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Author: Alicia Traver Holder
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 78
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Book Description
Author: Alicia Traver Holder
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 78
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Book Description
Author: M.S. Walker (Kristin Michelle)
Publisher:
ISBN:
Category :
Languages : en
Pages : 150
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Book Description
Author: Sandra Lumpkin Bryan
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 46
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Book Description
Author: Loralee Ann Hill
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 206
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Book Description
Author: Sam Stringfield
Publisher: University of Chicago Press
ISBN: 9780226601762
Category : Education
Languages : en
Pages : 320
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Book Description
This volume focuses on both the background causes that place students "at risk" and specific strategies that have been shown to help address students' academic risk. Various chapters cover such key topics as the extent and consequences of risk in U.S. education, resiliency among at-risk students, the effectiveness of various interventions at reducing risk, and systemic supports for overcoming educational risk. Issues in the educating of African American, Hispanic, and second-language learning students are each discussed, as well as Title I, technology education, and professional development in high poverty contexts.
Author: Gladys Lauriello
Publisher: VDM Publishing
ISBN: 9783836481502
Category : Education
Languages : en
Pages : 112
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Book Description
Since the inception of NCLB, success in standardized testing has become an essential measure of educational achievement in American schools. For those students who are viewed as At-Risk (low socio-economic status, ethnic minorities, learning-challenged, etc.) new instructional strategies must be implemented in order to improve testing performance. This struggling population of learners demands change in our approach to addressing their remedial needs. Using a longitudinal study, this book provides research on students in a public high school setting. The subjects participated in a pilot program that focused on their mathematic learning needs. Data gathered included scores on the 2002 NJGEPA as the pre-test and the 2005 NJHSPA as the post-test. Independent variables including ethnicity, gender, socio-economic status, age and attendance rates were measured to determine their impact on test performance. Grades in the pilot program were also measured to determine their ability to predict testing outcomes. The in-depth analysis provided by the researcher should assist educators in planning to address these critical issues.
Author: Melissa Stormont
Publisher: Guilford Press
ISBN: 1462505252
Category : Psychology
Languages : en
Pages : 241
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Book Description
This user-friendly volume provides evidence-based tools for meeting the needs of the approximately 15% of K to 6 students who would benefit from more support than is universally offered to all students but do not require intensive, individualized intervention. With a unique focus on small-group interventions for both academic and behavioral difficulties, the book addresses externalizing behavior, internalizing behavior, reading, and mathematics. Step-by-step guidelines are presented for screening, selecting interventions, and progress monitoring. Ways to involve families and ensure that practices are culturally responsive are described. In a convenient large-size format, the book includes more than 20 reproducible handouts and forms. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Robert W. Howe
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 76
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Book Description
Author: Na’ilah Suad Nasir
Publisher: Teachers College Press
ISBN: 0807773069
Category : Education
Languages : en
Pages : 289
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Book Description
In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards. Book Features: Core principles of an equity-centered mathematics program. Examples of how to focus and organize the collaborative work of a math department to develop a shared pedagogy. Student experiences with an equity pedagogy that focuses on building perseverance, flexibility in thinking, and deep conceptual understanding. Connections between reconceptualizing learners and teaching, and achieving deep mathematics learning and equitable outcomes. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, and Rachel Lotan. “Mathematics for Equity provides a kaleidoscopic view, in the voices of teachers, researchers, and students themselves, of one of the nation’s most ambitious and successful attempts at teaching mathematics for equity. It shows what it takes to create a climate that supports students and teachers in engaging in meaningful mathematical activity—and, alas, how vulnerable such environments are to the wrong kinds of ‘accountability.’ Read it and learn.” —Alan H. Schoenfeld, University of California at Berkeley “Want to fix what's wrong with mathematics instruction in your school? Read this book with your colleagues and do what it inspires you to do. Written by the brave teachers and former students who did it, as well as researchers.” —Phil Daro, writing team, Common Core Standards, Strategic Education Research Partnership
