Help Students Prepare for High School Examinations

Autor/inn/en	Lagares, Christopher; Connor, David J.
Titel	Help Students Prepare for High School Examinations
Quelle	In: Intervention in School and Clinic, 45 (2009) 1, S.63-67 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451209338399
Schlagwörter	Self Esteem; Learning Disabilities; Hyperactivity; Behavior Disorders; Tests; Anxiety; Social Studies; Student Evaluation; Student Attitudes; High School Students; Attention Deficit Disorders; Intervention; Inclusive Schools; Elementary Secondary Education; New York + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Learning handicap; Lernbehinderung; Hyperaktivität; Examination; Prüfung; Examen; Angst; Gemeinschaftskunde; Schulnote; Studentische Bewertung; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Inclusive school; Integrative Schule
Abstract	Anxiety! Stress! Fear! Everyone lives in a time of escalating accountability in terms of state, district, and city-wide examinations that measure student growth in the acquisition of skills and content area knowledge. All students feel increased pressure to constantly demonstrate improved levels of academic performance. For students with cognitive and behavioral challenges, these tensions are greatly exacerbated. In addition, teachers experience stress related to their own role in facilitating expected student achievement. This article provides teachers with 20 tips to help decrease student anxiety by increasing general engagement, promoting autonomy, and building self confidence. The 20 methods support adolescents with high-incidence labels such as "learning disability," "behavior disorder," "attention-deficit disorder," "attention-deficit/hyperactivity disorder," and "at risk for disabilities" (i.e., in terms of response to intervention). These ideas are generated from within the context of an inclusive high school social studies classroom and can be generalized to other content areas, in addition to being modified for earlier grades. (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10