behavior management, at-risk strategies, teacher assistance teams, and cooperative learning.
Teams were formed to address improvement issues and identify special student needs within regular education. One team provided direct assistance to any student not experiencing success, with the focus on the specific student problem, not labeling and program placement. Support systems for students included peer tutoring and a buddy system between teachers and at-risk students. The special education teacher assumed the role of support facilitator for regular educators and the mainstreaming process.
According to Jolly (1990), preliminary data collected at each of the five demonstration sites indicates that the program is working well for all categories of students. Specifically, positive outcomes for both academic and attitudinal measures have been observed for both regular and special students.
Impact 2: Changes in Practices and Curriculum
Since its early beginnings, the Effective Schools Movement has spawned a great deal of research into those p
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