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ERIC Number: EJ836893
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 17
ISSN: ISSN-1053-4512
It's in the Cards: A Classwide Management System to Promote Student Success
Murphy, Sashaa A.; Korinek, Lori
Intervention in School and Clinic, v44 n5 p300-306 2009
Increasing numbers of students with disabilities and those at risk for school failure are participating in general education classes. They are expected to master the content, to take primary responsibility for their success, and to manage their own progress. Unfortunately, many students do not consistently demonstrate the nonacademic skills that teachers expect and that research has shown to be positively correlated with academic achievement. Large class sizes, tight schedules, and challenging curricula limit the flexibility and time needed to individualize instruction. Students with disabilities and others at risk often struggle just to get by, and many teachers have expressed uncertainty as how to best help those students within the constraints of their school settings. General and special educators at all levels who experience management challenges need efficient approaches that are effective for all students, including those with identified disabilities. To address these management issues, one secondary mathematics teacher developed a card system combining elements of self-management and teacher monitoring to increase the frequency and duration of student behaviors necessary for academic success. The approach provided students with opportunities to develop and demonstrate increasing personal responsibility and offered the teacher an efficient way to monitor progress toward academic independence. (Contains 1 table and 4 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A