Joyce Rademacher

The Effect of Parent Participation in Strategies to Improve the Homework Performance of Students Who Are At Risk

The effect of teaching parents of at-risk students to facilitate a home-based self-management program to improve homework performance and academic achievement was Investigated. The parents of 26 sixth- and seventh-grade students from two middle school programs for at-risk youth received training and implemented home-based self-management and reinforcement strategies. Results indicated that overall levels of homework completion and homework quality increased significantly for those students whose parents consistently implemented the 10-week homework program. Significant increases in mathematics achievement also occurred. These results suggest that the practice of homework may be an important element of academic programming for students at risk and students with disabilities and that parents may play a primary role in the homework process.

Using Self-Management Strategies to increase the On-Task Behavior of a Student with Autism

A multiple-baseline design was used to investigate the effectiveness of using self management strategies and reinforcement to increase the on-task behaviors of a high-functioning second-grade student with autism who was fully included in a general education classroom. Results of data collected over 9 weeks indicated that when self-management and reinforcement procedures were implemented, rates of on-task behavior were significantly higher than during baseline. Improvements in independent academic and behavioral functioning were also noted. Further research is recommended to determine the viability of using self-management procedures in full-inclusion settings for students with a wider range of skills and deficits.

Desktop Videoconferencing: Examples of Applications to Support Teacher Training in Rural Areas

This article presents examples of desktop videoconferencing used as a tool for supporting teacher training, particularly in rural settings. The accessibility of videoconferencing desktop systems makes it possible to directly observe and supervise students in actual teaching situations. Videoconferencing presents unique opportunities for working with students in rural settings, as well as other students with limited access to university programs. The benefits and challenges of using desktop videoconferencing are discussed. The discussion section addresses the need for additional research to determine the appropriate application of desktop videoconferencing systems as the technology becomes more available for school use.

A Study of Preservice Teachers' Attitudes toward Inclusion.

We must not ignore the call to reform teacher-preparation programs to meet the needs of an increasingly diverse student population (Levine 1992) . Few teachers are unaware of the challenge they face in creating positive learning communities that meet the academic and social needs of students with specific learning disabilities, withemotional or behavior disorders, who are gifted and talented, from culturally and linguistically diverse backgrounds, and/or at risk for school failure due to a lack of motivation to learn. Clearly, academic diversity prevails among these students who may be performing in the high-, average-, or belowaverage ranges as measured by teacher, school district, state, or national standards. Both preservice and in-service programs must rethink their current configuration of teacher preparation to help teachers modify curricula, deliver effective instruction, and employ alternativeassessment strategies to meet the needs of diverse learners (Lara 1994) . The movement to restructure teacherpreparation programs is occurring simultaneously with the reorganization of special education into a more unified system of service delivery. Thus, exceptional students are being included for longer periods of time in regular classrooms as opposed to receiving a larger part of their instruction in support settings (Yell 1995). Inclusive education signals a philosophical change that demands attention from pedagogical institutions. General education teachers at the preservice level must receive opportunities to develop adequate knowledge, teaching skills, and positive attitudes concerning special education students. Also, we must not exclude special education from reform initiatives that will ultimately affect services for special education students and those adults who teach them (Kysilko 1992). One growing national response to the restructuring of teacher-preparation programs has been the establishment of Professional DevelopmentSchools (PDS). Ina PDS, the university and the public school form a collaborative partnership for the purpose of improving teaching and learning for all students (Meyen 1988;Schlechty1990; Zimpher 1990). Participation by university and public school special educators as integral components ofPDS learning activities may offer one way to improve instructional practices of future and experienced regular classroom teachers.

How Do Your Classroom Rules Measure Up? Guidelines for Developing an Effective Rule Management Routine.

Effective classroom management procedures promote independent learning and success for all students in classrooms that are productive, orderly, and pleasant. A classroom rule management routine—a systematic instructional process used by teachers to guide students toward successful rule compliance in the classroom, on the job, and in the community—should be part of every teachers comprehensive classroom management system. This article presents guidelines for developing an effective rule management routine, including procedures for planning, teaching, and evaluating the effectiveness of classroom rules. Drawing on field-based observations and recommendations from current literature, the authors detail five specific steps for planning effective classroom rules and procedures.

Aligning Assessments With State Curriculum Standards and Teaching Strategies

This article describes the steps of moving from state curriculum standards for writing to selecting and teaching a writing strategy to designing curriculum-based assessments in writing. The relationship between assessment and instruction is strengthened as educators monitor student progress in the state curriculum standards, make sound instructional decisions, and prepare students for annual assessments required by state education agencies.

Involving Students in Assignment Evaluation

Assignment completion procedures that are based on sound instructional principles are important and necessary in order to enhance learning for diverse learners. The first part of this article explains the connection between planning, presenting, and evaluating assignments for students who demonstrate ineffective assignment completion strategies. The second part offers specific guidelines for how to teach students to check their own finished assignments according to a set of quality work criteria.