메뉴 건너뛰기




Volumn 106, Issue 4, 2006, Pages 333-349

Challenges in the implementation of success for all in four high-need urban schools

Author keywords

[No Author keywords available]

Indexed keywords


EID: 31944440282     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/503635     Document Type: Article
Times cited : (21)

References (33)
  • 3
    • 0003173596 scopus 로고    scopus 로고
    • Schoolwide reform models: What works?
    • Fashola, O. S., & Slavin, R. E. (1998). Schoolwide reform models: What works? Phi Delta Kappan, 79, 370-379.
    • (1998) Phi Delta Kappan , vol.79 , pp. 370-379
    • Fashola, O.S.1    Slavin, R.E.2
  • 6
    • 84993763129 scopus 로고    scopus 로고
    • Qualitative data analysis: Mapping the process
    • Harry, B., Sturges, K., & Klingner, J. K. (2005). Qualitative data analysis: Mapping the process. Educational Researcher, 34(2), 3-13.
    • (2005) Educational Researcher , vol.34 , Issue.2 , pp. 3-13
    • Harry, B.1    Sturges, K.2    Klingner, J.K.3
  • 7
    • 0004115275 scopus 로고
    • Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). Washington, DC: National Academy press
    • Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy press.
    • (1982) Placing Children in Special Education: A Strategy for Equity
  • 9
    • 0039966895 scopus 로고    scopus 로고
    • The great literacy problem and Success for All
    • Joyce, B. R. (1999). The great literacy problem and Success for All. Phi Delta Kappan, 81(2), 129-131.
    • (1999) Phi Delta Kappan , vol.81 , Issue.2 , pp. 129-131
    • Joyce, B.R.1
  • 10
    • 0346464824 scopus 로고    scopus 로고
    • Barriers and facilitators in scaling up research-based practices
    • Klingner, J. K., Ahwee, S., Pilonieta, P., & Menendez., R (2003). Barriers and facilitators in scaling up research-based practices. Exceptional Children, 69, 411-429.
    • (2003) Exceptional Children , vol.69 , pp. 411-429
    • Klingner, J.K.1    Ahwee, S.2    Pilonieta, P.3    Menendez, R.4
  • 12
  • 16
    • 84996198485 scopus 로고    scopus 로고
    • Racial and ethnic achievement gap trends: Reversing the progress toward equity
    • Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity. Educational Researcher, 31(1), 3-12.
    • (2002) Educational Researcher , vol.31 , Issue.1 , pp. 3-12
    • Lee, J.1
  • 20
    • 79957898653 scopus 로고    scopus 로고
    • What is an exemplary program and why should anyone care? A reaction to Slavin and Klein
    • Pogrow, S. (1998). What is an exemplary program and why should anyone care? A reaction to Slavin and Klein. Educational Researcher, 27(7), 22-28.
    • (1998) Educational Researcher , vol.27 , Issue.7 , pp. 22-28
    • Pogrow, S.1
  • 21
    • 0004980569 scopus 로고    scopus 로고
    • Rejoinder: Consistent large gains and high levels of achievement are the best measures of program quality: Pogrow responds to Slavin
    • Pogrow, S. (1999). Rejoinder: Consistent large gains and high levels of achievement are the best measures of program quality: Pogrow responds to Slavin. Educational Researcher, 28(8), 24-26.
    • (1999) Educational Researcher , vol.28 , Issue.8 , pp. 24-26
    • Pogrow, S.1
  • 22
    • 0010294128 scopus 로고    scopus 로고
    • Success for All is a failure
    • Pogrow, S. (2002). Success for All is a failure. Phi Delta Kappan, 83(6), 463-468.
    • (2002) Phi Delta Kappan , vol.83 , Issue.6 , pp. 463-468
    • Pogrow, S.1
  • 23
    • 0031226240 scopus 로고    scopus 로고
    • What we know about translating comprehensionstrategies instruction research into practice
    • Pressley, M., & El-Dinary, P. B. (1997). What we know about translating comprehensionstrategies instruction research into practice. Journal of Learning Disabilities, 30, 486-488.
    • (1997) Journal of Learning Disabilities , vol.30 , pp. 486-488
    • Pressley, M.1    El-Dinary, P.B.2
  • 24
    • 0002830142 scopus 로고    scopus 로고
    • Rejoinder: Yes, control groups are essential in program evaluation: A response to Pogrow
    • Slavin, R. E. (1999). Rejoinder: Yes, control groups are essential in program evaluation: A response to Pogrow. Educational Researcher, 28(3), 36-38.
    • (1999) Educational Researcher , vol.28 , Issue.3 , pp. 36-38
    • Slavin, R.E.1
  • 25
    • 0039921519 scopus 로고    scopus 로고
    • Effects of bilingual and English as a Second Language adaptations for Success for All on the reading achievement of students acquiring English
    • Slavin, R. E., & Madden, N. (1999). Effects of bilingual and English as a Second Language adaptations for Success for All on the reading achievement of students acquiring English. Journal of Education for Students Placed at Risk, 4, 393-416.
    • (1999) Journal of Education for Students Placed at Risk , vol.4 , pp. 393-416
    • Slavin, R.E.1    Madden, N.2
  • 32
    • 0041153893 scopus 로고    scopus 로고
    • Educators should require evidence
    • Walberg, H. J., & Greenberg, R. C. (1999). Educators should require evidence. Phi Delta Kappan, 80, 132-135.
    • (1999) Phi Delta Kappan , vol.80 , pp. 132-135
    • Walberg, H.J.1    Greenberg, R.C.2
  • 33
    • 33645310048 scopus 로고    scopus 로고
    • (November). Paper presented at the annual meeting of the Mid-South Educational Research Association, Bowling Green, KY
    • Wells, L. R., Blendinger, J., & Greene, D. (2000, November). An investigation of the Success for All reading program. Paper presented at the annual meeting of the Mid-South Educational Research Association, Bowling Green, KY
    • (2000) An Investigation of the Success for All Reading Program
    • Wells, L.R.1    Blendinger, J.2    Greene, D.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.