Patricia Horsch
Biographic Data
| ID | 5741336 |
|---|---|
| NAME | Patricia Horsch |
| GIVEN NAMES | Patricia |
| FAMILY NAME | Horsch |
| SIGNATURE | HORSCH P |
| AFFILIATIONS | Erikson Institute for Advanced Study in Child Development |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 1 |
The Responsive Classroom Approach
Most classrooms have students with behavioral problems, but such students tend to be more prevalent in low-income urban neighborhoods, and teachers in these schools often do not have adequate training or resources to address the children’s social-emotional needs. During the Schools Project—a partnership between the Erikson Institute and nine public schools in low-income Chicago neighborhoods—some of the partner schools addressed this dilemma by i…
Turning Standardized Test Scores into a Tool for Improving Teaching and Learning
In many public school districts, standardized test scores have become the focus of accountability systems. Little has been done to help schools and teachers understand the connection between test scores and day-to-day classroom practices, however, and without this understanding, score-based accountability systems will not lead to meaningful educational reform. This article describes the Erikson Institute Schools Project’s efforts to use analyses …
The Responsive Classroom Approach
Most classrooms have students with behavioral problems, but such students tend to be more prevalent in low-income urban neighborhoods, and teachers in these schools often do not have adequate training or resources to address the children’s social-emotional needs. During the Schools Project—a partnership between the Erikson Institute and nine public schools in low-income Chicago neighborhoods—some of the partner schools addressed this dilemma by i…
Turning Standardized Test Scores into a Tool for Improving Teaching and Learning
In many public school districts, standardized test scores have become the focus of accountability systems. Little has been done to help schools and teachers understand the connection between test scores and day-to-day classroom practices, however, and without this understanding, score-based accountability systems will not lead to meaningful educational reform. This article describes the Erikson Institute Schools Project’s efforts to use analyses …
Turning Standardized Test Scores into a Tool for Improving Teaching and Learning
In many public school districts, standardized test scores have become the focus of accountability systems. Little has been done to help schools and teachers understand the connection between test scores and day-to-day classroom practices, however, and without this understanding, score-based accountability systems will not lead to meaningful educational reform. This article describes the Erikson Institute Schools Project’s efforts to use analyses …
The Responsive Classroom Approach
Most classrooms have students with behavioral problems, but such students tend to be more prevalent in low-income urban neighborhoods, and teachers in these schools often do not have adequate training or resources to address the children’s social-emotional needs. During the Schools Project—a partnership between the Erikson Institute and nine public schools in low-income Chicago neighborhoods—some of the partner schools addressed this dilemma by i…
Mathematics education (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Academic achievement (1 works) · Accountability (1 works) · Achievement test (1 works) · Community Health and Development (1 works) · Computer Science (1 works) · Curriculum (1 works)