All Kinds of Minds
http://www.allkindsofminds.org
The theoretical basis for All Kinds of Minds is the work of Dr. Mel Levine, well-known pediatric specialist, who described the neurodevelopmental aspects of learning. All Kinds of Minds, by Dr. Mel Levine Jarvis Clutch – Social Spy, by Dr. Mel Levine
CASTL– Center for Advanced Study of Teaching and Learning / Robert Pianta, Ph.D
http://www.virginia.edu/vpr/CASTL/
CASTL’s aim is to improve educational outcomes through the empirical study of teaching, teacher quality, and classroom experience from preschool through high school, with particular emphasis on the challenges posed by poverty, social or cultural isolation, or lack of community resources. The Center is engaged in programs of research evaluating and improving the quality of pre-service teacher education, designing new mechanisms for the study and support of teachers in the field, understanding classroom conditions that maximize students’ engagement in learning, and integrating teachers’ knowledge in the arts and sciences with their skills in transmitting this knowledge to students of all ages.
Dr. Robert Pinata A former special education teacher, he is a developmental, school, and clinical child psychologist whose current work focuses on investigating the effects of schooling on children’s social and academic outcomes and on improving school and classroom experiences through teachers’ professional development. Dr. Pianta is involved in developing observational assessments of classrooms and observationally-based systems for professional development. He is particularly interested in how relationships with teachers and parents, and experiences in classrooms, can help improve outcomes for at-risk children and youth.
Article:
Kinzie, M., Whitaker, S., Neesen, K, Kelly, M., Matera, M., & Pianta, R. (2006). Innovative Web-based Professional Development for Teachers of At-Risk Preschool Children.
Educational Technology & Society, 9 (4), 194-204. http://www.virginia.edu/vpr/CASTL/research/mtp_kinzie.pdf
Books and Book Chapters:
Pianta, R. C., & Walsh, D. J. (1996). High risk children in the schools: Creating sustaining relationships.New York: Routledge. Pianta, R. (2005).
Prevention-oriented programming in schools. In S. W. Lee (Ed.), Encyclopedia of SchoolPsychology. Thousand Oaks, CA: Sage Publications. Pianta, R. C. (2001).
Implications of a developmental systems model for preventing and treating behavioral disturbances in children and adolescents. In J. Hughes, J. Conoley, & A. La Greca (Eds.), Handbook of psychological services to children and adolescents (pp. 23-42). New York: Oxford University Press. O’Connor, T. G., & Pianta, R. C. (1999).
Psychosocial factors in the etiology and course of specific learning disabilities. In K. Whitmore & G. Willems (Eds.), A neurodevelopmental approach to specific learning disorders. London: Cambridge University Press. Pianta, R. C., & Nimetz, S. (1990).
Development of young children in stressful contexts: Theory, assessment, and prevention. In Advances in school psychology (pp. 151-185).
Center for Applied Technology
www.cast.org
CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning, (UDL), a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning.
Center for Collaborative Problem Solving
www.livesinthebalance.org (formerly www.explosivechild.com)
Harvard psychologist Dr. Ross Greene is the originator of the Collaborative Problem Solving (CPS) approach to understanding and helping challenging kids. The Center provides training and consultation to assist education, mental health and medical professionals, and parents in understanding and implementing the CPS approach. Site contains videos of Dr. Greene explaining CPS. The Explosive Child, by Dr. Ross Greene. Lost in School, by Dr. Ross Greene.
Developmental Delay Resources
www.devdelay.org
DDR serves those working with children who have developmental delays in sensory motor, language, social, and emotional areas. It publicizes research on factors that would put a child at risk and maintains a registry that tracks new trends. DDR also provides a network of support and current information for parents and professionals.
Education World
www.education-world.com
This search engine can be restricted to search only educational sites. It also offers news from USA Today, monthly site reviews, employment listings, lesson plans, articles written by education experts, and information on how to make the best use of technology in the classroom.
Educator’s Reference Desk
www.eduref.org
The Educator’s Reference Desk provides a search interface for the ERIC Database and more than one million bibliographic records on educational research, theory, and practice. It allows access to AskERIC’s over 2,000 lesson plans, more than 3,000 links to online education information, and over 200 question archive responses.
