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Jolivette, Kristine; Ennis, Robin Parks; Swoszowski, Nicole Cain – Preventing School Failure, 2020
Choice-making is a strategy that can be implemented across varying age levels and abilities to target problem behavior as well as academic engagement/performance. It can be embedded within multitiered systems of support frameworks as an individual or group approach as well as a Tier 1 or 2 strategy, depending on students' need and response, thus…
Descriptors: Decision Making, Behavior Problems, Learner Engagement, Academic Achievement
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Southward, Julie D.; Davis, Mariya T. – Preventing School Failure, 2020
Transition for students with disabilities has been the focus of educational policies for several decades. Still, students with disabilities, including those with a specific learning disability (SLD), continue to experience difficulties transitioning to post-school environments, particularly post-secondary education (PSE). The Individuals with…
Descriptors: Student Adjustment, Postsecondary Education, Learning Disabilities, Students with Disabilities
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Polleck, Jody; Yarwood, Jordan – Preventing School Failure, 2020
Conducted in an urban alternative education program for adolescents ages 17-21, this study provides an overview of a professional development program that sought to support teachers in developing unit plans that incorporated backwards design principles and culturally relevant and sustaining instruction. The authors offer a qualitative thematic…
Descriptors: Nontraditional Education, Urban Education, Faculty Development, Academic Achievement
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Malczyk, Benjamin R.; Lawson, Hal A. – Preventing School Failure, 2019
A substantial body of research focuses on student achievement and the characteristics of schools that regularly produce it. While academic achievement is an important variable to measure, student engagement serves as a related and highly influential variable that merits more attention, particularly as it relates to preventative interventions.…
Descriptors: Academic Achievement, Family Involvement, Parent Participation, Learner Engagement
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Jozwik, Sara L.; Cuenca-Carlino, Yojanna; Mustian, April L.; Douglas, Karen H. – Preventing School Failure, 2019
Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students' academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe…
Descriptors: Learning Strategies, Bilingualism, Academic Language, Reading Comprehension
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Davis, Marcia H.; Mac Iver, Martha Abele; Balfanz, Robert W.; Stein, Marc L.; Fox, Joanna Hornig – Preventing School Failure, 2019
This study focuses on the implementation of an early warning indicator and intervention system in 20 southern high schools. This model included a team of teachers, counselors, and student support services personnel who analyzed ninth-grade student-level data and implemented and monitored interventions. The team was led by a half-time coach who…
Descriptors: Program Implementation, Identification, Dropout Prevention, Intervention
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Scott, Terrance M.; Gage, Nicholas A.; Hirn, Regina G.; Lingo, Amy Shearer; Burt, Jon – Preventing School Failure, 2019
PBIS is has been consistently correlated with reductions in student exclusion including suspensions, expulsions, poor attendance, and high school dropout rates. However, school-wide strategies that do not specifically involve effective instruction in academic areas are unlikely to result in increased academic achievement. To address this reality,…
Descriptors: Positive Behavior Supports, Response to Intervention, Program Implementation, Fidelity
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Ortiz, Alba A.; Robertson, Phyllis M.; Wilkinson, Cheryl Y. – Preventing School Failure, 2018
Planning language and literacy instruction and supplemental intervention for English Learners (ELs) in bilingual education programs begins by assessing their current performance, strengths, and needs. However, current functioning must be interpreted in relation to past performance and the nature and quality of instruction students have received…
Descriptors: English Language Learners, Bilingual Education, Educational Planning, Supplementary Education
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Hirn, Regina G.; Hollo, Alexandra; Scott, Terrance M. – Preventing School Failure, 2018
In the United States, federal funding under Title 1 is provided to schools to improve academic achievement for disadvantaged students. Many students attending schools eligible for Title 1 funding are from families in poverty and at risk for negative outcomes. Identifying instructional factors that mitigate this risk must be a priority for teachers…
Descriptors: Academic Achievement, Feedback (Response), Hierarchical Linear Modeling, Elementary School Students
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Maillet, Andre L. – Preventing School Failure, 2017
Alternative schools can provide all students, especially those with challenging behaviors, low motivation, poor attendance, failing grades, or those afraid to even walk into the school building, with an engaging and enriching educational experience. Through designing, leading, and serving students as an administrator of an alternative middle…
Descriptors: Nontraditional Education, Educational Practices, Middle Schools, Middle School Students
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Howland, Allison; Chen, Li-Ting; Chen, Ming-E; Min, Mina – Preventing School Failure, 2017
Homeless children usually experience high mobility. Yet, it is not clear if the degree of mobility among homeless children is associated with their academic performance. Furthermore, an emerging body of literature is beginning to examine the impact of specific living arrangements (e.g., living with families or friends) on homeless family and child…
Descriptors: Homeless People, Prevention, At Risk Students, Low Achievement
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Harn, Beth A.; Parisi Damico, Danielle; Stoolmiller, Michael – Preventing School Failure, 2017
Fidelity of implementation is a commonly used term that is not well understood yet frequently assessed in schools today. This paper will discuss the different approaches commonly used in schools (e.g., structural, procedural, etc.) and then present them in relation to student outcomes within a seven-month intervention study with at-risk…
Descriptors: Intervention, Fidelity, Outcomes of Education, At Risk Students
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Hampshire, Patricia Korzekwa; Butera, Gretchen D.; Bellini, Scott – Preventing School Failure, 2016
Homework challenges are particularly relevant for students with autism spectrum disorders who demonstrate difficulty maintaining attention, motivation, and developing effective study skills. These challenges are often exacerbated for adolescents with disabilities who face a number of challenges during the middle school years. A multiple baseline…
Descriptors: Autism, Pervasive Developmental Disorders, Middle School Students, Self Management
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Feemster, Kristen G.; Proctor, Steven L.; Hoffmann, Norman G. – Preventing School Failure, 2016
This study identified peak periods of the onset, prevalence, and correlates of early adolescent substance use, and evaluated the feasibility of implementing a brief student survey at a high school in the southeastern United States. A brief survey was self-administered and 791 students with a mean age of 16.2 years (SD = 1.24) provided complete…
Descriptors: Early Adolescents, Substance Abuse, Student Surveys, High School Students
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Zolkoski, Staci M.; Bullock, Lyndal M.; Gable, Robert A. – Preventing School Failure, 2016
Many students with emotional and behavioral disorders placed in alternative education settings lack resilience and are likely to experience failure in school and beyond without carefully designed intervention programs. Although researchers have examined both resilience in children and youth and their placement in alternative education settings,…
Descriptors: High School Graduates, Resilience (Psychology), Academic Persistence, Nontraditional Education
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