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Oakes, Wendy Peia; Cantwell, Emily D.; Lane, Kathleen Lynne; Royer, David J.; Common, Eric Alan – Preventing School Failure, 2020
Schools are adopting tiered systems to prevent and respond to students' academic, behavioral, and social needs. Foundational to tiered systems is the capacity of educators to implement high-quality classroom management and instructional practices. In this study, school leaders provided professional development to staff as they prepared to adopt a…
Descriptors: Classroom Techniques, Teacher Attitudes, Educational Strategies, Student Needs
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Cavendish, Wendy; Morris, Chelsea T.; Chapman, Lindsey A.; Ocasio-Stoutenburg, Lydia; Kibler, Kristin – Preventing School Failure, 2020
Special education teachers' practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative…
Descriptors: Teacher Attitudes, Special Education Teachers, Progress Monitoring, Urban Schools
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Swain, Kristine D.; Hagaman, Jessica L. – Preventing School Failure, 2020
This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…
Descriptors: Elementary School Teachers, Special Education Teachers, Data Use, Curriculum Based Assessment
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Camacho, Kristine A.; Krezmien, Michael P. – Preventing School Failure, 2020
The majority of the research on school suspension practices has focused on individual student-level factors and their relationship to school suspension practices. A substantial number of studies have examined race and/or disability status as predictors of suspension (Camacho & Krezmien, 2018; Krezmien, Travers, & Camacho, 2017; Sullivan,…
Descriptors: Discipline Policy, Suspension, Disproportionate Representation, Students with Disabilities
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Goodnight, Crystalyn I.; Wood, Charles L.; Thompson, Julie L. – Preventing School Failure, 2020
In-service and coaching can increase teachers' use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers' use of research-based strategies during beginning reading instruction. Teachers were trained to enhance…
Descriptors: Reading Strategies, Reading Instruction, Coaching (Performance), Evidence Based Practice
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Cornell, Heidi R.; Sayman, Donna M. – Preventing School Failure, 2020
Interagency collaboration can easily be recognized as an intensive supportive practice that helps meet the complex needs of students with emotional and behavioral disorders (EBD). The purpose of this study was to explore how special education teachers of students with EBD experience interagency collaboration for the education of their students.…
Descriptors: Agency Cooperation, Special Needs Students, Behavior Disorders, Emotional Disturbances
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Reed, Kelsie N.; Fenning, Pamela; Johnson, Miranda; Mayworm, Ashley – Preventing School Failure, 2020
Researchers and policymakers have written extensively about the lack of evidence for the use of suspension and expulsion in schools and the disproportionate impact among racial and ethnic minorities and children in special education. As a result, states across the country have passed legislation to reform school discipline practices, with varying…
Descriptors: Discipline Policy, Suspension, State Legislation, Expulsion
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McGee, John J.; Lin, Fan-Yu – Preventing School Failure, 2020
This study explored practices that lead an alternative education program (AE) to improve student performance and progress toward graduation and transition. Eight former and current AE students were interviewed about their reasons for leaving regular schools and their perspectives regarding AE placements. The findings favor the implication of…
Descriptors: Nontraditional Education, Case Studies, At Risk Students, Nontraditional Students
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Swanson, Joan Ann; Ficarra, Laura R.; Chapin, Deborah – Preventing School Failure, 2020
School reform efforts are reflected in the Common Core State Standards (CCSS) and increasingly impact potential for differentiation of instruction, which is critical in effectively educating students with varying achievement and learning needs. Although CCSS were developed to establish a ubiquitous foundation of educational expectations by grade…
Descriptors: Common Core State Standards, Individualized Instruction, Expertise, General Education
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Sun, Anna Q.; Xin, Joy F. – Preventing School Failure, 2020
This study investigated school principals' opinions of their knowledge, skills, and leadership roles in providing services and support to students with special needs. A total of 134 respondents were included. Responses were analyzed into 4 factors; leadership in special education, leadership knowledge, leadership support, and leadership decision.…
Descriptors: Principals, Administrator Attitudes, Special Education, Leadership Responsibility
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Barnes, Sara A.; Iovannone, Rose; Blair, Kwang-Sun; Crosland, Kim; George, Heather Peshak – Preventing School Failure, 2020
Students in general education classrooms are increasingly being identified as being in need of individualized behavior supports. Thus, this study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of typically developing students with behavioral challenges in a high-need elementary school…
Descriptors: Prevention, Reinforcement, Student Behavior, Behavior Problems
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Merle, James L.; Cook, Clayton R.; Thayer, Andrew J. – Preventing School Failure, 2020
Children with serious problem behaviors pose a challenge for school staff to maintain safe and productive learning environments. Eloping, often called running, bolting, or absconding, from the classroom disrupts learning environments and requires significant attention and time from staff. Existing interventions to address elopement behavior lack…
Descriptors: Student Behavior, Behavior Problems, Intervention, Prevention
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Pronk, Sanne; Kuiper, Chris; Smit, Dafne; Stams, Geert Jan; Popma, Arne; Mulder, Eva; van den Berg, Germie – Preventing School Failure, 2020
In this multilevel meta-analysis the outcomes of adolescents with complex problems at risk for school drop-out attending nonresidential alternative educational facilities were examined. Ten studies (87 effect sizes), examining outcomes on social-emotional functioning, academic achievement, academic attitude, externalizing and internalizing…
Descriptors: Adolescents, At Risk Students, Dropouts, Nontraditional Education
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Bouck, Emily C.; Park, Jiyoon; Stenzel, Kelly – Preventing School Failure, 2020
Assistive technology supports students with disabilities in a variety of ways, including serving as a means of instruction. Although virtual manipulatives can serve as an assistive technology tool, limited research examines virtual manipulatives in-and-of-themselves to support students with disabilities. This study explored app-based virtual…
Descriptors: Students with Disabilities, Assistive Technology, Manipulative Materials, Technology Uses in Education
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Niwayama, Kazuki; Maeda, Yosuke; Kaneyama, Yumi; Sato, Hiroshi – Preventing School Failure, 2020
This study examined the effects of teacher self-monitoring combined with peer teacher feedback on their use of behavior-specific praise (BSP). We also examined its effect on children's academic engagement. The study was conducted in general education classrooms at a Japanese elementary school using a multiple-probe design across participants.…
Descriptors: Positive Reinforcement, Feedback (Response), Peer Evaluation, Peer Teaching
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