Key Characteristics of Effective Middle Schools
Meeting the Academic Performance Standards of Students with Disabilities
(Sprache: Englisch)
A new era of accountability began on January 8, 2002 as President George W. Bush signed into law the federal No Child Left Behind Act of 2001. The intent of the law is to ensure that all students, regardless of race, disability, or socioeconomic background...
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A new era of accountability began on January 8, 2002 as President George W. Bush signed into law the federal No Child Left Behind Act of 2001. The intent of the law is to ensure that all students, regardless of race, disability, or socioeconomic background receive a high quality education. The reform legislation calls for a new focus on school accountability for academic achievement of all students. The author examines the implementation of developmentally responsive middle school instructional practices and organizational structures and their impact on student achievement in middle schools with a student subgroup of students with disabilities. The author also considers particular aspects of principal and teacher behavior as well as particular health and well-being of behavior and interactions in middle schools and their relationship to student achievement in middle schools. The analysis should have important implications for middle school administrators who are striving to improve educational practices and increase student achievement for all students within their schools.
Autoren-Porträt von Terri R. Nyman
Nyman Terri R.Terri R. Nyman, PhD: Studied Educational Administration at University of Southern Mississippi. Special Education Director at George County Schools, Lucedale, Mississippi, 2003-2006. Federal Programs Director at George County Schools, Lucedale, Mississippi, 2006-Present.
Bibliographische Angaben
- Autor: Terri R. Nyman
- 2008, 84 Seiten, Maße: 22 cm, Kartoniert (TB), Englisch
- Verlag: VDM Verlag Dr. Müller e.K.
- ISBN-10: 3639078284
- ISBN-13: 9783639078282
Sprache:
Englisch
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