Literaturnachweis - Detailanzeige
| Autor/inn/en | Adelman, Howard S.; Taylor, Linda |
|---|---|
| Titel | The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning |
| Quelle | (2005), (408 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-4129-0965-5 |
| Schlagwörter | Leitfaden; Academic Achievement; Learning Activities; Educational Improvement; Intervention; Models; Case Studies; Scores; Educational Policy; Guides; Professional Associations; Educational Change; Student Problems; Behavior Problems; School Community Relationship; Family School Relationship; Web Sites; Tables (Data); Cartoons; Campuses; Tests |
| Abstract | Barriers to learning and teaching interfere with students' ability to participate effectively and benefit fully from classroom instruction and other educational activities. For school improvement efforts to succeed in ways that truly improve student achievement and student test scores, systemic changes must be made in how schools provide learning supports. The authors now provide this exciting new guide to student learning supports for school leaders, along with a companion volume for schoolwide use, offering an innovative approach to addressing barriers to learning. Emphasizing an intervention framework that is comprehensive, multifaceted, and cohesive, and offering a sophisticated approach to rethinking and facilitating systemic changes to infrastructure and policy at school and community levels, this guide covers strategies built on decades of research. The authors provide case studies, resources, quizzes, cartoons, and more than 75 figures, tables, and tools for analysis and capacity building to help school leaders understand, assess, and remedy the gap between the learning supports students need and the learning supports they are currently receiving. The unparalleled New Directions for Student Support Initiative described in this guide has been cosponsored by more than 20 professional associations. Following an introduction, this guide divides into three parts and 20 chapters. Part I, Why Learning Supports Are Imperative and What's Wrong with the Way We're Doing It Now, presents: (1) Why New Directions Are Imperative; (2) Which Students Need Learning Supports?; (3) Complex Problems, Limited Solutions; and (4) Controlling Behavior at the Expense of Motivating Learning. Part II, New Directions for Learning Support at a School Site, continues with: (5) Addressing Barriers to Learning in Schools; (6) A Schoolwide Component for Learning Support; (7) Rethinking Infrastructure: Starting at the School Level; (8) School-Family-Community Connections: With a Special Focus on School-Community Collaboratives; (9) Using and Extending the Research Base for Addressing Barriers to Learning; and (10) Coda: Building Prototypes and Going-to-Scale. Part III, Resources, concludes with: (11) More about Understanding and Labeling Student Problems; (12) Student Support and Behavior Problems; (13) Reframing the Roles and Functions of Student Support Staff; (14) About Surveying How a School Is Addressing Barriers to Student Learning; (15) Natural Opportunities to Promote Social and Emotional Learning and Well-Being; (16) About Mental Health in Schools; (17) New Directions for Student Support Initiative Brief: Assuring That No Child Is Left Behind; (18) Examples of Policy Statements; (19) Our Published Works and Center-Produced Resources on Addressing Barriers to Learning; and (20) Internet Sites for a Sampling of Major Agencies and Organizations Relevant to Learning Supports. This guide also contains: a list of guides; tools for analyses and capacity building; and an index. (ERIC). |
| Anmerkungen | Corwin Press, A SAGE Publications Company. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.corwinpress.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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