struggling student
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2021 ◽  
pp. 074108832110537
Author(s):  
Kate Seltzer

This article centers on Faith, a Latinx bilingual student who, because of her failure to pass a standardized exam in English language arts, had to repeat 11th-grade English. Despite this stigma of being a “repeater,” during the year-long ethnographic study I conducted in her classroom, Faith proved to be an insightful and critical reader and self-described poet who shared her writing with her peers as well as with other poets in online forums. Drawing from that more expansive classroom study, this article features Faith’s metacommentary on language and her own writing process and explores how her insights (1) disrupt monoglossic, raciolinguistic ideologies by highlighting the disconnect between her sophisticated understandings of language and the writing process and her status as a “struggling” student; (2) draw attention her wayfinding, which chronicles her navigation of those ideologies that complicate her search for a writerly identity and obscure the translingual nature of all texts and all writers; and (3) can move teachers and researchers of writing to reimagine the writing classroom so that it (re)positions students like Faith as “writers in residence,” whose existing translingual writing practices and wayfinding can serve as mentors and guides for others.


Author(s):  
Michael Morsches ◽  
Grant J. Matthews

Higher education often implements tightly controlled group interventions to help support struggling student groups succeed in college. Insulation of underprepared students for “academic benefit” is prevalent and isolates students until they fulfill a defined curriculum. Evidence for invasive, targeted, and culturally relevant interventions in student learning certainly exists. However, colleges need a balanced approach to student academic progress. Insular/Integration outlines the strength in identifying and implementing strategies that support student needs, insulating at-risk students from the shocks and strains of entering college underprepared, while deliberately integrating students into college resources for success and engagement. This chapter focuses on using the insular/integration framework to develop network maps, success contracts, and policy additions/revisions for a purposeful retention configuration that strategically supports students and improves interdependence.


Author(s):  
David Rago

Teaching students how to use the technology is the first step to integrating the technology into instructional practice. This chapter shows how to teach students with a learning disability (LD) to use a web-based publishing tool using a simple strategy. The strategy is TAP(S)3. The strategy was developed on the principles of the self-regulated strategy development (SRSD) model and the strategic instruction model (SIM). SRSD and SIM principles are evidence-based and focus on helping the struggling student succeed academically. SRSD and SIM focus intensively on writing instruction. The web-based publishing tool used as an example in this chapter is Book-Builder. Book-Builder was developed by CAST on the principles of universal design for learning (UDL). CAST is a nonprofit education research organization. Specific information about the organization can be found at http://www.cast.org/.


2016 ◽  
Vol 4 (8) ◽  
pp. 101-107
Author(s):  
Rene Couture

Twenty-one graduate students were asked to reflect on what they remember most from their undergraduate academic advising experiences. Impactful advising is defined here as academic advising that leaves a positive, long-lasting effect on students. In this study, three themes emerged, which depict impactful advising. These advisors were inspiring, had a positive attitude, and were intrusive. Academic advisors do not often realize the long term impact they might leave on students. Students may always pay close attention, but they do feel judgment. It is captivating what students recall several years or decades later, such as encouraging words to a struggling student or belittling the student for going to the wrong office. As students themselves, academic advisors were likely self-motivated and were interested in finding solutions to their academic and personal problems. Frustration can set in when students arrive at advising appointments with no preparation, questions, or ideas related to how they can maximize their total college experience. Assumptions can easily be made about these students, which can be unfair to the student.


Author(s):  
Caitlin R. Lewis ◽  
Margarita Gournaris

We co-taught an interdisciplinary English and social studies class in 9th grade. Our class had very diverse ability levels. In order to differentiate instruction and engage all our students, we turned to the i2Flex methodology as a guide, and found tremendous success implementing it together with role-play and simulation. We found that incorporating Web 2.0 tools within our instructional approach increased student motivation. The ideas behind i2Flex guided us in changing our approach to instruction and lead us to creating a far more constructivist classroom. Student engagement and enjoyment improved, and we saw struggling student flourish.


2015 ◽  
Vol 49 (4) ◽  
pp. 417-426 ◽  
Author(s):  
Rakesh Patel ◽  
Carolyn Tarrant ◽  
Sheila Bonas ◽  
Janet Yates ◽  
John Sandars

2014 ◽  
Vol 116 (13) ◽  
pp. 275-301
Author(s):  
Lois Brown Easton ◽  
Dan Condon ◽  
Michael Soguero

Engagement can prevent struggling students from dropping out, and re-engagement in learning can help struggling students who have dropped out return to school and graduate. This chapter presents a case study about a struggling student who dropped out and then came to Eagle Rock School and Professional Development Center, became engaged in her learning, and graduated. The authors provide policy and practice recommendations as well as a discussion of factors that affect engagement.


2012 ◽  
Vol 19 (1) ◽  
pp. 20-29
Author(s):  
Gina Gresham ◽  
Mary Little

Sit beside a fourth-grade teacher being trained to diagnose learning deficits and then develop and implement intervention strategies to help a struggling student become a successful learner.


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