The majority of youths involved with the juvenile justice system struggle to make academic progress. This article reviews the characteristics of youths in these settings and highlights evidence-based instructional practices that are effective with struggling students, as well as practices that have been documented as successful in secure facilities. Implications regarding how these practices may be taught to facility teachers and security officers are presented, and suggestions for measuring the effects of such practices are offered.
As increasing numbers of students with disabilities are taught in general education classrooms, co-teaching has become an established method of special education service provision. No longer viewed by education professionals as a collaborative model-come-lately, this shared approach of working side by side with a colleague in a classroom can be a rewarding and at the same time frustrating experience. This article offers co-teachers practical techniques to enhance their interactions and, in turn, improve educational outcomes for all of their students.
For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small colleges in the United States. The results demonstrate the influence of social relationships upon faculty attendance at teaching and learning events, the difficulties of scheduling such events, and motivational differences between full‐time and adjunct faculty. The use of food as a motivator for attendance is also appraised. The relative fit of the data to the 5 attributes of E. Rogers (2003) and the 4 motives of Wergin (2001) is discussed.
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