{"product_id":"quality-instruction-and-intervention-strategies-for-secondary-educators-9781538143773","title":"Quality Instruction and Intervention Strategies","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eQuality Instruction and Intervention: Strategies for Secondary Educators offers an introduction to quality general education instruction followed by the most up to date evidence-based interventions. Two dedicated chapters, authored by leading content and strategy experts in the field, are devoted to academic (reading, mathematics, writing, content areas), classroom management, and study skills. The first chapter focuses on quality instruction with content specialists as lead authors and interventionists supporting. The second chapter focuses on effective intervention with the interventionists taking the lead author roles and content specialists supporting. This unique method bridges the gap between quality instruction and effective intervention—an often over looked component of education. The last chapter of the text includes a comprehensive list of low or no cost materials to support implementation of instructional practices and interventions. After reading, educators will be able to describe the components of effective instruction and intervention in each of the content areas, access empirically validated materials, and locate resources for continued learning.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1: Introduction to Quality Instruction and Intervention\u003c\/p\u003e\u003cp\u003eBrittany L. Hott and Angela Green\u003c\/p\u003e\u003cp\u003eChapter 2: High-Quality Core Classroom Reading Instruction\u003c\/p\u003e\u003cp\u003ePamela Williamson, Kelly J. Williams, Dave Furjanic, and Jessica R. Toste\u003c\/p\u003e\u003cp\u003eUnderlying Policies, Standards, Theories, and Research\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eEducational Policy\u003c\/li\u003e\n\u003cli\u003eAcademic Standards\u003c\/li\u003e\n\u003cli\u003eFoundational Theories\u003c\/li\u003e\n\u003cli\u003eGuiding Research\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eReading Assessment and Instruction in Secondary English Language Arts Classrooms\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAssessments to Guide Instructional Planning and Decision-Making\u003c\/li\u003e\n\u003cli\u003eInstructional Methods for Core Reading Instruction\u003cul\u003e\n\u003cli\u003eEffective and Explicit Instruction\u003c\/li\u003e\n\u003cli\u003eVocabulary Instruction\u003c\/li\u003e\n\u003cli\u003eComprehension Instruction\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eResources\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cul\u003e\u003cli\u003eBridge from Instruction to Intervention\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 3: Reading Intervention Methods for Secondary Students\u003c\/p\u003e\u003cp\u003eJessica R. Toste, Brennan Chandler, Erica Fry, and Kelly J. Williams\u003c\/p\u003e\u003cp\u003eTheories Informing Reading Interventions for Secondary Students\u003c\/p\u003e\u003cp\u003eEvidence Base on Reading Interventions\u003c\/p\u003e\u003cp\u003eAssessment Methods to Guide Instructional Decision-Making\u003c\/p\u003e\u003cul\u003e\u003cli\u003eData-Based Instruction\u003cul\u003e\n\u003cli\u003eProgress Monitoring\u003c\/li\u003e\n\u003cli\u003eDiagnostic Assessment\u003c\/li\u003e\n\u003cli\u003eIntervention Adjustments\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eKey Intervention Methods\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePrerequisite Skills Instruction\u003cul\u003e\u003cli\u003eFoundational Skills Routine\u003cul\u003e\n\u003cli\u003eLetter-Sound Review\u003c\/li\u003e\n\u003cli\u003eBlending Practice\u003c\/li\u003e\n\u003cli\u003eRead and Write Words\u003c\/li\u003e\n\u003cli\u003eNew Concept\u003c\/li\u003e\n\u003cli\u003eRead Connected Text\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eMultisyllabic Word Reading Fluency\u003cul\u003e\u003cli\u003eMultisyllabic Word Reading Instructional Routine\u003cul\u003e\n\u003cli\u003eAffix Learning\u003c\/li\u003e\n\u003cli\u003ePeel Off Reading.