Description
First Published in 2005. This is volume 10, number 2 in the Journal of Education for Students Places at Risk (JESPAR). This special issue, tenth-anniversary retrospective, is structured with two arguments: schools can have a strong, positive impact on the education of at-risk children, and effective programs exist or can be developed that can improve the educational experiences of at-risk students. Two book reviews by Shelley H. Billig and Robert J. Stevens round out the issue.
Table of Contents
Contents: S.C. Stringfield, K.E. Sundell, Editors' Introduction: Where Are They Now? A Tenth-Anniversary Retrospective. D. Mentzer, T. Shaughnessy, Hawthorne Academy: The Teachers' Perspective. B.M. Frazee, F.F. Frazee, Hawthorne Academy: The University Perspective. E.E. Martinez, Hawthorne Academy: The Evaluator's Perspective. F.E. Brown, E.T. Murray, Essentials of Literacy: From a Pilot Site at Davis Street School to District-Wide Intervention. C.L. Emmons, R. Baskerville, Maintaining Excellence While Managing Transitions: Norman S. Weir Revisited. P.S. Nesselrodt, C.L. Alger, Extending Opportunity to Learn for Students Placed at Risk. BOOK REVIEWS: S.H. Billig, No Child Left Behind? The Politics and Practice of School Accountability, edited by Paul E. Peterson and Martin R. West. R.J. Stevens, Teacher Quality: Understanding the Effectiveness of Teacher Attributes, by Jennifer King Rice.
