The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…

School-based response to intervention (RTI) teams must gather, organize, chart, and interpret essential instructional information to make effective adjustments to meet the academic needs of struggling learners. Quantified data such as student proficiency scores, rate of progress trends, and achievement gap results provide the foundation for making…

Due to the nature of his or her handicap and the need for appropriate, innovative pedagogy, the blind college teacher engages in behaviors that may fulfill both the task and relationships dimensions of Lowman's model of effective teaching. Discussed are teaching techniques found to be effective by a blind professor. (MLW)

The problem-centered learning model for gifted students is described and applied to development of learning experiences that are organized around exploration of past, present, and future perspectives of trends, problems, events, and phenomena in the social sciences. Ways to use problem-centered learning in regular classrooms, special programs for…

The article proposes a function hierarchy designed for use with dysfunctional learners. Theories of B. Bloom, J. Piaget, J. Bruner, and R. Gagne are briefly reviewed. The hierarchy's six presentation levels (awareness, recognition, recall, application, maintenance, and generalization) are illustrated in teaching the skill of multiplication. (CL)

Discusses a "tri-dimensional approach" to individualized instruction that is based on determination of 1) the correct level of difficulty for every student, 2) the appropriate learning behavior in a deliberately arranged environment, and 3) the appropriate teacher behavior to facilitate achievement. (JG)

A model of foreign language education is presented that takes into account the complexity of instruction itself and the dimensions added by interaction of teacher, learner, institution, materials, and environment. Uncertainty is seen as a by-product of complexity, and innovation and variation in instructional practice are ways of dealing with…

A model for designing classroom simulations is proposed as a way to integrate values and social studies in the classroom. (Author/KM)

During the last decade the use of Bayesian statistical method has become quite prevalent in the educational community. Yet, like most statistical techniques, little has been written concerning the application of these methods to the classroom setting. The purpose of this paper is to help correct such a deficiency in the literature by developing a…

Presented is an economic classroom model in which elementary children learn important social studies concepts by observing or helping with classroom routines. Twenty percent of the school day necessarily spent on routines can be saved using this model. (RM)

The model to aid regular teachers in providing the most personalized attention to the greatest number of mainstreamed students is presented. Descriptions and illustrations of students' responsibilities (following directions, approaching tasks, obtaining assistance, gaining feedback, and gaining reinforcement) and teachers' responsibilities…

Harvey Daniels (1994) describes literature circles as small, temporary discussion groups consisting of students who elect to read the same text. As each member assumes specific responsibilities in preparation for the discussion, those members come to the discussion with supporting notes related to his or her role. One elementary teacher refined a…

Examines the connection between resource allocation and its anticipated results by emphasizing the multi-level nature of the educational system, the importance of nonpurchased resources, and the effect on learning of both the manner in which the classroom is structured and the mix of peers with whom students learn. (Author/IRT)

Describes the Arizona Consortium for Individualized Learning (ACIL) program, which has been implemented in 52 Arizona schools in grades K-6. (JG)