\u003c\/li\u003e\n\u003cli\u003eWord-Building Activity\u003c\/li\u003e\n\u003cli\u003eWord Reading Fluency\u003c\/li\u003e\n\u003cli\u003eConnected Text Reading\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eFluency Building\u003cul\u003e\u003cli\u003eOral Reading Fluency Routine\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eContent-Area Knowledge Building\u003cul\u003e\n\u003cli\u003eVocabulary Routine\u003c\/li\u003e\n\u003cli\u003eTopic Introduction Routine\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eBuilding and Monitoring Reading Comprehension\u003cul\u003e\n\u003cli\u003eContext Clues\u003c\/li\u003e\n\u003cli\u003eGreek and Latin Roots\u003c\/li\u003e\n\u003cli\u003eQuestion Types\u003c\/li\u003e\n\u003cli\u003eSummarizing\u003cul\u003e\u003cli\u003eGet the Gist Routine\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eIntervention Resources\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 4: Quality 6–12 Mathematics Instruction \u003c\/p\u003e\u003cp\u003eBradley S. Witzel, Tricia K. Strickland, and Jonté A. Myers\u003c\/p\u003e\u003cp\u003eChapter Objectives\u003c\/p\u003e\u003cp\u003eSetting Goals in Secondary Mathematics\u003c\/p\u003e\u003cp\u003ePlanned Outcomes\u003c\/p\u003e\u003cp\u003eProgressions across Grade and Content\u003c\/p\u003e\u003cp\u003eSystematic Instruction\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eTask Analysis Steps\u003c\/li\u003e\n\u003cli\u003eTask Analysis Example of Division of Fractions\u003c\/li\u003e\n\u003cli\u003eTask Analysis Example of Logs\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003ePractice Standards\u003c\/p\u003e\u003cp\u003ePractice and Homework\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eImmediate Practice\u003c\/li\u003e\n\u003cli\u003eCompleted with Potential Assistance\u003c\/li\u003e\n\u003cli\u003eMixed Problems of Multiple Math Skills\u003c\/li\u003e\n\u003cli\u003eCompleted in a Reasonable Amount of Time\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eInstructional Strategies\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCognitive Strategies\u003c\/li\u003e\n\u003cli\u003eVisuals\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eAssessment to Drive Differentiation\u003c\/p\u003e\u003cul\u003e\u003cli\u003eDifferentiation\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 5: Mathematics Interventions for Secondary Students with Disabilities \u003c\/p\u003e\u003cp\u003eTricia K. Strickland, Bradley S. Witzel, and Jonté A. Myers\u003c\/p\u003e\u003cp\u003eCharacteristics of Students with Mathematics Learning Disabilities\u003c\/p\u003e\u003cp\u003eTaxonomy of Intervention Intensity\u003c\/p\u003e\u003cp\u003eResearch-Based Instructional Practices\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExplicit Instruction\u003c\/li\u003e\n\u003cli\u003eGuided Practice Worksheet\u003c\/li\u003e\n\u003cli\u003eQuadratic Functions Cue Card\u003cbr\u003eMultiple Representations\u003c\/li\u003e\n\u003cli\u003eStrategy Instruction\u003c\/li\u003e\n\u003cli\u003ePrompt Cards and Structured Worksheets\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eLinear, Quadratic, and Exponential Functions\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eLinear Functions\u003c\/li\u003e\n\u003cli\u003eQuadratic Functions\u003c\/li\u003e\n\u003cli\u003eExponential Functions\u003c\/li\u003e\n\u003cli\u003eClasswide Peer Tutoring (CWPT)\u003c\/li\u003e\n\u003cli\u003eProgress