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Direct linkShaw, Steven R. – Principal Leadership, 2010
Slow learners, such as students with borderline intellectual functioning, represent one of the most challenging student populations for administrators and teachers. Standard systems and supports are often ineffective--even counterproductive--because they fail to meet students' specific learning needs and instead create a cycle of failure. This…
Descriptors: Intelligence, Slow Learners, Behavior Problems, Outcomes of Education
Levine, Mel; Barringer, Mary-Dean – Education Digest: Essential Readings Condensed for Quick Review, 2008
A student's inability to keep pace with the demands of the classroom can produce feelings of inadequacy, performance anxiety, depleted motivation, and even behavioral maladjustment. Too often, schools respond to such students with well-intentioned procedures or guidelines that fail to meet the needs of the thwarted learner. However, in recent…
Descriptors: Slow Learners, Adjustment (to Environment), Brain, Anxiety
Aronstein, Laurence W. – Sci Teacher, 1969
Present testing devices are inadequate for the unbiased evaluation of the slow learner's achievement in a laboratory demonstration oriented science course. The best method for testing the slow learner in science is to use a practical question based upon a laboratory demonstration or experiment which the teacher performs in class during the…
Descriptors: Academic Achievement, Demonstrations (Educational), Evaluation, Science Education
LORGE, IRVING; AND OTHERS – 1958
THE OBJECTIVE OF THIS STUDY WAS TO MINIMIZE THE VARIABILITY IN LEGAL AND EDUCATIONAL CLASSIFICATION OF THE MENTALLY RETARDED. A SYSTEMATIC REVIEW WAS MADE OF THE SEMANTIC VARIATIONS IN THE DEFINITION OF THE MENTALLY RETARDED IN TERMS OF FUNCTIONAL ADEQUACY FOR EDUCATION, TRAINING, OR CUSTODIAL CARE. THE METHOD INVOLVED THE REVIEW OF STATUTES AND…
Descriptors: Academic Achievement, Academically Handicapped, Educational Retardation, Illiteracy
Johnson, Kenneth R. – J Secondary Educ, 1970
Descriptors: Academic Achievement, Cultural Context, Culture Conflict, Curriculum Design
Peer reviewedSanta Barbara, Jack; Roberts, Robin – Journal of Clinical Psychology, 1975
This study investigated the test-retest reliability and consistency over time of level 1 of the WRAT (for ages 5 to 12) for two time intervals, 2 weeks and 22 weeks. (Author)
Descriptors: Academic Achievement, Emotional Disturbances, Handicapped Children, Research Methodology
Citron, Irvin M.; Barnes, Cyrus W. – J Res Sci Teaching, 1970
Presents the procedures, results, and conclusions of a study designed to determine whether constant patterns of teaching of various kinds over an extended period could affect concept formation, problem solving, and total achievement of slow learners in a high school biology course. (LC)
Descriptors: Academic Achievement, Biology, Classroom Observation Techniques, Instruction
Peer reviewedFlynn, Robert J. – American Journal of Mental Deficiency, 1980
Results showed gross differences between low and average IQ Ss on a number of variables. The regression results, however, indicated that the determinants of career attainment had similar effects among low and average IQ Ss, and that status attainment theory applied equally well to the two groups. (Author/DLS)
Descriptors: Academic Achievement, Achievement, Intelligence Differences, Job Performance
Peer reviewedRaffini, James P. – Educational Leadership, 1986
The norm-referenced competitive environment of our schools is difficult for the below-average student. These students could achieve at higher levels if our educational system changed to one in which an individual is evaluated against identifiable standards of excellence. Below-average students would be motivated to increase their efforts and less…
Descriptors: Academic Achievement, Academic Standards, Competition, Educational Opportunities
Kellough, Richard D. – Sci Educ, 1970
Presents the procedures, results, and conclusion of a study designed to determine if (1) a teacher using perceptual field learning theory can exert effective influences on slow learners toward a significant self adjustment and (2) the slow learners can learn as much biology as students taught by conventional methods. Subjects were 52 slow learners…
Descriptors: Academic Achievement, Biology, Grade 10, Instruction
Citron, Irvin M. – 1969
This study extended over two academic years and involved six biology teachers and 199 students in nine slow-learner classes in four high schools. Classroom interaction was observed and recorded, then analyzed using the Flanders System of Interaction Analysis. Teachers were assigned specific roles of maintaining a definite interaction pattern or of…
Descriptors: Academic Achievement, Biology, Comparative Analysis, Concept Formation
Download full textSuydam, Marilyn N.; Weaver, J. Fred – 1971
The paper presents a review of research concerned with mathematics and the disadvantaged youth--both environmentally and academically disadvantaged (low achiever, slow learner, underachiever). It is concluded that: (1) in general, mobility has not been found to affect achievement significantly, (2) programed instruction materials do not produce…
Descriptors: Academic Achievement, Disadvantaged, Disadvantaged Youth, Educationally Disadvantaged
Citron, Irvin M.; Barnes, Cyrus W. – J Res Sci Teaching, 1970
Presents the procedures, results, and conclusions of a study designed to determine which of several varying patterns of teaching was best for the achievement of the slow learner in a high school biology course (LC)
Descriptors: Academic Achievement, Biology, Classroom Observation Techniques, Instruction
Peer reviewedEngelmann, Siegfried; And Others – Education and Treatment of Children, 1988
The article summarizes assumptions and components of the Direct Instruction Follow Through Model (K-Three) including curriculum, increased teaching time, efficient teaching techniques, thorough implementation, and increased teacher expectations. Research findings are summarized including achievement and affective data, performance of students with…
Descriptors: Academic Achievement, Instructional Effectiveness, Longitudinal Studies, Models
Kaznowski, Kimberly – NASSP Bulletin, 2004
This study compared the school performance of a sample of slow learners who qualified for special education as learning disabled with a sample of slow learners who did not qualify for special education. The intent of the study was to determine which group of slow learners was more successful in school in order to know if special education or…
Descriptors: Slow Learners, Comparative Analysis, Academic Achievement, Special Education
