Not exact matches
The schools and
classroom interventions that I've
described educate a tiny fraction of the nation's poor children, and they are competing against a dominant culture in education that only very rarely considers whether there might be another, better way to motivate and engage children who are growing up in poverty.
Feldman and Tung (2002) and Adey (1997), for example, discuss teacher leaders and teachers sharing a common vision for instruction as part of this context, or studies
describe teacher leaders as part of a broader
intervention intended to impact teachers»
classroom instruction (for example, Blank et al., 2006 and Balfanz et al., 2006).
In this post, he
describes how C - SAIL's original
intervention might be the missing link to successful reform, by bringing resources directly to the
classroom door.
Carbo
describes four key
interventions at the heart of Reading Styles, which any
classroom teacher can implement to some extent: (1) assess students» reading styles and match instruction to those styles; (2) use specially recorded, challenging stories; (3) provide reading choices and high challenges; and (4) allow movement, offer comfortable seating, and use color.
This brief from the Center for Evidence - Based Practice: Young Children with Challenging Behavior
describes several early
intervention strategies, including: (a) arranging of the
classroom environment, (b) scheduling, and (c) implementing rules, rituals, and routines.
The model effectively
describes the relationship between group averages of aggressive behavior in the
classroom and aggressive and delinquent behavior outside the
classroom for those students assigned to the individual
intervention.