Monitoring\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusions\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 6: Teaching the Podcast: Using a Genre Approach to Secondary Writing Instruction\u003c\/p\u003e\u003cp\u003eAmber Curlee and Jessica Singer Early\u003c\/p\u003e\u003cp\u003eObjectives\u003c\/p\u003e\u003cp\u003eFoundational Learning Theory\u003c\/p\u003e\u003cp\u003eGuiding Research and Policy\u003c\/p\u003e\u003cp\u003eConnection to Standards\u003c\/p\u003e\u003cp\u003eProfessional Groups\u003c\/p\u003e\u003cp\u003eFormative\/Summative Assessment Methods\u003c\/p\u003e\u003cp\u003eTeaching the Podcast Genre\u003c\/p\u003e\u003cp\u003eAssignment Examples\u003c\/p\u003e\u003cp\u003eMentor Texts\u003c\/p\u003e\u003cp\u003eWriting Workshop Tip: Scriptwriting\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eFinding Focus for Your Podcast\u003c\/li\u003e\n\u003cli\u003eDigital Tools\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eCelebrating Writing and Making It Public\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eChapter 7: Writing Intervention\u003c\/p\u003e\u003cp\u003eAmbra L. Green and John Romig\u003c\/p\u003e\u003cp\u003eFormative Writing Assessments\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCurriculum-Based Measurement\u003c\/li\u003e\n\u003cli\u003eExit Slips\u003c\/li\u003e\n\u003cli\u003eError Analysis\u003c\/li\u003e\n\u003cli\u003eHolistic Ratings\u003c\/li\u003e\n\u003cli\u003eGeneric Rubrics\u003c\/li\u003e\n\u003cli\u003eGenre-Specific Elements\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eTeaching Writing Strategies for the Writing Process\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eTheory Guiding Self-Regulated Strategy Development\u003c\/li\u003e\n\u003cli\u003eSelf-Regulated Strategy Development\u003cul\u003e\n\u003cli\u003eSix Stages of Instruction\u003cul\u003e\n\u003cli\u003eStage 1: Develop and Activate Background Knowledge\u003c\/li\u003e\n\u003cli\u003eStage 2: Discuss It\u003c\/li\u003e\n\u003cli\u003eStage 3: Model It\u003c\/li\u003e\n\u003cli\u003eStage 4: Memorize It\u003c\/li\u003e\n\u003cli\u003eStage 5: Support It\u003c\/li\u003e\n\u003cli\u003eStage 6: Independent Performance\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eWriting Strategies\u003c\/li\u003e\n\u003cli\u003eSelf-Regulation Strategies\u003c\/li\u003e\n\u003cli\u003eCase Study Example Using SRSD for the ACT Argumentative Essay\u003c\/li\u003e\n\u003cli\u003ePaul’s Independently Written Argumentative Essay\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eWriting to Learn\u003c\/li\u003e\n\u003cli\u003eTechnology Tools\u003c\/li\u003e\n\u003cli\u003eSentence Construction\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 8: Science and Social Studies Content \u003c\/p\u003e\u003cp\u003eSami Khan, Tim Lintner, Darren Minarik, and Jonte C. Taylor\u003c\/p\u003e\u003cp\u003eWhy Science and Social Studies?\u003c\/p\u003e\u003cp\u003eWhat Is Science?\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eNature of Science (NOS)\u003c\/li\u003e\n\u003cli\u003eScientific Inquiry\u003c\/li\u003e\n\u003cli\u003eScientific Literacy\u003c\/li\u003e\n\u003cli\u003eThe Framework for K-12 Science Education and the Next Generation Science Standards (NGSS)\u003c\/li\u003e\n\u003cli\u003eQuality Assessment in Science Education\u003c\/li\u003e\n\u003cli\u003eSome Key Instructional Methods in Science Education\u003cul\u003e\n\u003cli\u003eProject-Based Learning (PBL)\u003c\/li\u003e\n\u003cli\u003eSocioscientific Issues (SSI)\u003cul\u003e\n\u003cli\u003eEngineering Design Challenges\u003c\/li\u003e\n\u003cli\u003eModels and Simulations\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eWhat Is Social Studies?