Promoting Our Students: Examining the Role of School Leadership in the Self-Advocacy of At-Risk Students

2013 ◽  
Vol 23 (5) ◽  
pp. 751-788 ◽  
Author(s):  
Muhammad Khalifa
Keyword(s):  
At Risk ◽  
School Leadership ◽  
At Risk Students ◽  
The Self ◽  
Self Advocacy

'A helping hand': The role of career guidance in finding the right career pathway for at-risk students in three European contexts

2019 ◽  
Vol 43 (1) ◽  
pp. 48-53
Author(s):  
Szilvia Schmitsek
Keyword(s):  
At Risk ◽  
Career Guidance ◽  
At Risk Students ◽  
Dropping Out ◽  
Career Pathway ◽  
Sources Of Support ◽  
The Right ◽  
Second Chance ◽  
Different Sources

This paper explores the educational experiences of young people who had been at risk of dropping out and gained a qualification at a second chance provision. It is based on comparative fieldwork in England, Denmark and Hungary with empirical data collected from observations; and 28 interviews with former students. By listening to the voices of students, the analysis focused on the relevance of different sources of support. The findings revealed that individual study pathways and intensified guidance effort led students to pursue their career in higher education and/or in the labour market.

scholarly journals Sustain resource teachers in the appropriation of the graphic organizer to facilitate the understanding of disciplinary texts among at risk students at the secondary level

2018 ◽  
Author(s):  
Nancy Granger ◽  
France Dubé
Keyword(s):  
At Risk ◽  
Secondary Teachers ◽  
At Risk Students ◽  
Secondary Level ◽  
Student Understanding ◽  
Graphic Organizer ◽  
Writing Strategies ◽  
Low Literacy ◽  
Resource Teachers

In Québec, the resource teacher role is assumed by secondary teachers without experience with at risk students or HDAA (MELS, 2006). Many of them say they have few ideas to sustain students or their teachers of different disciplines who deal with students with low literacy (Granger & Dubé, 2014; Granger, 2012). Our research shows that support for resource teachers for reading and writing strategies can develop a metacognitive dialog by using the graphic organizer, a high cognitive recognized strategy to improve student understanding in all disciplines (Schoenbach, Greenleaf & Murphy, 2012). This appropriation seems to better define the role of resource teachers both pedagogically than didactic

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Sign in / Sign up

Export Citation Format

Share Document