Publisher's Synopsis
Teachers can promote greater student 'risk-taking' in mathematics learning when they cultivate a positive classroom atmosphere for math discussions while preventing peers from putting each other down. The teacher models behavioral expectations for open, interactive discussions, praises students for their class participation and creative attempts at problem-solving, and regularly points out that incorrect answers and misunderstandings should be celebrated-as they often lead to breakthroughs in learning. This volume examines overall trends in the experimental literature relating to students with emotional disturbance (ED). The current volume is intended to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED. This volume provides comprehensive review of the school-related difficulties associated with attention deficit hyperactivity disorder. School-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs are described. Several important gaps in the school-based intervention literature are identified with particular attention to the need for feasible, effective strategies that can be used in general education settings with a variety of age groups. This work will be of interest for both researchers and practitioners as well; this volume is a guide to bridging the gap between the knowledge generated by scientific research and application of that knowledge to educational practice.
