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At Risk Students:     more books (100)

Mentoring Students at Risk: An Underutilized Alternative Education Strategy for K-12 Teachers by Gary Reglin, 1998-01 Teaching Social Competence: A Practical Approach for Improving Social Skills in Students At-Risk (Special Education) by Dennis R. Knapczyk, Paul Rodes, 1995-09-22 Accommodation: the Critical Element in Academic Success for Students At-risk by Geary J. Cantrell, 2000-05-01 Depression and Suicide: Special Education Students at Risk (Exceptional Children at Risk Series) by Eleanor C. Gutzlow, 1991-06 Capital and Opportunity, A Critical Ethnography of Students At-Risk by Rebecca J. Pasco, 2003-09-20 Nonachieving Students at Risk: School, Family, and Community Intervention (N E a Professional Library) by Harry W. Sartain, 1989-12 Students at Risk: Problems and Solutions (Aasa Critical Issues Report) by Ben Brodinsky, 1989-01 Study of Students at Risk by Jack Rimmel Frymier, 1990-06 Learning to Fail Studies of Students at Risk: Case Studies of Students at Risk Students at Risk in At-Risk Schools: Improving Environments for Learning (Corwin Press) Education reform and students at risk by Robert J. Rossi, 1997-01-01 Class Size & Students at Risk: What Is Known? What Is Next? by Jeremy D. Finn, 1999-04 Readings from Educational Leadership: Students at Risk by Ronald S. Brandt, 1990-12 Computer-Assisted Instruction for Students at Risk for ADHD, Mild Disabilities, or Academic Problems by Renet L. Bender, William N. Bender, 1996-03-01

lists with details

81. Reading And Writing Consultants Inc., Edmonton, AB
    Provides assessment and tutoring for atrisk students, as well as workshops for teachers and parents. Qualified screening for Irlen reading disorders.  
    http://www.readingandwriting.ab.ca/
    
    Extractions: is a private company in the city of Edmonton offering educational services to individuals and groups. We are also the Irlen Center-Alberta , providing screening and lens assesments for Irlen/Scotopic Sensitivity Syndrome. For more information, phone (780) 439-8120, fax (780) 492-8457 or email reading@telusplanet.net Inservices and workshops for schools, parents and pre-school care givers Inservices are available to schools and school districts. The programs available include: More About These Workshops Book Level Guide An evaluation of the appropriate grade level for thousands of children's books.

82. At-Risk Students-Research
    c Making Schools More Responsive to Atrisk students. Now, a new way ofdefining at-risk students is needed for changes in school policy and practice to  
    http://www.penpages.psu.edu/penpages_reference/28507/285072900.HTML

83. What You Can Do To Reverse Underachievement In Your Classroom.
    Gifted students are one group of exceptional learners who are not normally considered at risk for academic failure. However, the underachievement of academically gifted students is an area of concern and frustration for many parents, teachers, and counselors.  
    http://www.geniusdenied.com/Cybersource/Record.aspx?lib=1&sort=SourceName&am

84. NAESP : Great Ideas For Helping At-Risk Students
    Great Ideas for Helping Atrisk students. Printer Friendly Version. Friday KidsThis program gives extra assistance to students in the first through sixth  
    http://www.naesp.org/ContentLoad.do?contentId=635

85. Ed Reforms And Students At Risk: Ch 10b - Steps For Overcoming Barriers
    Education Reforms and students at risk A Review of the Current State of the Art  
    http://www.ed.gov/pubs/EdReformStudies/EdReforms/chap10b.html
    
