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NCJ Number: 149183 Find in a Library
Title: At-Risk, Low-Achieving Students: Characteristics and Instructional Implications
Journal: Equity and Excellence  Volume:25  Issue:1  Dated:special issue (Fall 1991)  Pages:25-29
Author(s): B Smey-Richman
Date Published: 1991
Page Count: 5
Type: Survey
Format: Article
Language: English
Country: United States of America
Annotation: Existing research into student dropouts has indicated that poor academic performance at an early age and grade retention at the elementary school level predict multiple problem behaviors in older students, especially those who are disadvantaged.
Abstract: These findings suggest that improving the academic achievement of low-achieving students could help educators reduce the dropout rate, and may also positively affect trends in substance abuse, adolescent pregnancy, and suicide. Practitioners suggest that teachers implement various strategies designed to facilitate student megacognitive behavior by helping students learn to read, think aloud, plan strategies, develop student questions, and restate ideas. Attribution theorists believe that students' perceptions of the causes of their successes and failures will influence their future achievement. Teachers need to motivate students to approach success by attributing their successes to ability and their failures to lack of effort. In contrast, students who adopt a failure-avoiding approach will ascribe success to luck or lack of task difficulty, and failure to inability. 38 references
Main Term(s): Juveniles
Index Term(s): Adolescents at risk; Children at risk; School dropouts
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