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Author: Stuart McNaughton
Publisher: Routledge
ISBN: 135112918X
Category : Education
Languages : en
Pages : 271
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Book Description
This book is based on the idea that instruction carries in-built risks, and instructional practices can be counterproductive unless used with care. Referencing a wide range of approaches to increasing effectiveness, Instructional Risk provides an explanation of why some forms of instruction are less powerful than they should be. Elaborating on rather than advising against these forms of instruction, it illustrates how teachers can use instructional practices effectively through managing risk and being adaptive in their use of them in the many and dynamic microsystems of the classroom. The book is unique in bringing together disparate evidence from a range of research areas and across core curriculum areas of English Language Arts, mathematics and science, for a theory of ‘Instructional Risk’; the basic proposition for which is that instructional approaches carry known and predictable risks. The book focuses on the expertise required to overcome risks, which are exaggerated for children from communities not well served by our schools. The book is also a critique of research that is 'programmatic' and limited to experimental evidence and summaries of that evidence which are uncritically developed into statements about ‘What Works’. Made to be both an explication of the theory through repeated examples as well as a technical resource, this book will be vital reading for lecturers and postgraduate students of Education and Educational Psychology.
Author: Stuart McNaughton
Publisher: Routledge
ISBN: 135112918X
Category : Education
Languages : en
Pages : 271
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Book Description
This book is based on the idea that instruction carries in-built risks, and instructional practices can be counterproductive unless used with care. Referencing a wide range of approaches to increasing effectiveness, Instructional Risk provides an explanation of why some forms of instruction are less powerful than they should be. Elaborating on rather than advising against these forms of instruction, it illustrates how teachers can use instructional practices effectively through managing risk and being adaptive in their use of them in the many and dynamic microsystems of the classroom. The book is unique in bringing together disparate evidence from a range of research areas and across core curriculum areas of English Language Arts, mathematics and science, for a theory of ‘Instructional Risk’; the basic proposition for which is that instructional approaches carry known and predictable risks. The book focuses on the expertise required to overcome risks, which are exaggerated for children from communities not well served by our schools. The book is also a critique of research that is 'programmatic' and limited to experimental evidence and summaries of that evidence which are uncritically developed into statements about ‘What Works’. Made to be both an explication of the theory through repeated examples as well as a technical resource, this book will be vital reading for lecturers and postgraduate students of Education and Educational Psychology.
Author: Ronald A. Beghetto
Publisher: Rowman & Littlefield
ISBN: 1475834748
Category : Education
Languages : en
Pages : 128
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Book Description
The aim of this book is to help you and your students identify the kinds of risks that are worth taking, better anticipate and navigate potential hazards associated with those risks and maximize the potential benefits.
Author: Erhabor Ighodaro
Publisher: Nova Science Publishers
ISBN: 9781626188556
Category :
Languages : en
Pages : 0
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Book Description
This book examines the historical context of African Americans' educational experiences, and it provides information that helps to assess the dominant discourse on education, which emphasises White middle-class cultural values and standardisation of students' outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardised testing in schools, where most teachers are forced to teach for the test.
Author: David R. Snow
Publisher: ASCD
ISBN: 1416602054
Category : Education
Languages : en
Pages : 121
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Book Description
Classroom Strategies for Helping At-Risk Students is essential reading for busy teachers who want to use high-quality research to guide their practice. It synthesizes the results of 118 studies of students at risk of failure and identifies six general strategies proven to be positive interventions. The book describes each strategy, analyzes the research, and offers implications for deciding how to use the strategies. A discussion guide helps readers directly connect the research to their own classrooms. Whether you're a new or experienced teacher, this authoritative book will deepen your understanding of effective teaching methods and help you work more successfully with low-performing students. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Jonas Cox
Publisher: Routledge
ISBN: 1317922360
Category : Education
Languages : en
Pages : 378
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Book Description
This book is organized around CBUPO, the basic psychological needs of all students: competence, ,belonging, usefulness, potency, and optimism. When teachers and schools focus on meeting these needs, the rate of at-riskness is drastically reduced. This book presents practical strategies and tips to help teachers and administrators help all students become successful learners. The revised edition offers new material on using classroom assessment, complying with standards and high stakes testing, an updated approach to evaluating At-Risk Prevention programs, and alternative strategies for meeting the motivational needs of at-risk youth, from developmental constructivism to mastery learning.
Author: California. Department of Education. Intersegmental Relations Division
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 48
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Book Description
A survey of California schools elicited 54 inservice teacher education programs to help teachers identify at-risk students and develop effective instructional strategies to meet their needs. Five programs were selected as models for statewide replication. Each model program met at least four of the following criteria: (1) a comprehensive, whole-school approach; (2) a challenging and engaging core curriculum; (3) successful at-risk strategies; (4) equity issues understood and applied as an integral part of the curriculum; (5) entire staff responsibility for employing effective strategies for at-risk students; (6) staff development for both new and continuing teachers; and (7) research-based strategies. The following programs are described: (1) Resources for Students at Risk (Irvine Unified School District); (2) New Teacher Support Project (Long Beach Unified School District); (3) Changing the Attitudes of At-Risk Students (Monterey Unified School District); (4) Principal's Academic and Behavior Review Board (Mission San Jose High School, Fremont); and (5) Improve the Instructional Program for At-Risk Youths (Walker Junior High School, Anaheim). Recommendations for dropout prevention programs are suggested. A list of 29 references and a letter to County Superintendents of Schools soliciting programs for review are appended. (FMW)
Author: Dunn, Rita Stafford
Publisher: R&L Education
ISBN: 1578869846
Category : Education
Languages : en
Pages : 203
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Book Description
No single approach to teaching is effective with all children; each helps those with identified learning-style strengths to increase their knowledge base within the first three or four months of classroom use. Some learners will want to continue using a single method; others will prefer a variety of approaches. When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning—if not earlier. This book is written to prevent more children from becoming at risk and to help those who already have fallen behind their classmates and do not enjoy school. Each chapter describes different instructional strategies, a summary chart shows how to match at-risk learners with the specific approach most likely to substantially increase their academic achievement. These instructional approaches are designed to engage youngsters in action-oriented activities that gradually increase cognition and help children to internalize and retain what they are taught. Applications of these instructional strategies are suggested for increasing performance in literacy, mathematics, science, and social studies.
Author: Zaretta Hammond
Publisher: Corwin Press
ISBN: 1483308022
Category : Education
Languages : en
Pages : 290
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Book Description
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
Author: Jay W. Roberts
Publisher: Routledge
ISBN: 1000459187
Category : Education
Languages : en
Pages : 161
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Book Description
Risky Teaching examines the role of risk and uncertainty in teaching and learning in higher education. Discussing the current landscape of higher education and the challenges and opportunities we face, this book synthesizes a range of evidence-based and high-impact practices both in and out of the classroom, offering practical strategies and thought-provoking ideas on educational innovation for students and faculty. Covering topics such as taking risks inside the classroom, innovative teaching methods outside the classroom, rethinking assessment, and sustaining creativity as we grow in our careers, this practical resource is for faculty and instructors to work within and through uncertainty. The book also explores the inward challenges and opportunities associated with risky teaching and how institutional leaders can encourage productive risk-taking throughout the organization. This important text is for faculty and instructors in higher education who want to help their students thrive in a complex, unscripted, and disruptive world.
Author: Kenneth K. Wong
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 264
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Book Description
