At each station, provide students with a range of materials to access their learning. In the U.S., the definitions of these groups have changed over the years. Closing the Gap is an ISTE book series designed to reflect the contributions of multiple stakeholders seeking to ensure that digital equity is achieved on campuses, in classrooms, and throughout education. For those of you involved with Future Ready already, you know that digital equity is such core to our work. In the classroom, promoting equity is about This can be attributed to the opportunity gap, when one group of students has fewer opportunities to optimally learn and develop. ET. 3. School districts are already an important source of connecting families with the support they need, and they’ll need to continue that work even more aggressively for the coming school year. Movement toward closing the gap in global education is signified by the fact that not a single country in the world today is completely without a schooling system. Closing the gap in educational achievement for children and young people living in poverty 1 Summary This research review tells us what works in closing the gap in educational achievement for children and young people living in poverty, including white working-class boys. Today’s economy is knowledge-based and highly competitive. They are gaining confidence and conviction in their wants. Studies and Documents:“Reimagining Remote Learning,” by the Logan Square Neighborhood Association (2020); “We Choose To Reimagine Education: Centering On Love And Emotionally Responsive Teaching And Learning,” by Tia C. Madkins and Alexis Patterson Williams (2020); “Centering Children and Families at the Margins,” by Zakiya Sankara-Jabar (2020); “Reopening Resilient Schools,” by John Bailey (2020); “COVID Comeback Models,” By Education Resource Strategies (2020); “Distance Learning Equity Dashboard,” by Titilayo Tinubu Ali, Sujith Cherukumilli and Mirel Herrera (2020); “NAACP Legal Defense and Educational Fund Position on School Reopening During COVID-19 Pandemic,” by the NAACP Legal Defense and Educational Fund (2020); “For Students of Color, Remote Learning Environments Pose Multiple Challenges,” by Natalie Spievack and Megan Gallagher (2020); “COVID-19 Hospitalization and Death by Race/Ethnicity,” by the Centers for Disease Control and Prevention (2020); “Family-School Engagement of Families Who Are Speakers of Other Languages,” by the U.S. Department of Education Office of English Language Acquisition, 2019; “How Educators Can Support English-Learner Students in Distance Learning,” by WestEd (2020); “Latino Parent Voices: What Our Families Need Now,” by Abriendo Puertas/Opening Doors (2020); “Online Learning for Students with Disabilities: Considerations for LEA Policies, Practices, and Procedures,” Center on Online Learning and Students with Disabilities (2017); “Questions for Proactive and Equitable Educational Implementation During the COVID-19 Crisis,” by COVID-19 Education Coalition Centering Equity (2020); “Special Education and Distance Learning: Supporting Students Through the Pandemic,” by ExcelinEd (2020); “Supporting English-Learners in the COVID-19 Crisis,” by the Council of the Great City Schools (2020); “Supporting English Learners Through Technology: What Districts and Teachers Say About Digital Learning Resources for English-Learners,” by the U.S. Department of Education (2019); “Planning for Equity and Inclusion: A Guide to Reopening Schools,” by the National Center for Learning Disabilities (2020); “Roles and Responsibilities of Parents of Online School Students with Disabilities,” Center on Online Learning and Students with Disabilities (2017); “Understanding Teletherapy as an Option for K-12 Students with Disabilities,” by the Center on Online Learning and Students with Disabilities, (2018). But with the help of social and emotional learning activities, it doesn’t have to be. Yet children and youth who already faced educational challenges in normal times possibly lost months of educational progress. Originally requested by then-Superintendent Carlos Garcia and Depu- In Elementary Schools for Equity, we present case studies of four schools commissioned by San Francisco Unified School District to help school and district leaders understand the practices, structures, and policies of schools that were most effective at closing the achievement gap. Closing the Gap: Digital Equity Strategies for the K-12 Classroom | Schaffer, Regina, Howard, Nicol R., Thomas, Sarah | ISBN: 9781564847171 | Kostenloser Versand … Students respond differently to different types of content, whether due to culture, socialization, or learning preference. 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