A Case Study of Supplemental Instruction in Biology Focused on At-Risk Students

BioScience ◽  
1993 ◽  
Vol 43 (10) ◽  
pp. 709-711 ◽  
Author(s):  
Stephen B. Shaya ◽  
Howard R. Petty ◽  
Leslie Isler Petty
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Supplemental Instruction

Negotiating the boundaries between the formal and the informal: An experienced teacher's reflective adaptations of informal learning in a keyboard class for at-risk students

2016 ◽  
Vol 33 (3) ◽  
pp. 309-326 ◽  
Author(s):  
Pamela Costes-Onishi
Keyword(s):  
At Risk ◽  
Informal Learning ◽  
Student Learning ◽  
At Risk Students ◽  
Experienced Teachers ◽  
Formal And Informal Learning ◽  
Pedagogical Approaches

The objective of this study is to address the important questions raised in literature on the intersections between formal and informal learning. Specifically, this will be discussed within the concept of ‘productive dissonance’ and the pedagogical tensions that arise in the effort of experienced teachers to transition from the formal to the informal. This case study discusses the issues that ensue when strict demarcations between formal and informal are perceived, and demonstrates that the former is vital to the facilitation of the latter. The blurring of formal and informal pedagogical approaches has shown that the concept of ‘critical musicality’ becomes more apparent in student learning and that engagement increases especially among at-risk students.

scholarly journals Getting Heard: The CRASH Project, A Case Study of Community Involvement with “At Risk” Secondary School Students

1997 ◽  
Author(s):  
Lloyd Martin ◽  
Keith Sullivan ◽  
Marcia Norton
Keyword(s):  
At Risk ◽  
Secondary School ◽  
Secondary Students ◽  
Community Involvement ◽  
Local Community ◽  
At Risk Students ◽  
Central Feature ◽  
School Students ◽  
Safe Place

The CRASH (Cultural, Recreational, Academic, Skills for life, and Health) programme was designed for “at risk” secondary students and ran for the 1996 and 1997 school years in a multi-ethnic Porirua secondary school. The research which accompanied the project derives its strength from the triangulation of the experiences and perceptions of the teachers, the CRASH course tutors (local community youthworkers) and the students. The research has developed theoretical and practical understandings of the achievements and shortcomings of the project. This particular article provides an overview of the CRASH programme and focuses specifically on the students’ perspective. CRASH was found to be a positive experience for the students who participated, at least in the short term. A central feature of the programme’s success was the ability of successful tutors both to create a safe place for “at risk” students and to assist them in “getting heard”.

Towards a typology of at-risk students: a case study in Singapore

2012 ◽  
Vol 34 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Angela R. Dobele ◽  
Foula Kopanidis ◽  
Michael Gangemi ◽  
Stuart Thomas ◽  
Rabea Janssen ◽  
...  
Keyword(s):  
At Risk ◽  
At Risk Students

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.

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