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Fisher, Doug; Frey, Nancy – Educational Leadership, 2016
The language of school is demanding; much of the content is decontextualized and abstract, and it concerns matters that are far removed from the daily life. Students are expected to learn about rain forests and prime numbers, literary motifs, and historical events that occurred centuries ago. Consider the additional cognitive demands confronting…
Descriptors: Behavioral Objectives, Multimedia Materials, Video Technology, English Language Learners
Fisher, Douglas; Frey, Nancy; Smith, Dominique – Educational Leadership, 2016
Suspension and expulsion rates have doubled in the past four decades. As a result, more students than ever--particularly black, Latino, American Indian, and those with disabilities--are being excluded from classroom instruction. These discipline practices rarely allow students to repair the harm they've done as a result of their transgressions or…
Descriptors: Suspension, Expulsion, Minority Group Students, Disabilities
Fisher, Doug; Frey, Nancy – Educational Leadership, 2015
Schools are awash in data, and teachers are being asked to gather data in a myriad of high-tech and low-tech ways. But gathering is not analyzing, and without analysis there is little reason to gather the data in the first place. Teachers need data-collection systems that lend themselves to rapid analysis and action. This article presents several…
Descriptors: Data Collection, Data Analysis, Formative Evaluation, Video Technology
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Fisher, Douglas; Frey, Nancy; Lapp, Diane – Middle School Journal (J3), 2012
Students enter the middle grades with varying amounts of background knowledge. Teachers must assess student background knowledge for gaps or misconceptions and then provide instruction to build on that base. This article discusses effective strategies for assessing and developing students' background knowledge so they can become independent…
Descriptors: Misconceptions, Prior Learning, Culturally Relevant Education, Middle Schools
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Frey, Nancy; Fisher, Douglas – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2011
This article focuses on structures that should be in place to engage students in academic discussions. The authors focus on establishing purpose, using language frames, and productive group work. The authors provide multiple examples of students engaged in structured conversations that ensure they practice both content and language.
Descriptors: Speech Communication, Interpersonal Communication, Middle School Students, High School Students
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Fisher, Douglas; Frey, Nancy; Lapp, Diane – Reading Teacher, 2008
A study of 25 expert teachers and their shared reading lessons in grades 3-8 suggests that teachers focus their modeling during shared reading in four categories: comprehension, vocabulary, text structures, and text features. (Contains 1 figure.)
Descriptors: Text Structure, Elementary School Students, Middle School Students, Vocabulary Skills
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Fisher, Douglas; Frey, Nancy – Journal of Adolescent & Adult Literacy, 2007
In this exploration of school improvement work, two teachers at two schools worked hard to improve literacy achievement, but the performance at only one of the schools resulted in significant growth. By spending time observing classrooms and interacting with students, the authors believe that two factors made the difference: school structures and…
Descriptors: Middle Schools, Educational Change, Literacy, Thinking Skills
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Frey, Nancy – NASSP Bulletin, 2006
Districts in communities experiencing population shifts are being challenged to address three concerns simultaneously: be responsive to the strengths and educational needs of students from increasingly diverse backgrounds, provide meaningful professional development for an expanding or contracting workforce to meet those needs, and ensure that…
Descriptors: Instructional Development, Migration, Educational Needs, Professional Development
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Frey, Nancy; Fisher, Douglas; Hernandez, Ted – Voices from the Middle, 2003
The ability to write tight, concise, and accurate summaries of texts is often a struggle for our students. With specific focus on precis writing, the authors used the GIST (Generating Interaction between Schemata and Text) learning strategy to increase comprehension of expository texts. By breaking down texts into logical sections and writing…
Descriptors: Reading Comprehension, Learning Strategies, Writing Instruction, Middle Schools