Nancy Abigail Madden is an American psychologist who studies education. She is known for the Success for All model of education. She is a professor in the School of Education at Johns Hopkins University. She is best known for her role in developing the Success for All educational model.
Madden attended Reed College for her undergraduate degree, which she received in 1973. [1] She went on to American University for graduate studies, where she received her PhD in 1980, with a thesis titled Effects of Cooperative Learning on the Social Acceptance of Mainstreamed Academically Handicapped Students. [1] [2] She has worked at Johns Hopkins University since 1980, and is a professor at the Center for Research and Reform in Education at that university. [1]
Together with Robert Slavin, Madden developed the Success for All model of reform for elementary and middle schools beginning in 1986, after being approached by the superintendent of the Baltimore school system for help with troubled inner city schools. [3] As of May 2005, the program was used in 1,300 schools in 47 states. A meta-analysis of school improvement programs rated it favorably. [4] However, most teachers participating in Success For All, even ones who strongly support the program, have been found to make substantial changes in implementation in contrast to the expectations of developers. Some teachers also reported that the program constrained their creativity and autonomy in their own classroom. [5]
Madden was married to her research collaborator Robert Slavin until his death in 2021. [3] [6]
Education reform is the name given to the goal of changing public education. The meaning and education methods have changed through debates over what content or experiences result in an educated individual or an educated society. Historically, the motivations for reform have not reflected the current needs of society. A consistent theme of reform includes the idea that large systematic changes to educational standards will produce social returns in citizens' health, wealth, and well-being.
Progressive education, or protractivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern experience. Most progressive education programs have these qualities in common:
A school counselor is a professional who works in primary schools or secondary schools to provide academic, career, college access/affordability/admission, and social-emotional competencies to all students through a school counseling program.
Ellen Goldring Ph.D. is a professor of Educational Policy and Leadership at Vanderbilt University.
Robert Edward Slavin was an American psychologist who studied educational and academic issues. He was known for the Success for All educational model. Until his death, he was a distinguished professor and director of the Center for Research and Reform in Education at Johns Hopkins University.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Nancy S. Grasmick is the former Superintendent of the Maryland State Department of Education, serving from 1991 until June 30, 2011. Married to Baltimore businessman Lou Grasmick, who died in 2016, the couple also became active in various philanthropic endeavors.
Geoffrey D. Borman is an American quantitative methodologist and policy analyst. He received his Ph.D. from the University of Chicago in 1997 and is currently the Vilas Distinguished Achievement Professor at the University of Wisconsin–Madison, Director of the University of Wisconsin–Madison’s federally funded Predoctoral Interdisciplinary Research Training Program, and a Senior Researcher with the Consortium for Policy Research in Education at the Wisconsin Center for Education Research.
Direct Instruction (DI) is a term for the explicit teaching of a skill-set using lectures or demonstrations of the material to students. A particular subset of direct instruction, denoted by capitalization as Direct Instruction, refers to a specific example of the approach developed by Siegfried Engelmann and Wesley C. Becker. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussion, recitation, seminars, workshops, observation, active learning, practica, or internships. Model includes "I do" (instructor), "We do", "You do".
Success for All (SFA) are standards-based Comprehensive School Reform curricula for early childhood through middle school, produced by the nonprofit organization Success for All Foundation (SFAF) of Baltimore, Maryland, USA. Psychologist Robert Slavin of Johns Hopkins University founded SFAF along with his wife and research collaborator, Nancy Madden. The SFA and its evidence-based school improvement strategy continue to help improve literacy levels and general education in the US, particularly for children in disadvantaged circumstances.
Mary Adelaide Nutting was a Canadian nurse, educator, and pioneer in the field of hospital care. After graduating from Johns Hopkins University's first nurse training program in 1891, Nutting helped to found a modern nursing program at the school. In 1907, she became involved in an experimental program at the new Teachers College at Columbia University. Ascending to the role of chair of the nursing and health department, Nutting authored a vanguard curriculum based on preparatory nursing education, public health studies, and social service emphasis. She served as president of a variety of councils and committees that served to standardize nursing education and ease the process of meshing nurse-profession interest with state legislation. Nutting was also the author of a multitude of scholarly works relating to the nursing field, and her work, A History of Nursing, remains an essential historic writing today. She is remembered for her legacy as a pioneer in the field of nursing, but also her activist role in a time where women still had limited rights.
Evidence-based education (EBE) is the principle that education practices should be based on the best available scientific evidence, rather than tradition, personal judgement, or other influences. Evidence-based education is related to evidence-based teaching, evidence-based learning, and school effectiveness research. For example, research has shown that spaced repetition "leads to more robust memory formation than does massed training, which involves short or no intervals".
Project SEED is a mathematics education program which works in school districts across the United States. Project SEED is a nonprofit organization that works in partnership with school districts, universities, foundations, and corporations to teach advanced math to elementary and middle school students as a supplement to their regular math instruction. Project SEED also provides professional development for classroom teachers. Founded in 1963 by William F. Johntz, its primary goal is to use mathematics to increase the educational options of low-achieving, at-risk students.
Robert J. Marzano is an educational researcher in the United States. He has done educational research and theory on the topics of standards-based assessment, cognition, high-yield teaching strategies, and school leadership, including the development of practical programs and tools for teachers and administrators in K-12 schools.
Cheryl Holcomb-McCoy is Dean and Distinguished Professor of Education in the School of Education at American University in Washington, DC. Previously, she was Vice Provost for Faculty Affairs at Johns Hopkins University (JHU), and a Professor of Counseling and Human Development at the JHU School of Education. She was an affiliate faculty member in the Center for Africana Studies, Johns Hopkins University. Holcomb-McCoy is a graduate of Hampton (VA) High School.
Abigail M. Harris, is an associate professor at Fordham University's, Graduate School of Education. Her research has focused on educational issues in Africa and Latin America.
Ashley Danielle Etienne is an American political advisor who served as the communications director for Vice President Kamala Harris. She is the former communications director and senior advisor to Nancy Pelosi, the first woman and person of color to hold the position of Communications Director for the House Speaker. She was also a former special assistant to Barack Obama.
Nancy Golden is the first Professor of Practice in the College of Education at the University of Oregon. She has been a leader in education as Oregon's chief education officer, as former education policy advisor to Oregon Governor John Kitzhaber, and as Superintendent of Springfield School District.
Mavis G. Sanders is an American research scientist studying education and Black families. She is senior research scholar of Black Children and Families with Child Trends.
Susanna W. Grannis is a retired American academic, and the founder of CHABHA, a nonprofit organization that supported orphans and vulnerable children in Rwanda, Burundi, and South Africa from 2004 to 2014. She was professor and dean at the University of Illinois Chicago, Queens College, and at the Bank Street College of Education. She is the author of Hope Amidst Despair: HIV/AIDS-Affected Children in Sub-Saharan Africa and two self-published children's books. Writing as Susanna W. Pflaum, she is the author of books and academic papers about teaching and education, with a particular focus on advancing academic opportunity for disadvantaged students. She lives in Stuyvesant Falls, New York.
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