ERIC Number: ED475904
Record Type: Non-Journal
Publication Date: 2002-Dec
Helping At-Risk Students Meet Standards: A Synthesis of Evidence-Based Classroom Practices.
Barley, Zoe; Lauer, Patricia A.; Arens, Sheila A.; Apthorp, Helen A.; Englert, Kerry S.; Snow, David; Akiba, Motoko
This report synthesizes research on helping at-risk students meet academic standards. The studies chosen had to be published after 1984, be implemented in the United States, relate to K-12 students, directly assess students' academic achievement, address strategies that could be implemented in the regular classroom, and use strategies targeting low-achievement students. A total of 118 studies were sorted into six categories of classroom strategies: general instruction, cognitively oriented instruction, grouping structures, tutoring, peer tutoring, and computer-assisted instruction. Overall, results support the use of five of the strategies to help low-achieving students meet standards: cognitively oriented instruction, heterogeneous grouping structures, tutoring, peer tutoring, and computer-assisted instruction. There are positive findings for the effects of each strategy on the performance of low-achieving students, but in varying degrees, and with the exception of peer tutoring and computer-assisted instruction, only a minority of studies are considered high quality. Two appendices contain strategies to assist low-achieving students coding guide and meta-analysis methods. (Chapters contain references and annotated bibliographies.) (SM)
Descriptors: Academic Achievement, Academic Standards, Behaviorism, Classroom Techniques, Computer Uses in Education, Constructivism (Learning), Elementary Secondary Education, Heterogeneous Grouping, High Risk Students, Mathematics Instruction, Peer Teaching, Reading Instruction, Teaching Methods, Tutoring, Writing Instruction
Mid-Continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.