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Own and Parents’ Schooling as Predictors of Cognition: Findings from the Longitudinal Chilean Social Protection Survey
Get PDFA large literature on the predictive powers of own schooling, and increasingly one’s parents’ schooling on cognitive and physical health of aging individuals focuses on high-income countries. There is a paucity of studies for other contexts, including Latin America and the Caribbean (LAC). We use data from the longitudinal Chilean Social Protection Survey to investigate associations between one’s own schooling, one’s parents’ schooling, childhood family economic status and cognition of aging adults in a country that differs substantially from the U.S. and from other LAC countries. We further test whether these associations differ by gender. Our estimates suggest that own schooling significantly predicts cognition and that parental (particularly maternal) schooling and childhood family socioeconomic status are significant predictors of cognition. We also find significant heterogeneities in associations between the respondents’ own schooling and cognition for women and men
Probing the Aggadic Universe: An Analysis of the Undertones Pervading the Talmudic Narrative of the Lovesick Man
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Then, Now, and Lots of Room for Tomorrow: A Comparative Analysis of Female Intellectual Ambition in Jewish Society
Get PDFResponsive Math Teaching: Planning and Coaching Protocol
Get PDFThe Responsive Math Teaching Project\u27s (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional cycle. These guides provide questions and facilitation moves to support educators in the planning, implementing, coaching, and/or reflecting on an RMT lesson
A Model for Developing Sustainable Math Instructional Leadership
Get PDFThe Responsive Math Teaching project has been developing and refining a model for the development of mathematics instructional leadership in a network of 13 urban under-resourced elementary schools. The project is a research-practice partnership with Learning Network 2 in the School District of Philadelphia, a city where more than 80% of students live below federal poverty levels in a state with some of the largest gaps in the country between wealthy and poor districts. The RMT project is built around five core components: Developing a shared understanding of high-quality math instruction Ongoing professional development Building a school culture of instructional improvement Leadership development for sustainability Ongoing research for continual improvement
This report summarizes the core elements of this model for developing sustainable math instructional leadership for systemic change at the district level