 @default.
• W307058013 hasIssue "1" @default.
• W307058013 hasLocation W3070580131 @default.
• W307058013 hasOpenAccess W307058013 @default.
• W307058013 hasPrimaryLocation W3070580131 @default.
• W307058013 hasRelatedWork W1484134712 @default.
• W307058013 hasRelatedWork W1488186977 @default.
• W307058013 hasRelatedWork W1522368117 @default.
• W307058013 hasRelatedWork W153754616 @default.
• W307058013 hasRelatedWork W1567294519 @default.
• W307058013 hasRelatedWork W169972341 @default.
• W307058013 hasRelatedWork W172591739 @default.
• W307058013 hasRelatedWork W2011340993 @default.
• W307058013 hasRelatedWork W2021793446 @default.
• W307058013 hasRelatedWork W2563996332 @default.
• W307058013 hasRelatedWork W256504774 @default.
• W307058013 hasRelatedWork W265829146 @default.
• W307058013 hasRelatedWork W277472970 @default.
• W307058013 hasRelatedWork W2993493907 @default.
• W307058013 hasRelatedWork W2993602029 @default.
• W307058013 hasRelatedWork W2993971815 @default.
• W307058013 hasRelatedWork W314263840 @default.
• W307058013 hasRelatedWork W326994390 @default.
• W307058013 hasRelatedWork W2597971750 @default.
• W307058013 hasRelatedWork W2603965365 @default.
• W307058013 hasVolume "33" @default.
• W307058013 isParatext "false" @default.
• W307058013 isRetracted "false" @default.
• W307058013 magId "307058013" @default.
• W307058013 workType "article" @default.