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Helping At-Risk Students Meet Standards: A Synthesis of Evidence-Based Classroom Practices

 
 
Product Description  Synthesis of research findings on effective strategies to assist low-achieving students in meeting standards
Authors  Zoe Barley, Patricia A. Lauer, Sheila A. Arens, Helen S. Apthorp, Kerry S. Englert, David Snow, & Motoko Akiba
Target Audience  Administrators
Policymakers
Researchers
Ways to Use this Product  As a tool to help educators develop strategies to help all students succeed
Key Ideas  
Teachers need access to research-based practices that target children who are low performing or at risk of failure.

This research synthesis addresses the research question: What are effective instructional strategies that can be used in classrooms to assist low-achieving students?

The synthesis methods used to create this report follow established guidelines for conducting research syntheses in education and the social sciences.

Overall, this research synthesis evaluates evidence that supports the use of five strategies to help low-achieving students meet standards: cognitively oriented instruction, heterogeneous grouping structures, tutoring, peer tutoring, and computer-assisted instruction.

How to Get this Product  Download the PDF file.
APA Citation  Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping at-risk students meet standards: A synthesis of evidence-based classroom practices. Aurora, CO: Mid-continent Research for Education and Learning.
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