Educational Resources Information Center (ERIC)
www.eric.ed.gov
Supported by the U.S. Department of Education, Office of Educational Research ad Improvement, and the National Library of Education, ERIC maintains an extensive body of education-related literature.
I Can Problem Solve
http://www.thinkingpreteen.com/
ICPS is a violence prevention program. It is listed on the NYS Sharing Success Web site, a publicly funded by the New York State Legislature and the Governor’s Office to identify and disseminate successful educational programs and practices statewide. ICPS helps children think of nonviolent ways to solve everyday problems. ICPS was selected as a model prevention program by the Departments of Education and Justice in the 1999 Annual Report on School Safety. It was also selected as an exemplary mental health program by the National Association of School Psychologists. In addition, ICPS was designated as one of the top six prevention programs in a five state area by the Mid-Atlantic Department of Health and Human Services. ICPS teaches children how to think, not what to think. It is a self-contained program that involves the use of games, stories, puppets, and role plays to make learning enjoyable. Each lesson contains a teacher script, reproducible illustrations, and a list of readily available materials (from Research Press Publishers website.)
I Can Problem Solve, by Dr. Myrna Shure Three volumes: Preschool Kindergarten and Primary Grades Intermediate Elementary Grades
Books for Parents (all by Dr. Shure)
Thinking Parent, Thinking Child: How to Turn Your Most Challenging Everyday Problems into Solutions
Raising a Thinking Child: Help Your Child to Resolve Everyday Conflicts and Get Along with Others
Raising a Thinking Preeteen: The ‘I Can Problem Solve’ Program for Eight- to Twelve-Year-Olds
Dana Foundation
www.dana.org
The Dana Foundation is a private philanthropic organization that supports brain research through grants and educates the public about the successes and potential of brain research. Dana produces free publications; coordinates the International Brain Awareness Week campaign and supports the Dana Alliances. Dana Press Books (many available in full as PDFs on Web site), including:
- 2009 Progress Report on Brain Research
- Brain-Based Suggestions for Teaching Reading
- Brain Connections: Your Source Guide to Information on Brain Diseases and Disorders, a PDF that lists more than 240 organizations in the United States likely to help those looking for information, referrals, and other guidance in connection with brain-related disorders. Listings provide mailing addresses, toll-free numbers, e-mail and clickable Web site addresses, and identify the primary services each organization provides.
- Cerebrum (online magazine)
- News from the Neurosciences and Special Education pages of New Horizons for Learning (online journal) http://www.newhorizons.org/
Effective Educational Practices (EEP) / Robert E. March, Ph.D., Founder and Director
www.succesfulschools.org
The mission of Effective Educational Practices (EEP) is Turning Research Into Practice © (TRIP). EEP offers educators professional development that provides practical skills for creating positive, effective, learning environments that meet the needs of all children. The mission of EEP is to transform empirical research into practical strategies Areas that they provide training in include: response to intervention, positive behavior supports and interventions, building inclusive schools environments, classroom management, and functional behavior strategies for serving the most challenging students in the least restrictive environment.
About Dr. March His current research activities focus on positive behavior support as it applies to school wide & classroom systems, the efficient and effective use of functional assessment methodology to develop individual support plans, and early intervention to prevent reading failure. His areas of expertise include; School-Wide Behavior Support, Functional Behavioral Assessment, Meeting the Educational Needs of Students Identified with Emotional and Behavioral Disturbance, Linking Assessment Strategies to Intervention, Curricular & Instructional Adaptation, and Curriculum Development for Students with Disabilities.
Link on EEP site to:
New Roles in Response to Intervention: Creating Success for Schools & Children
In this paper, the authors describe the new roles and job descriptions in a “Response to Intervention” (RTI) model of educational services. This document was put composed by the National Education Association (NEA), American Speech-Language-Hearing Association (ASHA), Council of Administrators (CASE), Council for Exceptional Children (CEC), International Reading Association (IRA), National Association of School Psychologist (NASP), and School Social Work Association of America (SSWAA). http://successfulschools.org/wp-content/uploads/rti_new_roles.pdf?phpMyAdmin=168c4a6ce7f3t76b9b6da