    Extractions: A r c h i v e d I n f o r m a t i o n Education Reforms and Students at Risk: A Review of the Current State of the Art - January 1994 Specify the problems . I believe that one of the greatest barriers to improving the academic lot of children at risk is a reticence on the parts of educators to describe the problems educators face at various levels. Regardless of justification, this lack of specificity leads to an endless searching for something or someone out there to blame. Parents blame schools; teachers blame parents and administrators; administrators blame teachers, unions, colleges, and voters; affluent taxpayers blame all of the above and move to suburbs that have reputations for good schools. Generic blaming of others will only continue the current gridlock and perpetuate current problems. Teachers and schools provide two examples of the fallacy of generic statements of the problem. Teachers : Some of the world's most remarkable people are teachers. Some of these people provide extraordinarily high quality instruction under almost unbelievably trying circumstances. And yet, some who are paid to be teachers sit behind their desks, hand out ditto sheets, make assignments, and criticize young people for not being attentive. Brophy (1988) notes that the teacher-effects literature best differentiates the top 75 percent of teachers from the remaining 25 percent. Education is a long-term proposition. From kindergarten through middle school, most students have at least a dozen teachers. We need to not generalize about the goodness of teachers. Some are wonderful, and others, as in the example provided by Fine (in press), criticize "Those

86. Teaching At-Risk Students To Read
    A WebQuest for teachers. Designed as a resource and learning tool about bothatrisk students and effective reading programs.  
    http://curry.edschool.virginia.edu/go/edis771/spring99webquests/prof/phaleystone
    
    Extractions: Introduction You've just attended a faculty meeting. One of the hot topics of the meeting involved the development of a reading program for at-risk students at your school. The debate involved multiple issues including the best format for instruction, skill and drill vs. authentic tasks, and the different and/or similar needs of at-risk and not at-risk students. Title I, Reading Recovery, and Success for All were discussed. The discussion is going to be continued at a meeting next week involving the grade level leaders. You're the head teacher for your grade and want to be well informed for the meeting. How will you possibly find the resources to learn what you need to learn? The Task Working with a group of teachers (your grade level team?), your task is use the information provided in the following resources to become informed about at-risk students and various reading programs. Decide what is the most effective structure for a reading program for at-risk students. Create either a Powerpoint or HyperStudio presentation to share your findings at the next meeting of grade level leaders.

87. Rural At-Risk Students
    Rural Atrisk students. Ronald Pitzer Washington, compared the incidence ofvarious types of at-risk students at all grade levels in rural, urban,  
    http://www.extension.umn.edu/distribution/familydevelopment/components/7269cl.ht
    
    Extractions: A national study conducted by the National Rural and Small Schools Consortium and the American Council on Rural Special Education, both headquartered at the National Rural Development Institute at Bellingham, Washington, compared the incidence of various types of at-risk students at all grade levels in rural, urban, and suburban districts. They also made comparisons between students who were identified as mildly handicapped and those who were not. The researchers found that while both rural and non-rural school personnel estimated relatively large percentages of their students to be "at risk," rural children fared worse than non-rural children in 34 out of 39 statistical comparisons. These included the following: Eighteen percent of rural high school students were estimated to be substance abusers, compared with 10 percent in non-rural districts.

88. Gamma Iota Sigma - Sigma Chapter
    Encouraging, establishing, and enhancing the professionalism of students in the risk management, insurance, and actuarial sciences at Temple University.  
    http://www.temple.edu/gis/

89. Multimedia Environments For Developing Literacy In At-Risk Students
    Multimedia environments for developing literacy in atrisk students. In B.Means (ed.), Education Reform The Reality Behind the Promise.  
    http://www2.edc.org/NCIP/library/v&c/Ctg.htm
    
    Extractions: CONTEXT: MOST environmentsMultimedia environments that Organize and Support learning through Teachingmake it possible for students at risk of school failure to increase their motivation, confidence and generative learning by using multimedia to teach others. MOST environments place students in a position to create interesting and important multimedia products that teach their peers, parents and others about important life topics. MOST environments also enable students to use a variety of visual-artistic, musical, oral and written skills. In addition, MOST environments are scaffolds that support the learning activities necessary to create authentic products. This support occurs through such activities as selecting , comprehending, learning from and communicating the essence of relevant text-based resources and turning the resources into exciting multimedia products. MOST environments are designed to overcome the limitations of much of today's traditional instruction, which tends to (1) underestimate what students with learning difficulties are capable of doing; (2) postpone more challenging and interesting work for too long; and (3) deprive students of meaningful or motivating contexts for learning or using the skills they are taught. Some of the objectives MOST environments aim to achieve are: build on students' strengths rather than focus solely on deficits; focus on authentic, meaningful problems; make connections with students' out-of-school experience and culture; model powerful thinking strategies; encourage multiple approaches to tasks; and make dialog a central medium for teaching and learning.

