At-Risk Students

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ISBN: 9781930556713 | 1930556713
Cover: Paperback
Copyright: 12/1/2003

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This book is organized around CBUPO, the basic psychological needs of all students: -competence -Belonging -usefulness - Potency - Optimism When teachers and schools focus on meeting these needs, the rate of at-riskness is drastically reduced. This book presents practical strategies and tips to help teachers and administrators help all students become successful learners. The revised edition offers new material on - - using classroom assessment - complying with standards and high stakes testing - an updated approach to evaluating At-Risk Prevention programs. - alternative strategies for meeting the motivational needs of at-risk youth, from developmental constructivism to mastery learning.

About the Authors

Preface

Schools, Schooling, and Learning: Working our way through the minefields of purpose and function

Introduction

(26)

Who Are These Kids and Why Do They Behave the Way They Do?

(3)

Basic Psychological Needs of At-Risk Youth

(7)

The Essential Feelings

(1)

Competence

(1)

Belonging

(1)

Usefulness

(1)

Potency

(1)

Optimism

(1)

Characteristics of the Discouraged Learner

(3)

Cognitive Dissonance Theory

(6)

Dominant Theories of At-Riskness

(2)

Clinical Pathology

(1)

The Medical Model

(1)

Cultural/Environmental Deficits

(1)

Institutional Pathology

(1)

Programmatic Implications of the Two Theoretical Orientations

(4)

Interventions Based on the Clinical Pathology (Medical) Model

(1)

Interventions Based Upon the Clinical Pathology (Environmental Deficit) Model

(1)

Interventions Based Upon the Institutional Pathology Model

(1)

Three Program Prototypes

(3)

References

(1)

Issues Regarding Assessment and the Uniqueness of Learners

(12)

The Appropriate Role of Assessment

(4)

Clear Thinking and Effective Communication

(1)

Teachers in Charge

(1)

Students as Key Users

(1)

Clear and Appropriate Targets

(1)

Stopping to Look Down the Road

(2)

The Uniqueness of Our Learners

(4)

Retention of Learning

(1)

Building Mental Trellises

(2)

The Curriculum and Instruction Battle Fields

(1)

The Reading and Math Wars

(1)

References

(1)

The ``C'' of CBUPO: Building Student Feelings of Competence

(34)

The Importance of Developing One's Feelings of Competence at School

(2)

Mastery Learning: An Objective View of Knowledge

(1)

The Mastery Learning Model

(1)

The Four Variables

(18)

Variable 1: Motivation

(1)

Variable 2: Prerequisite Skills

(1)

Variable 3: Quality Instruction

(1)

Variable 4: Adequate Time

(2)

Two Approaches: The Deluxe and the Economy Models

(1)

The Deluxe Model

(2)

The Economy Model

(3)

Management and Grading

(8)

High-Status Knowledge

(10)

Mastery Learning and the At-Risk Student: A Case Study

(2)

References

(2)

Helping Students Develop and Construct Their Own Feelings of Competence

(14)

A Constructivist View of Knowledge

(1)

Constructivist Learning Expectations: Subjective View of Knowledge

(1)

Developmental Constructivist Learning

(8)

Assimilation and Accommodation

(1)

Motivation

(1)

A Case Study

(1)

Prerequisite Knowledge

(2)

High-Quality Instruction

(3)

Allowing Enough Time for Learning

(1)

Reconciling Developmentalism with High-Stakes Testing

(1)

A Final Case Study: The Constructing of Scientific Knowledge

(1)

Mastery Expectations

(1)

Concluding Comment

(1)

References

(1)

The B in CBUPO: Helping Students Develop a Sense of Belonging

(40)

The Hidden Curriculum

(3)

Multicultural Education and the Hidden Curriculum

(10)

Extending Membership to All

(4)

Valuing Students by Valuing Their Interests

(4)

Learning Styles and Developing Feelings of Belonging

(1)

Gregorc Style Delineator

100

(2)

An Illustration---High School Physics

102

(3)

Helpful Responses to Learning Style Differences

105

(1)

Bernice McCarthy's 4MAT System

106

(7)

Teacher Expectations and Feelings of Belonging

113

(3)

The Special Case of Wait Time

116

(3)

Intelligence Reconsidered

119

(6)

Building Belonging with Constructivist Learning

121

(4)

References

125

(2)

Helping Students Build Feelings of Usefulness

127

(28)

Problem Based Learning and Student Directed Inquiry

130

(1)

Two Dimensions of Utility

131

(1)

Busy Work vs. ``Real World'' Work

131

(1)

Social Utility

132

(1)

Cooperative Learning

132

(5)

Group Investigation

132

(1)

Jigsaw

133

(1)

Circles of Learning

133

(2)

Cooperative Structures

135

(1)

Characteristics of Informal Cooperative Structures

135

(2)

Cooperative Team Learning

137

(5)

Teams Games Tournaments

137

(5)

Student Teams Achievement Divisions (STAD)

