NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ564758
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISSN: ISSN-1098-1608
A Teacher's Manifesto: Designing Learning Which Cures Rather Than Causes Academic Risk: Part 2.
Kennedy, Mark
Journal of At-Risk Issues, v2 n2 p16-27 Win-Spr 1996
This second part of a two-part essay shows how teachers, especially middle school teachers, can reduce academic risk. Two hypotheses are examined: (1) the more the classroom culture respects students, the more students respect the purposes, principles, and people in the classroom; and (2) assessment of learning must be fair and meaningful for all. (Author/SLD)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: For Part 1, see UD 520 696.