90. American Civil Liberties Union
    Despite no credible evidence that abstinenceonly programs reduce sexual activity or risk-taking behaviors among teens, the same ineffective programs are being pushed on students.  
    http://www.aclu.org/ReproductiveRights/ReproductiveRights.cfm?ID=11141&c=147

91. WorkKeys, ACT : Case Study / Program Helps At-Risk Students Succeed
    Aims Community College high school diploma program used WorkKeys to help potentialhigh school drop outs graduate and gain skills for the workforce. Student  
    http://www.act.org/workkeys/case/aims.html
    
    Extractions: In 1994, to connect education with the needs of businesses, Aims Community College became the nation's first ACT WorkKeys Value-Added Reseller. (There are now more than 320 resellers.) In 1998, Aims joined with the Centennial Board of Cooperative Educational Services to start the Weld County High School Diploma Program, a self-paced, competency-based chance for students to earn a high school diploma. Students entering the program take WorkKeys tests in eight areas: Applied Mathematics, Applied Technology, Locating Information, Listening, Observation, Reading for Information, Teamwork, and Writing. Their goal is to meet the level on each test required for graduation.

92. CNN - Alcohol Still Top Health Risk To College Students - November 22, 1998
    http://www.cnn.com/HEALTH/9811/23/binge.drinking/index.html
    
    Extractions: Web posted at: 7:51 p.m. EST (0051 GMT) From Correspondent Bill Delaney BOSTON (CNN) Despite some high-profile deaths and years of "drink responsibly" campaigns, alcohol remains the No. 1 health risk to college students, according to alcohol abuse experts. On average, 50 students die from drinking every year. And the epidemic of on- and off-campus "binge drinking," defined as putting down five drinks at one sitting for young men or four for young women, continues. A recent Harvard study concludes that 44 percent of college students binge drink. "It is not simply enough to tell them not to engage in high- risk drinking," said Bill DeJong of the Center for Alcohol and Drug Prevention. "Presidents need to say 'Yes, this is a priority' in order to provide a safe environment." DeJong also said colleges will have to curb binge drinking to stay competitive in the academic marketplace.

93. Rural Students At Risk: Introduction
    Although atrisk students cannot be counted as easily as other subgroups ofstudents can Since studies of rural, at-risk students are limited in number,  
    http://www.sedl.org/rural/atrisk/intro.html
    
    Extractions: Rural school children are more likely to face failure because of crime, substance abuse, parental neglect or other factors than city or suburban kids, a first-of-its-kind survey says....The report...suggests that the social and economic strains facing rural schoolchildren are every bit as bad, perhaps worse, as those facing city youth. (Mitgang, 1990) To many people who have an idealized view of rural life as being wholesome and carefree, this newspaper report of a national study by Helge (1990) is, perhaps, surprising. Are rural children and youth really more troubled or at higher risk than those in larger communities? The term "at risk" was adopted from the field of public health and first used by educators in the early 1980s to describe students who were not succeeding in the public schools for a variety of reasons. Many school improvement policies and programs aimed at bettering educational services to all students, especially those at risk, also began in the 1980s and remain a major focus at all levelsfederal, state, and local. Although students can be at risk of failure in any size or type of school district, (i.e., urban, suburban, small town, rural), a great deal of the research and program development has occurred in urban schools (Houston, 1991; Theobald, 1991). Further, rural areas have seen an erosion of political power and influence to address the concerns and problems facing many of these smaller, more isolated communities (Alexander, 1990). Consequently, little has been done to find out about any uniquenesses of at-risk students that might exist in smaller, more isolated schools.