142

(2)

Jigsaw II

144

(1)

An Example of a Hybrid

145

(3)

Accountability and Roles

148

(2)

Community Service

150

(3)

Concluding Comment

153

(1)

References

154

(1)

Developing a Sense of Personal Potency

155

(18)

Choice Theory Explained

156

(2)

The Concept of Total Behavior

157

(1)

Understanding Attribution

158

(7)

Goal Setting/Achievement/Celebration Cycle

160

(1)

Affirmations

160

(3)

Teacher as Coach/Student as Worker

163

(2)

Four Essential Elements of Lead Management

165

(4)

Four Links to Success

169

(3)

Brad: A Case Study

170

(2)

A Final Note

172

(1)

References

172

(1)

CBUPO and Effective Discipline: The Two Can Go Together

173

(36)

Our Primary Disciplinary Responsibilities

174

(2)

Maintaining Order

174

(1)

Developing an Internal Locus of Control

175

(1)

Promoting Appropriate Social Values

175

(1)

Causes of Student Misbehavior

176

(1)

Motivations Influencing Misbehavior

176

(1)

Attention Getting

176

(1)

Power/Revenge

176

(1)

A Litmus Test for Assessing Discipline Programs

176

(3)

Students' Academic Needs

179

(1)

Schools Where Discipline Is Effective

180

(2)

Principles and Processes for Effective Discipline

182

(4)

A Variety of Systems

186

(3)

Social Responsibility

189

(6)

Logical Consequences

191

(1)

Contrasting Logical and Natural Consequences

191

(2)

Reality Therapy

193

(2)

Social Contracting

195

(11)

Contracts Between Teacher and Student

195

(1)

Contracts Between Student and Student

196

(1)

Conflict Resolution/Mediation Process

196

(1)

Peer Mediation

197

(1)

Assertive Discipline

198

(3)

Preventing Misbehavior

201

(1)

Proper Use of Praise

201

(2)

Gaining Parental Support

203

(3)

Concluding Comment

206

(1)

References

207

(2)

Schoolwide Initiatives That Reduce At-Riskness

209

(30)

Early Intervention

210

(5)

``Success for All''

211

(4)

Parental Involvement

215

(4)

The Nature of the Parental Involvement

216

(2)

Parent Support vs. Parent Involvement

218

(1)

The Social Organization of Schools

219

(1)

Two Syndromes Affecting At-Risk Youth

220

(3)

Stigma

220

(1)

Rejecting the Rejecters

221

(2)

In-School Diversion

223

(4)

Case Study: The Diversion of Jay

224

(3)

Teacher Advisory Programs

227

(4)

Issue 1: Assignment of Students

228

(1)

Issue 2: Frequency of Meetings

228

(2)

Issue 3: Cross-Age or Grade Level Groupings?

230

(1)

Issue 4: One Year or Multi-Year Assignments?

230

(1)

Issue 5: Structured or Unstructured Meetings?

231

(1)

Issue 6: Total Faculty Involvement or Volunteers?

231

(1)

Child Assistance Teams (CAT)

231

(1)

Push-In/Not Pullout Programs

232

(1)

A Case in Point

233

(3)

References

236

(3)

More Schoolwide Initiatives and a Vision of Restructuring

239

(34)

Value 1: Expectations Should Fit the Individual

240

(1)

The Shopping Mall School

241

(1)

Curricular Diversity

242

(3)

Standards-Based Education

245

(3)

Necessary Ingredients for Standards-Based Education

248

(2)

The Belief System

249

(1)

The Time Dilemma

249

(1)

Schoolwide Behavioral Expectations

250

(4)

Academic Standards and Authentic Testing

254

(12)

The Clarity of Our Learning Targets

256

(1)

The Performance That Will Be Used for the Assessment

256

(1)

Determining Criteria for Evaluation

257

(8)

Simulations

265

(1)

School Restructuring

266

(1)

Elementary Schools: Multi-Aged Grouping and the Non-Graded School

267

(1)

Coalition of Essential Schools: A Secondary Restructuring Program

268

(3)

Concluding Comment

271

(1)

References

272

(1)

Evaluation of At-Risk Prevention Programs

273

(24)

A Timely and Rigorous Focus on Theory

274

(1)

Three Distinct Program Purposes (From Chapter 1)

275

(15)

A Six-Step Process

275

(2)

Step 1. Setting a Clear Target

277

(1)

Step 2. Theory Articulation

278

(2)

Step 3. Selecting Interventions

280

(1)

Disaggregation

280

(1)

Choice of Interventions

280

(1)

Step 4. Selecting and Developing Benchmarks

281

(3)

Step 5. Monitoring Success

284

(1)

Discrepant Data

284

(2)

Step 6. Determining Outcomes

286

(4)

The Six-Stage Process in Action

290

(4)

Summary

294

(1)

References

295

(2)

Epilogue

297

(2)

References

299

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At-Risk Students

Summary

Table of Contents

Supplemental Materials