The study of student error, important across many fields of educational research, has begun to attract interest in the field of e-learning, particularly in relation to usability. However, it remains unclear when errors should be avoided (as usability failures) or embraced (as learning opportunities). Many domains have benefited from taxonomies of…

In this study, the authors explore a Canadian field experience model in a bachelor of education program that focuses on mentor-based relationships between teacher candidates and students at risk of dropping out of high school. They examine teacher candidates' and at-risk students' attitudinal approaches. The model emphasizes praxis and social…

Failure was hypothesized to be an antecedent of a reflective style of responding and frustration an antecedents of an impulsive style. Fourth grade children experienced either failure or frustration, and were then assessed with the Matching Familiar Figures Test. (SBT)

This article discusses how school systems can train children to see themselves as failures. (JS)

Success of re-admitted students is unrelated to past academic work in high school or college, and incentive is most important factor. (IR)

This study contributes a novel perspective on grade retention by empirically examining how classroom composition relates to the standardized-testing performance of grade-retained students in their post-retained years. This evaluation employed a sample of entire cohorts of urban elementary school children in the Philadelphia School District over 6…

All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction.…

Although the number of high school students not graduating is alarming, a successful transition from middle school to high school can place students on the path toward graduation. In 2009, a large, suburban high school implemented a school-within-a-school program to help ease this difficult transition for incoming, at-risk freshmen students. The…

Comprehensive high schools have been unable to meet the needs of all students (Cotton, 2004). Students face challenges, and some have been labeled "at risk" for various reasons. These students constitute a unique group who often require more time, energy, and resources than large, comprehensive schools can offer. Consequently, they fall behind on…

The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between scores on the first- through third-grade Dynamic Indicators of Basic Early Literacy Skills-Oral Reading Fluency (DIBELS-ORF) test and scores on a reading comprehension test…

This article examines the case of the Winston Society, a short-lived wikispace created by a high school English teacher to foster collaborative knowledge-making and social activism among educators. Through an examination of the wiki, questionnaires, and a focal group interview, this paper describes an examination of reasons the "Winston…

A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…

This report collects the results of all available empirical studies on how vouchers affect academic achievement in public schools. Contrary to the widespread claim that vouchers hurt public schools, it finds that the empirical evidence consistently supports the conclusion that vouchers improve public schools. No empirical study has ever found that…