Preventing School Failure

Publisher: Helen Dwight Reid Educational Foundation, Heldref Publications


Preventing School Failure helps educators and other professionals seeking to promote the success of students who have learning and behavioral problems. It offers examples of programs and practices that help children and youth in schools, clinics, correctional institutions, and other settings.

  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • Website
    Preventing School Failure website
  • Other titles
    Preventing school failure
  • ISSN
  • OCLC
  • Material type
    Periodical, Internet resource
  • Document type
    Journal / Magazine / Newspaper, Internet Resource

Publisher details

Heldref Publications

  • Pre-print
    • Archiving status unclear
  • Post-print
    • Archiving status unclear
  • Conditions
    • Publisher last contacted 3rd February 2010
  • Classification
    ​ white

Publications in this journal

  • Preventing School Failure 01/2014; In Press.
  • [Show abstract] [Hide abstract]
    ABSTRACT: It is well-established that teacher praise has a positive impact on student disruptive behavior. However, there is little research suggesting how often kindergarten teachers praise students in the classroom. The purpose of the study was to collect praise frequency data across four general education kindergarten classrooms. The type of praise teachers used and how teachers delivered praise were specifically analyzed. Results indicated that kindergarten teachers praised students frequently and the rate of total praise was similar across teachers. Kindergarten teachers also used more general praise and fewer behavior-specific praises. However, kindergarten rates of behavior-specific praise were higher in this study compared to other research. Continued research on general education teachers’ rate of praise may be useful to school-wide behavior intervention planning and teacher consultation.
    Preventing School Failure 01/2014;
  • Preventing School Failure 01/2013;
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    ABSTRACT: African American students are disproportionally represented in educational programs for students meeting eligibility criteria for emotional disturbance. Although special education services are designed to improve student outcomes, the provision of services may result in social stigma, removal from the general education setting, and inadequate learning opportunities. This article reports on contextual factors that may contribute to the overrepresentation of African American students. Recommendations for educational practice are also discussed. These include using an ecological framework for evaluating student behavior, strength-based methodologies, and culturally responsive teaching methods.
    Preventing School Failure 01/2013; 57(4):206-211.
  • Preventing School Failure 01/2013; 57(4):181-188.
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    ABSTRACT: Co-teaching has increasingly been implemented over the past 20 years as a shared responsibility alternative to more restrictive special education models for providing service to students with disabilities. Results of local school system research in Maryland during this 20-year period are reviewed suggesting that improved special education student performance is associated with increased access to general education classrooms through co-teaching support. System-level co-teaching implementation strategies are identified that result in successful participation by students with disabilities in co-taught general education classrooms and accelerated outcomes on state reading and mathematics assessments. The specific effect of co-teaching as a system-level strategy to close achievement gaps and promote continuous improvement for students with disabilities in Howard County, Maryland, over the past 6 years is described.
    Preventing School Failure 01/2012; 56(1):29-36.
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    ABSTRACT: Prolonged separation from a parent has been linked to emotional and academic consequences among children. Therefore, in this article, the authors used free videoconferencing to (a) deliver parental support for a student struggling with reading and (b) maintain a nurturing relationship between a geographically separated father and son. The authors explain how to set up and conduct the parent–child videoconference with information gleaned from trying the procedures. In addition, the authors suggest how to use the practice to foster better home–school partnerships in education. The use of web technologies seems to be a promising means of making a student resilient to the potential academic and emotional consequences of separation from a parent.
    Preventing School Failure 01/2012; 57:43-48.
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    ABSTRACT: The authors studied changes in disproportionate exclusion of African American students, compared with their White peers, in relation to implementation of Schoolwide Positive Behavior Support using data from 46 schools. They measured (a) exclusion through suspension and expulsion data collected with the Schoolwide Information System; (b) Schoolwide Positive Behavior Support implementation through the Effective Behavior Support Survey completed by staff members; and (c) disproportionality with the relative rate index. Standard linear multiple regression analyses with the relative rate index as the outcome variable and Effective Behavior Support Survey items as predictors indicated specific Schoolwide Positive Behavior Support strategies, such as praise and positive reinforcement, were associated with reductions in disproportionate exclusions. Follow-up analyses with a subsample of eight schools that increased their Effective Behavior Support average score while decreasing their relative rate index identified additional strategies that hold promise for reducing disproportionate exclusion of African American students.
    Preventing School Failure 08/2011; 55(4):192-201.
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    ABSTRACT: The benefits of family involvement in the education of children with disabilities are well documented. Few teacher education programs, however, implement specific strategies for encouraging interactions between families and those preparing to be teachers. The University of South Florida St. Petersburg and the local membership of a professional association for persons with disabilities (i.e., Council for Exceptional Children) developed a summer community-based program involving preservice teachers. The Support Network for Kids in the Community (SUN) program required that the preservice teachers interact with children with various disabilities and their families in inclusion summer recreation activities as part of university coursework. The preservice teachers assisted the students at community sites, acted as mentors, provided assistance to the recreation leaders, and interacted with the families. The preservice teachers, as a result, were able to understand more fully the challenges faced by the children and their families. The SUN program development and coordination efforts required of the university and community partners are discussed as well as the positive and unique reflections reported by the preservice teachers.
    Preventing School Failure 04/2011; 55(3):158-163.