Many present day classroom teachers face greater challenges than perhaps during any time in the past. Teachers are expected to: (a) provide evidence-based instruction to ensure that students make adequate yearly progress under the No Child Left Behind Act of 2001 (NCLB); (b) serve an increasingly diverse group of students including students with…

Research indicates some early life stresses can have a profound impact, resulting in changes in brain function and behavior, and even differences in the ways some genes express their particular genetic code signature. At various times during early development, different neural systems appear to have an increased sensitivity to stress and can…

The Student-Assisted Functional Assessment Interview identifies antecedent events, ecological variables, and consequences that can be modified to improve a student's classroom behavior. The assessment tool solicits information directly from students about their preferences and their appropriate and inappropriate behaviors. Interview results can…

Practices exist in Nunavut schools that were reported by "Qallunaat" (non-Inuit) teachers in Berger's (2001) study to "work," but that seem to be against historical Inuit culture. In this paper we discuss dangers in using such practices in schools that already erode Inuit culture, and also reasons to consider their use, then…