Notice bibliographique
Résumé
Students at Risk provides essential support for teachers and caregivers with interests in students' learning styles and learning psychology.The author, Cheryll DuQuette researches special education and works closely with teacher education programmes.She develops concrete and "hands on" classroom programmes for teachers that support them.The 159-page book is presented in a readable font, includes a navigation-friendly table of contents at the front, and index at the back.Its cover page encapsulates the content by depicting a 12-year-old child that is looking depressed sitting alone on the bench with books by his side in the hallway.Right after the picture, the title Students at Risk appears in a manner that (combined with the picture) attracts the attention of educators and parents who are looking for answers to their questions regarding students at risk in educational settings.In addition to these merits, Students at Risk also provides practical examples and ideas on how to mindfully handle and provide responsive care for students at risk.DuQuette speaks in detail about the concepts and relevance of diversity, inclusion, and individual learning to assess the effectiveness of inclusion of all types of students in any learning environment.She makes a case for inclusion of different kinds of learners in classrooms, focusing specifically on problems that adolescents encounter.Diversity and inclusion, as Cushner (1992) mentions, is a changing paradigm of education.DuQuette explores diversity and inclusion with the goal of supporting students with special needs.She wants to help teachers understand, accept, and practice appreciation of such students in their classrooms.Moreover, she wants teachers to address students' needs by planning and executing lessons in a manner that is engaging and constructive for such learners.She suggests that teachers "feel frustrated at their perceived inability to teach all their students, let alone meet individual needs" (p. 7).She elucidates practical guidelines for teaching and supporting students with exceptions through differentiated learning methodologies.The core objective of the book is to value inclusion in a class that has different types of learners with differing needs.DuQuette uses plain language and expressions to disseminate ideas and concepts to readers.Therefore, this book can easily be used as a handy tool by teachers, parents, or caregivers.Almost all of the chapters use case studies and describe hands-on activities to illustrate concepts.The content is clear.To make it more reader friendly, the definitions of all major concepts are provided briefly on the left side of the main text on most pages.The first three chapters of the book depict the whole process of working with students at risk, stage by stage, starting from observation of children to formulation of goals to development of strategies and, finally, to implementation and review of the action plan.These chapters
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,018 | 0,010 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».