Descriptor
Source
Educational Leadership | 4 |
Author
Carbo, Marie | 1 |
Haertel, Geneva D. | 1 |
Heckman, Paul E. | 1 |
MacGilchrist, Barbara | 1 |
Sanger, Carla | 1 |
Walberg, Herbert J. | 1 |
Wang, Margaret C. | 1 |
Publication Type
Journal Articles | 4 |
Reports - Descriptive | 4 |
Education Level
Audience
Location
California (Los Angeles) | 1 |
United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating

Carbo, Marie – Educational Leadership, 1997
By capitalizing on students' strengths and interests, reading styles instruction can help most youngsters become proficient readers. It is natural for children to enjoy reading. They should be challenged with high-level reading materials. Every student has a special reading style that develops at different times and rates. Successful programs are…
Descriptors: Cognitive Style, Elementary Education, Guidelines, Individual Differences

Heckman, Paul E.; Sanger, Carla – Educational Leadership, 2001
Out-of-school educational settings and activities should involve varied learning modes deviating from the narrow skills and tasks of schooling. As a Los Angeles after-school program shows, students learn better when instruction builds on what they already know, helps them express their ideas, and develops activities related to their interests.…
Descriptors: After School Programs, Elementary Education, Enrichment Activities, Guidelines

Wang, Margaret C.; Haertel, Geneva D.; Walberg, Herbert J. – Educational Leadership, 1998
A comparison of the 12 most widely implemented education programs for at-risk students can help educators choose a direction while responding to increasing demands for school improvement. Comprehensive models include Accelerated Schools, Coalition of Essential Schools, Community for Learning, and School Development. Eight programs focusing on…
Descriptors: Curriculum Development, Educational Improvement, Elementary Secondary Education, Guidelines

MacGilchrist, Barbara – Educational Leadership, 1996
Describes a year-long project involving four British inner-city elementary schools that linked children's and teachers' learning and significantly changed classroom practices through staff development. Reformers should start with modest goals, convince teachers of benefits, hold regular review sessions, create opportunities for teacher…
Descriptors: Educational Improvement, Educational Policy, Elementary Education, Foreign Countries