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|a 0833081365
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|a 0833081349
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|a 0833081357
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|z 9780833081070 (pbk. : alk. paper
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|a 9780833081070
|c (pbk. : alk. paper
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|a LC5751
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|a Augustine, Catherine H.
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|a Getting to work on summer learning
|h Elektronische Ressource
|b recommended practices for success
|c Catherine H. Augustine, Jennifer Sloan McCombs, Heather L. Schwartz, Laura Zakaras
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|a Santa Monica, CA
|b Rand
|c [2013], 2013
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|a 1 online resource
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|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
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|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
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|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
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|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
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|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
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|a Includes bibliographical references
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|a McCombs, Jennifer Sloan
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|a Schwartz, Heather L.
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| 700 |
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|a Zakaras, Laura
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|a eng
|2 ISO 639-2
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| 989 |
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|b ZDB-39-JOA
|a JSTOR Open Access Books
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| 776 |
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|z 9780833081360
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| 856 |
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|u https://www.jstor.org/stable/10.7249/j.ctt4cgf03
|x Verlag
|3 Volltext
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|a 371.2/32
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|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
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