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...the ideal preservice & inservice textbook for general & special educators, and a prime resource book for administrators & clinicians... ... Read more

Customer Reviews (2)

Very helpful for the regular classroom teacher
This book is a useful mix of theory and specific strategies, of reports on current research and examples of best practices.After reading it I think I understand better the dynamics of conflict in the classroom, and I alsohave some new things to try in crisis situations.It is a huge andovewhelming book which most teachers would avoid, so I cut it apart intofive sections.I handed the sections to teachers, who read thementhusiastically when they would never have tackled the whole book. It canbe read like that, in sections, and not necessarily in order.The contentis highly recommended but the format must be made teacher friendly!

The best single-source for working with troubled students!
Long and Morse have written and collected a panorama of articles which collectively define the state of the art in aproaches to troubled and troubling students.This book goes beyond the traditonal to the truly insightful interventions which focus holistically on the child or youth and his struggles within systems.Strategies for regular education and special education teachers are clearly described, and a list of resources in areas from sexual abuse to grief are inculuded.The book begins with a collection of short stories from contemporary literature in an intoduction to the reader into the minds and lives of children who are emotionally disturbed.Conflict in the Classroom has been a classic in the field for 30 years, and this 1996 edition is as worthy of the same honor as its fine earlier editions ... Read more

Product Description
This book equips educators with a practical framework increasing student achievement by children and youth from at risk situations. It includes both strategies and research plus samples of real world successes at the state and district school district levels. ... Read more

Customer Reviews (1)

BRAINPOWER
SIMPLE,Important as a parent-INFORMATION.THINKING in this day and age is SO important.Delighted to have this book read by all teachers.It is a powerful book. ... Read more

Product Description
In industrialized countries, students' pathways through school to work have been described as an "academic pipeline." Democracies hold an ideal of access to educational opportunites by choice and advancement by merit, but in reality, as students move through primary and secondary school to college, the numbers of ethnic minority and low-income youth in the academic pipeline shrink. This special double issue addresses the academic pipeline problem by focusing on three key themes: (a) involving all families in their children's schooling; (b) identifying ways the academic pipeline can be kept open for diverse students; and (c) helping students bridge their worlds of families, peers, schools, and communities. This volume contributes to both policy and practice in local, state, and national settings where concerns for making diversity work are at the top of schools' and youth organizations' agendas.
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Closing the Achievement Gap is made up of six articles. The first paper examines Cleveland's restructuring initiative in light of two theories on early adolescent development: person-in-environment theory and the focal theory of change. This is followed by a study that illustrates the difference in academic performance between low-income children and their peers, minority children and their classmates, and those schools that serve a majority of children from low-income families and those that serve a more advantaged population. The third article summarizes key findings of a study that examined the reform efforts of three large urban school districts and a portion of a fourth that had been successful in improving student achievement and reducing racial achievement gaps. It also discusses the implications for research and technical assistance. Next, survey data on 15,800 high school students from three urban school districts is used to investigate the impact of school-level support for higher educational attainment and school racial composition on students' actual educational aspirations. The final article explores whether reading books during summer vacation improves fall reading proficiency and whether access to books increases the volume of summer reading.
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This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. One major goal is to expand the intellectual exchange among researchers, policymakers, practitioners, and concerned citizens on factors influencing the achievement of poor and minority youth, specifically students in middle and high schools. Another is to encourage increased dialogue about policies and practices that can make a difference in educational opportunities and outcomes for these students. Although the chapters in this volume are not exhaustive, they represent an array of theoretical and methodological approaches that provide readers with new and diverse ways to think about issues of educational equality and opportunity in the United States. A premise that runs through each chapter is that school success is possible for poor and minority adolescents if adequate support from the school, family, and community is available.

*The conceptual approach (SectionI) places the research and practice on students placed at risk in a historical context and sets the stage for an important reframing of current definitions, research, policies, and practices aimed at this population.
*Multiple research methodologies (Sections II and III) allow for comparisons across racial and ethnic groups as well as within groups, and contribute to different and complementary insights. Section III, "Focus on African-American Students," specifically addresses gender and social class differences among African-American adolescents.
*Current reform strategies presently being implemented in schools throughout the United States are presented and discussed (Part IV). These strategies or programs highlight how schools, families, and communities can apply research findings like the ones this book presents, thus bridging the often wide gap between social science research and educational practice.
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Product Description
This digital document is an article from Phi Delta Kappan, published by Phi Delta Kappa, Inc. on January 1, 1996. The length of the article is 1618 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the supplier: A program is developed that is intended to keep at-risk students in school. It is based on the belief that marginal students will be less likely to drop out of school if they are convinced that school personnel are concerned about them.

