Categories
|
Category: BEHAVIOR INTERVENTION
- 1/1/04 - Martha Countinho, Donald Oswald, Equity Alliance at ASU
The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately... - 1/1/07 - Matt Timm, Sharon Doubet
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Acknowledging positive behaviors is a strategy... - 1/1/08 - Smith, S.C., Bost, L.W.
With diligence and the appropriate framework, administrators can create positive change at the local level for both students and faculty, while increasing school completion rates for students with disabilities. - 1/1/08 - Smith, S.C.
As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior). - 1/1/09 - Susan Wilde Schwarz
"Overall rates of injury and death increase dramatically from childhood to late adolescence. Due to developmental and social factors, such as time spent without adult supervision and increasing independence, adolescents are more likely to engage in risk-taking behaviors than either younger children or adults. Biology also plays a role. The maturation of brain networks responsible for self-regulation often does not occur until late adolescence, making adolescents more likely to engage in... - 1/1/07 - Kennelly, Louise, Monrad, M.
This report outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to... - 1/1/06 - Florida State Conference NAACP,
Arresting Development: Addressing the School Discipline Crisis in Florida reveals the findings of these public hearings, which were held in five cities and covered six school districts: Pinellas/Hillsborough (St. Petersburg, FL), Duval (Jacksonville, FL), Palm Beach (West Palm Beach, FL), Broward (Fort Lauderdale, FL), and Miami-Dade (Miami, FL). This report is intended to document the compelling and informative discussions that occurred among the hundreds of hearing participants—parents... - Larke N. Huang , Girlyn Arganza
"This matrix of Asian American/Pacific Islander programs provides a snapshot of over 50 programs across the country focusing on AAPI youth development and prevention of high-risk behaviors. It captures the variation in emphases and populations, innovative strategies and collaborations, the wealth of materials, including culturally-based curriculum and evaluation instruments developed by these programs, and the sources of funding ranging from the conventional to the creative. Contact... - 1/1/04 - M.M. Ostrosky, E.Y. Jung
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that... - 1/1/09 - Pamela Morris , Cybele Raver , Chrishana M. Lloyd , Megan Millenky
"This report offers a preview of promising findings from Foundations of Learning (FOL), a demonstration and random assignment evaluation in Newark and Chicago of an intervention that trains preschool teachers to better support children’s behavior and emotional development. The model tested in Foundations of Learning combined teacher training in effective classroom management with weekly classroom consultation. Consultants coached and mentored the teachers in the new strategies learned in... - 1/1/10 - Shannon Stagman, Janice L. Cooper
Mental health is a key component in a child’s healthy development; children need to be healthy in order to learn, grow, and lead productive lives. The mental health service delivery system in its current state does not sufficiently meet the needs of children and youth, and most who are in need of mental health services are not able to access them. With the addition of effective treatments, services, and supports, the mental health system can become better equipped to help children and... - Riccomini, P., Bost, L.W. , Katsiyannis, A., Zhang, D.
This Practice Brief based on the Office of Special Education Programs (OSEP) supported work by The What Works In Transition Synthesis Center, The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities (Cobb, Sample, Alwell, & Johns, 2005), provides educators with a conceptual understanding and technical information to assist in implementing cognitive-behavioral interventions that reduce aggressive behaviors in students. - 1/1/07 - Tonika Duren Green, Darlene Willis, Marsha Dodson, Martha Parham
This presentation addresses issues in ensuring student graduation and college sucess - 1/1/08 - Harris, L., Ganzlglass, E.
This paper advocates expansion and better integration of efforts to connect high school dropouts between the ages of 16 and 24 to pathways to postsecondary credentials that have value in the labor market. The paper highlights examples of innovations in policy, program delivery, pedagogy in adult education, youth development and dropout recovery, and postsecondary education that should be built upon in developing more robust and successful dropout recovery and postsecondary education policies... - 1/1/08 - Heppen, Jessica B., Therriault, S. B.
The information that follows and an accompanying tool developed by the National High School Center can help schools and districts to systematically collect early warning indicator data so they can identify students at highest risk of dropout. An early warning system can be implemented at the school as well as at district levels. The role of the state is critical for providing support that can help districts and schools collect the key information with relative ease, including the use of... - 1/1/07 - National High School Center,
This issue brief provides guidance to states as they respond to requirements presented in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) in the area of dropout prevention for students with disabilities. It also highlights the role of State Performance Plans as starting points for states to develop data collection and monitoring procedures, and supplies states with considerations and recommendations for providing a consistent method of tracking dropout data.
(74 Results) Page: 1 2 3 4 5 |
 SearchTags
|
![[logo]](/naked/logo.gif "[logo]"){kind=logo}
