By David Snow
Classroom concepts for supporting At-Risk Students is key studying for busy lecturers who are looking to use top quality examine to steer their perform. It synthesizes the result of 118 reports of scholars prone to failure and identifies six basic ideas confirmed to be confident interventions. The publication describes each one method, analyzes the learn, and gives implications for figuring out find out how to use the ideas. A dialogue advisor is helping readers without delay attach the study to their very own school rooms. even if you are a new or skilled instructor, this authoritative publication will deepen your knowing of potent instructing equipment and assist you paintings extra effectively with low-performing scholars.
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Extra info for Classroom Strategies For Helping At-Risk Students
Should those who are most at risk be placed in groups where their more advanced peers can help them to succeed? Or should these at-risk students work together in small groups where they will all be working at the same level and supporting one another? A closer look at each choice should help to answer these questions. Mixed-Ability Groupings Ten of the small-group research studies reviewed by Englert centered on the effects of mixed-ability groupings. All of the programs studied in this group relied on practices that can be described as being consistent with the established characteristics of effective cooperative learning: clearly defined tasks, encouraged interaction within the group, and differentiation of group roles (see Johnson, Johnson, Holubec, & Roy, 1984).
1987). Adaptation of curriculum, instructional methods, and materials component: Instructional aide program. Final evaluation report. Columbus, OH: Columbus Public Schools. Knapp, N. , & Winsor, A. P. (1998). A reading apprenticeship for delayed primary readers. Reading Research and Instruction, 38(1), 13–29. , & Setrakian, W. (1992). Use of the SEARCH/TEACH tutoring approach with middle-class students at risk for reading failure. The Elementary School Journal, 92(5), 573–586. Marzano, R. J. (2003).
Each of these three studies reported academic growth for the students involved in the interventions. A group of 75 2nd-grade students in a midwestern elementary school were part of a study that compared three groups: a small set of cooperative learning groups that were provided with a guide for their discussions, a comparably sized set of cooperative learning groups that did not have a guide for structured discussion, and a group of students who received general instruction (see Yager, Johnson, & Johnson, 1985).