Citation Details
Title: Holding at-risk students: the secret is one-on-one.
Author: Janet Testerman
Publication: Phi Delta Kappan (Refereed)
Date: January 1, 1996
Publisher: Phi Delta Kappa, Inc.
Volume: v77Issue: n5Page: p364(2)

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School psychologists, counselors, and educators in the K-12 setting face the daunting responsibility of finding balance between mandated testing, students’ mental-health concerns, and additional academic help for at-risk students. One solution to this dilemma is to implement a school-based mental health approach that combines learning and counseling needs into a single program. Several types of successful programs are available, though week-long intensive programs have recently increased in popularity.

Group-Centered Prevention Programs for At-Risk Students focuses on the development of such a week-long prevention program, and provides professionals with step-by-step directions to create their own program. It also focuses on the use of group-centered interventions as an opportunity to prevent at-risk behaviors as a means of correcting or changing dysfunctional behavior.

This highly readable volume addresses such challenging issues as:

• Using self-reflection to teach writing skills.
• Increasing interpersonal interaction while honing etiquette.
• Enhancing group acceptance and reading comprehension.
• Rebuilding self-efficacy by increasing word recognition and decoding skills.

With its solid research foundation combined with clear, practical program descriptions, this volume is an essential addition to the libraries of researchers and practitioners alike in the disciplines of school psychology, education, social work, psychotherapy and counseling, and clinical child psychology.

Product 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. ... Read more

Product Description
This digital document is an article from T H E Journal (Technological Horizons In Education), published by T.H.E. Journal, LLC on June 1, 1990. The length of the article is 976 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the supplier: PM High School in Minneapolis uses a PLATO integrated learning system in its computer laboratory to provide individual instruction via 15 workstations to students who for whatever reason have failed to function in traditional educational settings. Lab manager Ann Burns has created 34 academic courses using PLATO curricula, the PLATO Curriculum Manager and an 80386-based file server; the system and consulting services were provided by The Roach Organization (TRO) training and education company in Minneapolis. Burns and TRO education specialist Dorothy Queen created a computer-based educational strategy to meet the needs of students for skill levels ranging from grade levels 3.9 to 12.9. The individual learning atmosphere provided by PLATO is seen as an important aspect for the students, who in the past found obstacles to their personal success at every turn. The lab is available to students at any time, and they are encouraged to come and go as they please; the atmosphere has proven extremely conducive to learning.

Citation Details
Title: At-risk students are given a second chance. (PM High School in Minneapolis uses the PLATO Curriculum Manager)
Publication: T H E Journal (Technological Horizons In Education) (Refereed)
Date: June 1, 1990
Publisher: T.H.E. Journal, LLC
Volume: v17Issue: n10Page: p37(2)

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Product Description
This digital document is an article from Phi Delta Kappan, published by Phi Delta Kappa, Inc. on February 1, 2002. The length of the article is 1757 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: Research - Raising Achievement of At-Risk Students - or Not.
Author: Gerald W. Bracey
Publication: Phi Delta Kappan (Refereed)
Date: February 1, 2002
Publisher: Phi Delta Kappa, Inc.
Volume: 83Issue: 6Page: 431

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This study investigated the effectiveness of asupplemental early reading intervention package onthe segmentation, blending and oral reading fluencyskills of 23 urban first-grade students, includingEnglish Language Learners (ELLs), who continued to beat reading risk after receiving intensivephonological awareness training the previous year inkindergarten (i.e., ERI-Treatment Group). Sixinstructional assistants received a six-hour trainingpackage to deliver the intervention to theERI-Treatment Group across three urban high povertyschools. Pre- and posttest standardized measures(WJ-III; CTOPP) and tri-weekly progress monitoringdata were collected to evaluate student progress.Data were analyzed with regression models, contrasts,and repeated measures mixed-effects modeling. Thefindings highlight the importance of intensivephonological awareness training and its potentiallylasting effects to reduce the reading risk ofextremely vulnerable students. They also underscorethe need to provide ongoing intensive support,depending on students¿ responsiveness to intervention. ... Read more

Product Description
This digital document is an article from District Administration, published by Thomson Gale on October 1, 2006. The length of the article is 2070 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: Algebra's at-risk solution: districts deploy software to enhance and accelerate algebra instruction.(AT-RISK STUDENTS)
Author: Lisa Fratt
Publication: District Administration (Magazine/Journal)
Date: October 1, 2006
Publisher: Thomson Gale
Volume: 42Issue: 10Page: 58(6)

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At-risk students can be found in schools at every socioeconomic level. It is important that educators learn how to recognize the signs of at-risk students, but they must also know...

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