Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools

After discussing the poor quality of classroom instruction for at-risk urban students, the paper examines risks associated with failure, current instructional practices in poor urban schools, and instructional approaches that have improved the education of at-risk students (critical/responsive teach...

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Bibliographic Details
Published in:Peabody journal of education 1995-01, Vol.70 (2), p.44-65
Main Authors: Waxman, Hersholt C., Padron, Yolanda N.
Format: Article
Language:English
Subjects:
Academic Failure
At risk students
Cognitively Guided Instruction
Computer Uses in Education
Critical Pedagogy
Educational Improvement
Educational Quality
Educational research
Educationally Disadvantaged
Elementary Secondary Education
High Risk Students
Higher Education
Inservice Teacher Education
Learning
Mathematics education
Minority group students
Pedagogy
Poverty
Preservice Teacher Education
Teacher education
Teacher Effectiveness
Teachers
Teaching Methods
Urban Schools
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Summary:After discussing the poor quality of classroom instruction for at-risk urban students, the paper examines risks associated with failure, current instructional practices in poor urban schools, and instructional approaches that have improved the education of at-risk students (critical/responsive teaching, cognitively-guided instruction, and technology-enriched instruction). (SM)
ISSN:0161-956X
1532-7930
DOI:10.1080/01619569509538822