At RISK STUDENTS: Reaching and Teaching Them: Reaching and Teaching Them

Table of Contents
About the Authors
Preface
1 Introduction
2 Issues Regarding Assessment and the Uniqueness of Learners
3 The ""C"" of CBUPO: Building Student Feelings of Competence
4 Helping Students Develop and Construct Their Own Feelings of Competence
5 The B in CBUPO: Helping Students Develop a Sense of Belonging
6 Helping Students Build Feelings of Usefulness
7 Developing a Sense of Personal Potency
8 CBUPO and Effective Discipline: The Two Can Go Together
9 Schoolwide Initiatives That Reduce At-Riskness
10 More Schoolwide Initiatives and a Vision of Restructuring
11 Evaluation of At-Risk Prevention Programs
Epilogue

Table of Contents
About the Authors
Preface
1 Introduction
2 Issues Regarding Assessment and the Uniqueness of Learners
3 The ""C"" of CBUPO: Building Student Feelings of Competence
4 Helping Students Develop and Construct Their Own Feelings of Competence
5 The B in CBUPO: Helping Students Develop a Sense of Belonging
6 Helping Students Build Feelings of Usefulness
7 Developing a Sense of Personal Potency
8 CBUPO and Effective Discipline: The Two Can Go Together
9 Schoolwide Initiatives That Reduce At-Riskness
10 More Schoolwide Initiatives and a Vision of Restructuring
11 Evaluation of At-Risk Prevention Programs
Epilogue

Richard Sagor consults with schools and educational organizations internationally on local school improvement initiatives. Dick's 17 years of public school experience includes teaching literacy and social studies to students ranging from the gifted to those with severe learning challenges. He has been a head teacher at an alternative school, a High School Principal, a director of curriculum and instruction, and an Assistant Superintendent. Before founding the Institute for the Study of Inquiry in Education, Dick was a Professor of Educational Leadership at Washington State University. He has written extensively on student motivation, leadership and collaborative school improvement. Jonas Cox is on the faculty in the School of Education at Gonzaga University in Spokane, Washington. Jonas's fifteen years in education include teaching elementary and middle school along with his work in higher education. He is a Piagetian Scholar and actively researches the development of logical thought in children. When he is not teaching, researching, or grant writing, he can be found on his small farm fixing his 1954 John Deere G tractor. He lives there with his wife Charlene, his son Aaron, his daughter Rachel, two dogs, five cats, and thirteen chickens.