94. Rural Students At Risk: Student Behaviors
    have been studied and reported in the literature on atrisk students. Some at-risk students are inattentive, have short attention spans,  
    http://www.sedl.org/rural/atrisk/behaviors.html
    
    Extractions: All of the at-risk variables discussed previously could be characterized as status risk factors . They are elements of students' family or personal backgrounds that can have impact on their school success. Finn (1993) identifies these factors as "demographic and historical characteristics, often used to classify large groups of individuals, that are difficult or impossible to alter" (p. 1). A second category of risk factors are behavioral risk factors . "Behavioral risk factors are a set of behaviors that, if not manifested by a youngster, reduce the likelihood that successful school outcomes will be realized" (Finn, 1993, p. 1). This set of factors may be described as "participation" or "engagement" in school (Finn, 1993; Roderick, 1993; Office of Research, 1993; Wehlage et al., 1989). In addition to behaviors that reduce risk, there are also behaviors that increase risk. Although these behaviors are not included in Finn's discussion of behavioral risk factors, many such behaviors (i.e., truancy, delinquency, substance abuse, etc.) have been studied and reported in the literature on at-risk students. A discussion of the more prominent of these factors follows. "Participation" in school

95. CNN - Summary Of Data From The 1997 'Youth Risk Behavior Surveillance' Study Of
    http://www.cnn.com/US/9808/14/youth.violence.stats/index.html
    
    Extractions: Web posted at: 2:06 p.m. EDT (1806 GMT) 50.8 percent had at least one drink of alcohol during the past month. 33.4 percent had five or more drinks of alcohol on at least one occasion during the past month. 26.2 percent used marijuana during the past month. 3.3 percent used cocaine during the past month.

96. Report Of Impact Of OMS Services To At-risk For Expulsion Students
    Academic performance of students at risk of expulsion improved dramatically. One hundred percent of the atrisk students participated in restorative  
    http://titlev.adams.edu/Outreach/OMSreport.htm
    
    Extractions: Dr. Ron Loser, Adams State College, 6/5/2002 In November, 2001, Alamosa Schools received a grant from the Colorado Department of Education to develop alternatives to help students at risk of expulsion and to support students who are unable to avoid mandatory expulsion.  Grant implementation began December 3, 2001. Alamosa School Principals Jerri Stucky and Neil Seneff crafted specific interventions to keep at-risk students engaged in their learning, including the following: increasing the number of hours students spent in instruction from 2.5 to 6.0 hours per day; providing students instruction in restorative discipline strategies and peaceful conflict resolution (from the San Luis Valley Victim Offender Program); hosting a family day once a month—a day of activities including family adventure based counseling activities and family group therapy; furnishing computer-aided instruction (Plato system) requiring students to use technology to engage in active learning and remedial instruction;

97. CNN - Simulator Allows Medical Students To Train Without Risk - March 14, 1999
    http://www.cnn.com/HEALTH/9903/14/patient.simulator/index.html
    
    Extractions: Web posted at: 11:42 a.m. EST (1642 GMT) GAINESVILLE, Florida (CNN) It's a dream come true for medical students: a patient who will sit quietly through the most intrusive and delicate of treatments, won't sue if something goes wrong and in the worst case can be revived with the touch of a few buttons. The "magic" patient is actually a machine developed at the University of Florida Brain Institute by anesthesiologist Michael Good and mechanical engineer Sem Lampotang. The device simulates heart, lung and brain activity to train medical students, nurses, pharmacists and emergency medical technicians to deal with the most difficult patient crises without any of the risks.

98. Technology And At-Risk Students
    Technology and Atrisk students 4th grade correlations w/student achievement 8th grade correlations w/student achievement  
    http://www.rmcdenver.com/useguide/jan_1999/

99. ISBE EBD/PBIS Network Statewide Component
    Supporting the needs of Illinois children and families with students who are or may be atrisk of emotional or behavioral disabilities.  
    http://www.EBDNetwork-IL.org/

100. PSI Supporting At-Risk Students
     The Project for School Innovation is a grassroots network for public schooleducators to share their successes and drive school change.  
     http://www.psinnovation.org/PSI/btft09.html

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