Journal Of Education For Students Placed At Risk Research Articles

Book review of Stepping Over the Color Line

(1999). Book review of Stepping Over the Color Line. Journal of Education for Students Placed at Risk (JESPAR): Vol. 4, No. 2, pp. 205-207.

Book review of Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools

(1998). Book review of Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools. Journal of Education for Students Placed at Risk (JESPAR): Vol. 3, No. 2, pp. 191-195.

Book review of Reversing Underachievement Among Gifted Black Students

(1998). Book review of Reversing Underachievement Among Gifted Black Students. Journal of Education for Students Placed at Risk (JESPAR): Vol. 3, No. 2, pp. 185-189.

Book review of Other People's Children

(1997). Book review of Other People's Children. Journal of Education for Students Placed at Risk (JESPAR): Vol. 2, No. 2, pp. 197-200.

Carter G. Woodson Elementary School: The Success of a Private School Curriculum in an Urban Public School

(1997). Carter G. Woodson Elementary School: The Success of a Private School Curriculum in an Urban Public School. Journal of Education for Students Placed at Risk (JESPAR): Vol. 2, No. 2, pp. 121-135.

Putting the Pieces Together: The Real Challenge of Improving America's Schools Act

(1997). Putting the Pieces Together: The Real Challenge of Improving America's Schools Act. Journal of Education for Students Placed at Risk (JESPAR): Vol. 2, No. 2, pp. 103-105.

How Title I, Part A, Can Support Technology to Improve Teaching and Learning

(1997). How Title I, Part A, Can Support Technology to Improve Teaching and Learning. Journal of Education for Students Placed at Risk (JESPAR): Vol. 2, No. 2, pp. 93-101.

The Bell Curve and Its Critical Progeny: A Review

(1997). The Bell Curve and Its Critical Progeny: A Review. Journal of Education for Students Placed at Risk (JESPAR): Vol. 2, No. 2, pp. 183-189.

Flexibility and New Opportunities for Supporting School Reform Through Title I

My previous articles in the Journal of Education for Students Placed At Risk (JESPAR) have discussed Title I's new emphasis on teaching and learning to help all children meet high standards. Key tools for achieving this goal include a shift of responsibility for programmatic decisions to the school level and increased flexibility in program design in exchange for greater accountability for student performance. Together, these and other provisions in Title I are intended to support local efforts to improve the academic performance of educationally disadvantaged children so they can achieve the high standards expected of all children. This article provides more detailed examples of Title I program components and alternative ways in which the law's flexibility can be used.

Handbook of Research on Multicultural Education (book)

(1996). Handbook of Research on Multicultural Education (book) Journal of Education for Students Placed at Risk (JESPAR): Vol. 1, No. 2, pp. 193-200.

Share the Knowledge: A Review of the Core Knowledge Series

(1996). Share the Knowledge: A Review of the Core Knowledge Series. Journal of Education for Students Placed at Risk (JESPAR): Vol. 1, No. 1, pp. 99-104.

Schooling Homeless Children (book)

(1996). Schooling Homeless Children (book) Journal of Education for Students Placed at Risk (JESPAR): Vol. 1, No. 1, pp. 95-98.

The New Improving America's Schools Act and Title I

(1996). The New Improving America's Schools Act and Title I. Journal of Education for Students Placed at Risk (JESPAR): Vol. 1, No. 1, pp. 5-8.

The Congruence of Classroom and Remedial Reading Instruction

a theoretical perspective. Next, we describe the current state of knowledge about congruence between the two curricula. Finally, we present a study that describes reading instruction congruence and provides some hypotheses about the causes and effects of such congruence. There are currently many different philosophies concerning reading instruction. Because different basal reading materials are developed from diverse instructional ideologies, they often vary in the rate of introduction of new words, the nature of the words introduced (determined by frequency of use, grapho-phonic regularity, or presumed interest), the emphasis on silent or oral reading, relationship of pictures to text (in terms of information value), relationship of text structure to natural language patterns, predictability of text, and order of introduction of skills. The instruction early readers receive (e.g., decoding based vs. meaning based) is reflected in their reading performance, particularly for less able readers. The reading errors of children whose early instruction emphasized decoding tend to match the letter-sound relationships of the actual words but are semantically inappropriate-sometimes even nonsense words. Children taught with a meaning-based approach tend to produce errors that are semantically appropriate but bear little relationship to the printed words (e.g., Barr The Elementary School Journal Volume 85, Number 4 ? 1985 by The University of Chicago. All rights reserved. 0013-5984/85/8504-0001$01.00

School Reform: The District Policy Implications of the Effective Schools Literature

School Reform: The District Policy Implications of the Effective Schools Literature

