Classroom Teachers' Instructional Interactions with Students Who Are Exceptional, At Risk, and Typically Achieving

1997 ◽  
Vol 18 (2) ◽  
pp. 82-93 ◽  
Author(s):  
Anne Jordan ◽  
Linda Lindsay ◽  
Paula J. Stanovich
Keyword(s):  
At Risk ◽  
Academic Failure ◽  
Classroom Teachers ◽  
Instructional Interactions ◽  
Instructional Discourse ◽  
Third Grade Students ◽  
Discourse Strategies ◽  
Effective Inclusion ◽  
Typically Achieving ◽  
Shed Light

The conversational interactions of 9 teachers and their third-grade students were recorded during individual seatwork time in academic lessons. teachers' views about their responsibilities in working with students who are exceptional or at risk of academic failure were quite divergent and were related to their instructional discourse strategies. teachers who saw themselves as instrumental in effective inclusion engaged in more academic compared to nonacademic interactions. this group also exhibited greater use of techniques to extend students' thinking, compared to those teachers who held contrasting views. they also interacted more with their students who are exceptional and at risk than with their typically achieving students, and at higher levels of cognitive extension than did the other teachers, who seldom interacted with the students who were in the exceptional and at-risk group. the results shed light on how teachers differ in adapting instruction for students in inclusive classrooms, and how instruction might be differentially delivered as a function of teachers' views about inclusion.

Collaborative Preteaching of Students at Risk for Academic Failure

2009 ◽  
Vol 45 (3) ◽  
pp. 177-185 ◽  
Author(s):  
Jlann H. Munk ◽  
Glrdln S. Gibb ◽  
Paul Caldarella
Keyword(s):  
At Risk ◽  
Academic Failure ◽  
Students At Risk

scholarly journals Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

2017 ◽  
Vol 6 (2) ◽  
pp. 93-102 ◽  
Author(s):  
María Dolores Guerra-Martín ◽  
Marta Lima-Serrano ◽  
Joaquín Salvador Lima-Rodríguez
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Nursing Students ◽  
At Risk Students ◽  
Intervention Group ◽  
Academic Failure ◽  
Program Satisfaction ◽  
Tutoring Program ◽  
Information Comprehension ◽  
Education Support

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30), improving the information about courses (p < .001, d = 2.01), the information comprehension (p < .001, d = 0.85) and the strategies to improve academic performance (p < .001, d = 1.37). The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

Virtual Reality as a Tool for Enhancing Learning in At-Risk Students and Increasing School Inclusion

2017 ◽  
pp. 242-257 ◽  
Author(s):  
Silvia Panzavolta
Keyword(s):  
At Risk ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Participatory Design ◽  
At Risk Students ◽  
Academic Failure ◽  
School Failure ◽  
Drop Out ◽  
3D Virtual Worlds

The contribution aims at exploring previous and current practices of use of virtual environments, 3d Virtual Worlds also, for inclusion in education. There are many experiences of developing and using virtual environments for the inclusion of disabled and problematic students (autistic student, Asperger Syndrome students, dyslexic students, etc.). The majority of the experimentations gave important beneficial results. In particular, the essential technological characteristics of VR that are beneficial for inclusion are: immersion, presence, interaction, transduction and conceptual change. The design of those environments is sometimes conceived together with the final users, applying participatory design techniques. Virtual environments and Virtual Worlds are being used also in the management of drop-out rates and school failure, by using it for curricular diversification classroom with students in a situation of educational exclusion or academic failure. The contribution will discuss 7 cases of successful use of Virtual Reality at school, ranging from primary to secondary education.

Reducing Substance Abuse Risk Factors among Children through a Teacher as Facilitator Program

1993 ◽  
Vol 23 (2) ◽  
pp. 137-150 ◽  
Author(s):  
Robert J. McLaughlin ◽  
Kimberly K. McClanahan ◽  
J. David Holcomb ◽  
Ann D. Gibbins ◽  
Quentin W. Smith ◽  
...  
Keyword(s):  
At Risk ◽  
Substance Abuse ◽  
At Risk Students ◽  
Academic Development ◽  
School Personnel ◽  
Classroom Teachers ◽  
Social Emotional ◽  
System A ◽  
Abuse Risk ◽  
Academic Demands

A Teachers as Facilitators (TAF) Program used classroom teachers as leaders of small groups that promoted social, emotional, and academic development of children at high risk of adopting potentially destructive substance abuse patterns. The program was intended to increase participating students' positive socialization experiences and academic achievement by successfully integrating these students into the school's social system. A longer-range goal was to increase students' sense of worth as it affects their attitudes toward relationships with other people and academic demands. Program results were: 1) school personnel were found capable of accurately identifying and referring to the TAF Program children who were at risk of substance usage and in need of assistance; 2) the TAF Program was effective in improving at-risk students' perceived academic self-concept, but was less effective in increasing students' perceived sense of social support; and 3) the program was endorsed by participating teachers, counselors, and administrators.

Parent-Assisted Instruction in a Motor Skill Program for At-Risk Preschool Children

1999 ◽  
Vol 16 (4) ◽  
pp. 415-426 ◽  
Author(s):  
Michelle Hamilton ◽  
Jacqueline Goodway ◽  
John Haubenstricker
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Developmental Delay ◽  
Motor Development ◽  
Motor Skill ◽  
Intervention Program ◽  
Academic Failure ◽  
Control Group ◽  
Object Control ◽  
Experimental Group

The purpose was to investigate the effectiveness of parental involvement on the acquisition of object-control skills of preschool children who are at risk for developmental delay or academic failure. The experimental group (n = 15) participated in an 8-week motor skill intervention program consisting of two 45-min lessons per week delivered by the children’s parents. The control group (n = 12) participated in the regular motor skill program, which consisted of movement songs delivered by the parents. All children were pretested and posttested on the object-control subscale of the Test of Gross Motor Development (Ulrich, 1985). Both groups performed in the lower 20th percentile on the pretest. A 2 X 2 (Group X Test) ANOVA revealed that the experimental group improved significantly in the object-control subscale score from pretest to posttest, whereas the control group did not change. The results provide support for including parents in the instructional process of children who are at risk for developmental delay or academic failure.

The Narrative Experiences of Hmong American Adolescent Males Labeled Educationally “At Risk”

2016 ◽  
Vol 49 (6) ◽  
pp. 593-615 ◽  
Author(s):  
R. Endo
Keyword(s):  
At Risk ◽  
Classroom Management ◽  
Asian American ◽  
School Personnel ◽  
Academic Failure ◽  
Juvenile Detention ◽  
Adolescent Males ◽  
Structured Interviews ◽  
Hmong American ◽  
White School

This article analyzes the narrative experiences of Hmong American adolescent males who were labeled at risk or high risk for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools and semi-structured interviews with two White American female classroom teachers to ascertain how the “at-risk” label manifested in everyday practices ranging from classroom management/discipline methods, instructional decisions, interpersonal interactions, referrals, and tracking practices. The findings will highlight how the “at-risk” label along with a range of other deficit-based expectations intersected with several problematic assumptions about Asian American masculinities and Hmong American culture that suggested that in general, White school personnel were not aware of how their understandings of racial deviance and difference shaped how they assessed, diagnosed, and interacted with these students. Critically, the “at-risk” label had direct implications for tracking the youth participants into non-college-preparatory tracks including pathways toward alternative, remedial, and special education, or in one case, juvenile detention. Implications are offered for practice and theory.

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