Document Type
Focus Area Five
Abstract
Unequivocally, teachers who work daily with at-risk students face demands and requirements that other teachers do not. For example, these teachers are challenged by:
1. Students who may be unpredictable in their behavior, erratic in their performance, and discouraged by a long history of academic failure.
2. Parents who are unable to provide a wholesome, stable environment for their youngsters.
3. Professional support staff who are always too busy, overbooked, and unavailable, and who seem more interested in classifying students than in identifying appropriate pedagogical practices.
4. Guidance counselors who are overwhelmed by the myriad (of) problems the at-risk student brings to the learning environment.
5. Administrators who would prefer to have at-risk students assigned to another school.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
2
Issue
1
First Page
143
Last Page
146
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1991 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Raschke, Donna B.
(1991)
"Focus Area Five: Improving the School Performance of All Children [Raschke - 2],"
Institute for Educational Leadership Monograph Series: Vol. 2:
No.
1, Article 33.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol2/iss1/33
