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Author: Gravois
Publisher: Routledge
ISBN: 1135841594
Category : Education
Languages : en
Pages : 236
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Book Description
While there is considerable evidence for the effectiveness of school consultation teams for interventions with difficult or at-risk students, relatively little has been written on the implementation of such teams. This book details that process and describes the important features of the Instructional Consultation Team, including methods and instruments for evaluating student progress and system functioning. Instructional Consultation Teams functions as a handbook for change. The authors convincingly argue that the improvement of schools' response to at-risk students requires major modifications in the school culture, and to engender that change professionals need special skills. Bringing together literature on school consultation and school change, this volume enables the school-based professional who takes the role as change facilitator not only to implement new, more effective services, but also to ensure that the services become established functions of the school system.
Author: Gravois
Publisher: Routledge
ISBN: 1135841594
Category : Education
Languages : en
Pages : 236
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Book Description
While there is considerable evidence for the effectiveness of school consultation teams for interventions with difficult or at-risk students, relatively little has been written on the implementation of such teams. This book details that process and describes the important features of the Instructional Consultation Team, including methods and instruments for evaluating student progress and system functioning. Instructional Consultation Teams functions as a handbook for change. The authors convincingly argue that the improvement of schools' response to at-risk students requires major modifications in the school culture, and to engender that change professionals need special skills. Bringing together literature on school consultation and school change, this volume enables the school-based professional who takes the role as change facilitator not only to implement new, more effective services, but also to ensure that the services become established functions of the school system.
Author: Sylvia Rosenfield
Publisher: Oxford University Press
ISBN: 0199717095
Category : Psychology
Languages : en
Pages : 734
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Book Description
Designed for both researchers and practitioners, this book is a guide to bridging the gap between the knowledge generated by scientific research and application of that knowledge to educational practice. With the emphasis on evidence-based practice in the schools growing exponentially, school practitioners must learn how to understand, judge, and make use of the research being produced to full effect. Conversely, researchers must understand what is being used in "real-world" settings, and what is still needed. The editors of this book have outlined this process as a series of steps, beginning with being a critical consumer of current research literature, followed by concepts to consider in translating research into practice: systems issues at local, district, and state levels; the role of teachers in program implementation; evaluation of implementation effectiveness, and preservice and inservice professional development of teachers and psychologists. Each chapter is written by leaders on the topic, and contributors include both researchers and school-based practitioners. With contributing authors from a variety of disciplines, this book is an invaluable treatise on current understanding of the complexities of translating research into educational practice.
Author: Leonard C. Burrello
Publisher: Routledge
ISBN: 0415524687
Category : Education
Languages : en
Pages : 255
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Book Description
Unifying Educational Systems encourages leaders to move beyond the traditional forms and rituals of leadership for special education that are caught within traditional definitions of a continuum of services. Grounded in public policy debates, research on teaching and learning, and an emerging consensus throughout the leadership community that calls into question our current practices, chapters in this volume provide a discussion of the purpose, principles, and paradoxes extant in the implementation of current special education policy. Chapter authors discuss how students are currently served, the feasibility of re-conceptualizing special education leadership in the current policy context, and the challenges for the future. Ultimately, Unifying Educational Systems calls for a new policy framework to integrate special education within the larger instructional support system in schools, in order to support a social justice and inclusive practices agenda.
Author: Sylvia Rosenfield
Publisher: Routledge
ISBN: 1136737189
Category : Psychology
Languages : en
Pages : 256
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Book Description
Most consultation courses in school psychology focus heavily on theoretical models of consultation and associated intervention procedures. Little time is devoted to developing communication and process skills. Yet these process skills are key to properly identifying student problems and selecting appropriate interventions. Without skillfully conducted consultations, implementation and evaluation of an intervention can be minimal. This book is designed to help students develop the process skills needed to become effective school consultants in consultee-centered consultation, with special emphasis on the instructional consultation model. The authors address specific skills and issues faced by novice consultants and documents how they worked through particular issues that are likely to occur in school consultation practice.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Book Description
Author: David W. Barnett
Publisher: Guilford Press
ISBN: 9781572308237
Category : Psychology
Languages : en
Pages : 404
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Book Description
This practical text delineates the basic steps of developing effective interventions for learning and behavior difficulties in children aged two to five. The authors set forth an ecological framework that stresses identifying problem situations rather than classifying individual children as disabled or at risk. The core components of naturalistic intervention design are covered in depth, including teacher and parent interviewing, classroom observation and functional assessment, team-based problem solving, strong accountability methods, and legal and ethical safeguards. Solidly grounded in empirical research, the book presents examples of successful interventions for fostering social competence and language skills and improving interactions with parents, teachers, and peers.
Author: Jane Close Conoley
Publisher: Guilford Press
ISBN: 9781572306714
Category : Psychology
Languages : en
Pages : 568
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Book Description
This work offers effective intervention strategies for managing school violence. Opening with a range of perspectives on student aggression, it provides a comprehensive view on practical interventions at the student, school, and systems levels. Practioners present empirically-grounded strategies for an array of school settings and situations, seeking to help readers make informed decisions about the approaches that would be most effective in their own environments.; The first part of the text presents information on the nature and prevalence of youth violence today, and outlines strategies geared toward making the school physically safer, establishing clear behaviour standards, providing adequate adult presence, enforcing rules fairly and sanctioning offenders, and creating partnerships with outside agencies.; The chapters that follow describe a range of interventions directed toward aggresive students themselves which have proved highly effective in outcome evaluation research. These approaches include behavioural classroom management, crises- and gang- orientated interventions, and preventative pre-school programmes. In addition, it details school-orientated strategies such as academic and curriculum interventions, vandalism control, and effective security policy. Exploring the complex relationship among school behaviour, family life, and community, chapters also consider avenues toward effecting change in the larger context of the students' lives.; A hands-on manual for dealing with some of the most intractable problems education professionals face, this book offers extensive information for school psychologists and researchers.
Author: Bob Sornson
Publisher: Corwin Press
ISBN: 145227987X
Category : Education
Languages : en
Pages : 217
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Book Description
Transform your K-3 classrooms into effective centers of learning! This book shows how you can rediscover the joy of teaching and help children fall in love with learning in the era of standards and accountability. Follow the journey of a teacher as she works through the challenges of formative assessment and responsive instruction to discover the practices that will help her students succeed, including how to: Set clear, attainable learning outcomes Make teaching responsive to the whole child Monitor student progress toward essential skills Build a truly positive classroom and school culture
Author: James McLeskey
Publisher: Routledge
ISBN: 1136242422
Category : Education
Languages : en
Pages : 489
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Book Description
Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.
Author: Renee Bradley
Publisher: Taylor & Francis
ISBN: 1135627649
Category : Education
Languages : en
Pages : 879
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Book Description
Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making. Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic. Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area. Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.