Long-Term Academic Effects of the Direct Instruction Project Follow Through

The Elementary SchoolJournal Volume 84, Number 4 ? 1984 by The University of Chicago. All rights reserved. 0013-5984/84/8404-0002$01.00 It has been 15 years since the Project Follow Through program of enhanced instruction in early childhood education was introduced for Kindergarten through Grade 3 in elementary schools serving disadvantaged children in 180 communities throughout the United States.1 Children who were in the first cohort of Follow

Parent Involvement: A Survey of Teacher Practices

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the

Students' and Teachers' Views of Thinking Processes for Classroom Learning

Recently the process-product paradigm for research on teaching has undergone revision. Notable among updates to this paradigm are what Doyle (1980) calls the "mediating process paradigm," or what Winne (1981) refers to as the "cognitive mediational paradigm." Both views postulate that teachers do not directly influence student product variables, such as achievement. Rather, teachers influence students by causing them to think and behave in particular ways during teaching. These mediating events, in turn, may lead to changes in outcome variables. Hence, the effects of teaching on learning may be mediated by students' behaviors and cognitive processing during instruction. The cognitive mediational paradigm opens up to question the match between ways researchers hypothesize that learners

Time Spent in Learning: Implications from Research

Previous articleNext article No AccessTime Spent in Learning: Implications from ResearchJanet H. Caldwell, William G. Huitt, and Anna O. GraeberJanet H. Caldwell Search for more articles by this author , William G. Huitt Search for more articles by this author , and Anna O. Graeber Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 82, Number 5May, 1982Special Issue: Students in Classrooms Article DOIhttps://doi.org/10.1086/461282 Views: 22Total views on this site Citations: 28Citations are reported from Crossref Copyright 1982 The University of ChicagoPDF download Crossref reports the following articles citing this article:Karrie E. Godwin, Howard Seltman, Ma Almeda, Mandi Davis Skerbetz, Shimin Kai, Ryan S. Baker, Anna V. Fisher The elusive relationship between time on-task and learning: not simply an issue of measurement, Educational Psychology 41, no.44 (Mar 2021): 502–519.https://doi.org/10.1080/01443410.2021.1894324Maeca Garzia, Giuseppina Rita Mangione, Leonarda Longo, Maria Chiara Pettenati Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness, Research on Education and Media 8, no.11 (Jul 2016): 22–37.https://doi.org/10.1515/rem-2016-0004Mireia Usart, Margarida Romero Time Factor Assessment in Game-Based Learning, (Jan 2015): 1809–1829.https://doi.org/10.4018/978-1-4666-8200-9.ch091Erin R. Ottmar, Lauren E. Decker, Claire E. Cameron, Timothy W. Curby, Sara E. Rimm-Kaufman Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade, Learning Environments Research 17, no.22 (Oct 2013): 243–262.https://doi.org/10.1007/s10984-013-9146-6Stephen N. Elliott, Andrew T. Roach, Alexander Kurz Evaluating and Advancing the Effective Teaching of Special Educators With a Dynamic Instructional Practices Portfolio, Assessment for Effective Intervention 39, no.22 (Mar 2014): 83–98.https://doi.org/10.1177/1534508413511491Tomáš Janík, Karolína Pešková Školní vzdělávání: od podmínek k výsledkům, (Jan 2014).https://doi.org/10.5817/CZ.MUNI.M210-6823-2014Simona Šebestová Příležitosti k rozvíjení řečových dovedností ve výuce anglického jazyka: videostudie, (Jan 2014).https://doi.org/10.5817/CZ.MUNI.M210-6825-2014Ma. Mercedes T. Rodrigo, Ryan S. J. D. Baker, Lisa Rossi Student Off-Task Behavior in Computer-Based Learning in the Philippines: Comparison to Prior Research in the USA, Teachers College Record: The Voice of Scholarship in Education 115, no.1010 (Oct 2013): 1–27.https://doi.org/10.1177/016146811311501007Margarida Romero, Mireia Usart Time Factor in the Curriculum Integration of Game-Based Learning, (Jan 2013): 248–266.https://doi.org/10.4018/978-1-4666-3950-8.ch013Leicha A. Bragg The effect of mathematical games on on-task behaviours in the primary classroom, Mathematics Education Research Journal 24, no.44 (Aug 2012): 385–401.https://doi.org/10.1007/s13394-012-0045-4Maribeth Gettinger, Martha J. Walter Classroom Strategies to Enhance Academic Engaged Time, (Jan 2012): 653–673.https://doi.org/10.1007/978-1-4614-2018-7_31Raymond V. Burke, Robert G. Oats, Jay L. Ringle, Leah O'Neill Fichtner, Mary Beth DelGaudio Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?, Journal of Education for Students Placed at Risk (JESPAR) 16, no.33 (Jul 2011): 201–218.https://doi.org/10.1080/10824669.2011.585944Erika A. Patall, Harris Cooper, Ashley Batts Allen Extending the School Day or School Year, Review of Educational Research 80, no.33 (Sep 2010): 401–436.https://doi.org/10.3102/0034654310377086Jason E. Harlacher, Nancy J. Nelson Walker, Amanda K. Sanford The “I” in RTI, TEACHING Exceptional Children 42, no.66 (Jul 2010): 30–38.https://doi.org/10.1177/004005991004200604H.C.M. (Tim) Carroll The Effect of Pupil Absenteeism on Literacy and Numeracy in the Primary School, School Psychology International 31, no.22 (Apr 2010): 115–130.https://doi.org/10.1177/0143034310361674Janet Ward Schofield, Rebecca Eurich-Fulcer, Chen L. Britt Teachers, Computer Tutors, and Teaching: The Artificially Intelligent Tutor as an Agent for Classroom Change, American Educational Research Journal 31, no.33 (Jun 2016): 579–607.https://doi.org/10.3102/00028312031003579Keith P. Thompson Time to Learn, Soundings (Reston, VA) 2, no.11 (Oct 1988): 19–20.https://doi.org/10.1177/104837138800200112Penelope L. Peterson Selecting Students and Services for Compensatory Education: Lessons from Aptitude--Treatment Interaction Research, Educational Psychologist 23, no.44 (Sep 1988): 313–352.https://doi.org/10.1207/s15326985ep2304_1Susan R. Swing, Karen C. Stoiber, Penelope L. Peterson Thinking Skills versus Learning Time: Effects of Alternative Classroom-Based Interventions On Students' Mathematics Problem Solving, Cognition and Instruction 5, no.22 (Jun 1988): 123–191.https://doi.org/10.1207/s1532690xci0502_2TOMMY M. TOMLINSON A Nation At Risk., Annals of the New York Academy of Sciences 517, no.1 Psychology an1 Psychology an (Dec 1987): 7–27.https://doi.org/10.1111/j.1749-6632.1987.tb52779.xEdward L. Vockell Academic Learning Time: Criterion for Using Computers for Instruction, College Teaching 35, no.22 (May 1987): 75–77.https://doi.org/10.1080/87567555.1987.10532372Kenneth A. Kavale, Steven R. Forness School Learning, Time and Learning Disabilities: The Disassociated Learner, Journal of Learning Disabilities 19, no.33 (Aug 2016): 130–138.https://doi.org/10.1177/002221948601900301Maribeth Gettinger Individual differences in time needed for learning: A review of literature, Educational Psychologist 19, no.11 (Oct 2009): 15–29.https://doi.org/10.1080/00461528409529278Maribeth Gettinger Achievement as a Function of Time Spent in Learning and Time Needed for Learning, American Educational Research Journal 21, no.33 (Jun 2016): 617–628.https://doi.org/10.3102/00028312021003617 William H. Schmidt , and Margret Buchmann Six Teachers' Beliefs and Attitudes and Their Curricular Time Allocations, The Elementary School Journal 84, no.22 (Oct 2015): 162–171.https://doi.org/10.1086/461353Margarida Romero, Christophe Gentil Characterizing Online Learners’ Time Regulation, (): 91–110.https://doi.org/10.4018/978-1-4666-4651-3.ch004Mireia Usart, Margarida Romero Time Factor Assessment in Game-Based Learning, (): 62–81.https://doi.org/10.4018/978-1-4666-4773-2.ch004Margarida Romero, Christophe Gentil Characterizing Online Learners' Time Regulation, (): 1468–1483.https://doi.org/10.4018/978-1-5225-5472-1.ch077

