ERIC Number: ED319193
Record Type: RIE
Publication Date: 1989-Jun
Reference Count: N/A
Drawing Marginal Learners into the Big Picture.
Appalachia Educational Lab., Charleston, WV.; Kentucky Education Association, Louisville.
This study report begins with a profile of marginal learners based on current research. It continues with a question-by-question analysis of a survey which was completed by 22 teachers identified as effective in working with marginal learners. The survey gathered information concerning: (1) teacher descriptions of marginal learners, including student classroom behavior, attitudes, and learning and environmental deficits; (2) qualities of effective teachers of marginal learners, addressing personal qualities and philosophy and instructional strategies; (3) classroom organization, such as seat assignments, instructional groupings, teacher proximity, and classroom procedures; (4) organization of instructional time; (5) learning activities which provide structure and enhance affective development; and (6) specific strategies for concept review, questioning, reinforcement, motivation, self-esteem enhancement, discipline, evaluation, homework, outside class assistance, and parental contact. The report includes a copy of the survey instrument, a bibliography of 83 items, and descriptions of 15 specific instructional activities especially effective with marginal learners. (JDD)
Descriptors: Elementary Secondary Education, High Risk Students, Instructional Effectiveness, Learning Activities, Learning Problems, Low Achievement, Mainstreaming, Slow Learners, Teaching Methods
Appalachia Educational Laboratory, Inc., P.O. Box 1348, Charleston, WV 25325 ($5.00).
Publication Type: Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Appalachia Educational Lab., Charleston, WV.; Kentucky Education Association, Louisville.
Note: For a related document, see EC 230 881.