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Over
five million children in the US are served by Title I schools.
Following the implementation of the Improving America's Schools
Act (IASA) in 1994, Title I has sought to assist schools in
helping children to gain the knowledge they need for academic
success.
As one of the foremost journals specifically aimed at the improvement of the educational experience of at-risk students, JESPAR assists researchers, policy makers, and practioners in identifying what programs and policies work in our schools today. |
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| Special
Issue: Direct Instruction Reading Programs: Examining Effectiveness For At-Risk Students in Urban Settings Guest
Editors: Research
on Direct Instruction in Reading Increasing
the Reading Achievement of At-Risk Children Through Direct Instruction:
Evaluation of the Rodeo Institute for Teacher Excellence (RITE) Implementing
Research-Based Reading Programs in the Fort Worth Independent School
District The Impact
of Direct Instruction on Elementary Students' Reading Achievement
in an Urban School District Case Studies The Importance
and Difficulty of Disciplined Adherence to the Educational Reform
Model The BIG
Accommodation Model: The Direct Instruction Model for Secondary
Schools Commentaries Commentary Helping
Students From Low-Income Homes Read at Grade Level |
| Journal of Education for Students Placed At Risk University of Louisville College of Education and Human Development Leadership, Foundations and Human Resource Education, Room 333 Louisville KY 40292 Phone: (502) 852-0616 Fax: (502) 852-4563 Email: jespar@louisville.edu |
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| Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262 | |
| For assistance, please email jespar@louisville.edu. | |