Facing High Stakes in High School: 25 Successful Strategies from an Inclusive Social Studies Classroom

Autor/inn/en	Connor, David J.; Lagares, Christopher
Titel	Facing High Stakes in High School: 25 Successful Strategies from an Inclusive Social Studies Classroom
Quelle	In: TEACHING Exceptional Children, 40 (2007) 2, S.18-27 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	High Schools; Dropouts; Secondary School Teachers; Individualized Instruction; School Holding Power; High Stakes Tests; High School Students; Inclusive Schools; At Risk Students; Dropout Research; Academic Persistence; Adolescents; Educational Environment; Helping Relationship; Classroom Techniques; Student Diversity; Special Needs Students; Disabilities; Teaching Methods + Suchen Sie Ihr Suchwort? High school; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Individualisierender Unterricht; High schools; Student; Students; Schüler; Schülerin; Studentin; Inclusive school; Integrative Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Helfende Beziehung; Klassenführung; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Most high school teachers are concerned about the potential risk of student dropout, a phenomenon that has remained steady at approximately 14% since 1987 (National Center for Education Statistics, 2001). However, as Blackorby and Wagner (1996) note, the likelihood of high school dropout is significantly greater if a student is labeled as learning disabled (36%) or as having emotional and behavioral disorders (59%). Dropping out of school is the result of complex and often interlocking issues, one of which is the ever increasing academic demands placed upon all learners, including those with disabilities. However, research has shown that student retention is possible when adolescents work with a helpful person and experience success in a helpful class, regardless of content area. This article describes how a teacher, Chris Lagares, and the supportive environment he maintains illustrate these two notions of "helpfulness." Utilizing a self-developed professional toolkit that combines research-based practices including backwards planning, differentiated instruction, the Principles of Learning, and brain-based research, the teacher is able to creatively craft lessons for diverse learners within a demanding, fast-paced curriculum. This article presents 25 selected strategies that Chris uses to prepare students not only for the culminating statewide examination, but also the promise of college beyond. (Contains 7 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10