Affective Interactions in Racially Diverse Classrooms: A Case Study

Previous articleNext article No AccessAffective Interactions in Racially Diverse Classrooms: A Case StudyJacquelyn R. Nickerson and Richard S. PrawatJacquelyn R. Nickerson Search for more articles by this author and Richard S. Prawat Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 81, Number 5May, 1981 Article DOIhttps://doi.org/10.1086/461231 Views: 2Total views on this site Citations: 4Citations are reported from Crossref Copyright 1981 The University of ChicagoPDF download Crossref reports the following articles citing this article:Dick M. Carpenter Beyond Integration: Measuring the Difference in Racial Harmony Between Public and Christian Schools, (Sep 2011): 49–63.https://doi.org/10.1007/978-94-007-2387-0_3Louis A. Yamauchi Making School Relevant for At-Risk Students: The Wai'anae High School Hawaiian Studies Program, Journal of Education for Students Placed at Risk (JESPAR) 8, no.44 (Oct 2003): 379–390.https://doi.org/10.1207/S15327671ESPR0804_1James Garrison The Unity of the Activity: A Response to Prawat, Educational Researcher 25, no.66 (Jul 2016): 21–23.https://doi.org/10.3102/0013189X025006021Harry Morgan Infusing humanistic activities into cognitively oriented curriculum, Day Care & Early Education 13, no.22 (Dec 1985): 12–15.https://doi.org/10.1007/BF01619982