\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eNature of Social Studies\u003c\/li\u003e\n\u003cli\u003eSocial Studies Inquiry\u003c\/li\u003e\n\u003cli\u003eSocial Studies Literacy\u003c\/li\u003e\n\u003cli\u003eThe College, Career, and Civic Life (C3) Framework for Social Studies State Standards\u003c\/li\u003e\n\u003cli\u003eQuality Assessment in Social Studies\u003c\/li\u003e\n\u003cli\u003eKey Instructional Strategies in Social Studies Education\u003cul\u003e\n\u003cli\u003eEngagement\u003c\/li\u003e\n\u003cli\u003eAnalysis\u003c\/li\u003e\n\u003cli\u003eProject-Based Learning\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eApplying Best Practices in Science and Social Studies through a Case Study\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePlanning Instruction for All Students\u003c\/li\u003e\n\u003cli\u003eScience Assessments Explained\u003c\/li\u003e\n\u003cli\u003ePlanning Instruction for All Students\u003c\/li\u003e\n\u003cli\u003eSocial Studies Assessment Explained\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 9: Science and Social Studies Intervention\u003c\/p\u003e\u003cp\u003eJonte C. Taylor, Darren Minarik, Sami Khan, and Tim Lintner\u003c\/p\u003e\u003cp\u003eEvidence-Based and High Leverage Practices in Science and Social Studies\u003c\/p\u003e\u003cp\u003eGeneral Literacy and Content Acquisition Interventions for Science and Social Studies\u003c\/p\u003e\u003cp\u003eGeneral Literacy Interventions in Science and Social Studies\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eSupported Inquiry\u003cul\u003e\n\u003cli\u003eScience-Based Inquiry Research\u003c\/li\u003e\n\u003cli\u003eSocial Studies-Based Inquiry Research\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eHigher Order Thinking and Reasoning\u003c\/li\u003e\n\u003cli\u003eConcept Comparison\u003c\/li\u003e\n\u003cli\u003eQuestion Exploration\u003c\/li\u003e\n\u003cli\u003eCause and Effect\u003c\/li\u003e\n\u003cli\u003eDecision-Making\u003c\/li\u003e\n\u003cli\u003eCross-Curricular Argumentation\u003c\/li\u003e\n\u003cli\u003eKey Points\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eContent Acquisition Interventions in Science and Social Studies\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eMnemonics\u003cul\u003e\n\u003cli\u003eScience-Based Mnemonics Research\u003c\/li\u003e\n\u003cli\u003eSocial Studies-Based Mnemonics Research\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eGraphic Organizers\u003cul\u003e\n\u003cli\u003eScience-Based Graphic Organizer Research\u003c\/li\u003e\n\u003cli\u003eSocial Studies-Based Graphic Organizer Research\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003ePeer-Mediated Support Strategies\u003cul\u003e\n\u003cli\u003eScience-Based Peer-Mediated Strategies Research\u003c\/li\u003e\n\u003cli\u003eSocial Studies-Based Peer-Mediated Strategies Research\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eKey Points\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 10: Quality Behavior Instruction: Classroom Management\u003c\/p\u003e\u003cp\u003eAshley MacSuga-Gage, Jasmine Justus-McDowell, Nicholas A. Gage, and Brittany Batton \u003c\/p\u003e\u003cp\u003eTheoretical Foundations of Evidence-Based Classroom Management\u003c\/p\u003e\u003cp\u003eRelevant Educational Policy Associated with Classroom Management\u003c\/p\u003e\u003cp\u003eClassroom Management and Professional Standards of Educational Practice\u003c\/p\u003e\u003cp\u003eEvidence-Based Classroom Management\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eMaximize Classroom Structure\u003cul\u003e\n\u003cli\u003eDescription of the Skill\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Skill\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003ePost, Teach, Review, Monitor, and Reinforce Positively Stated Rules and Expectations\u003cul\u003e\n\u003cli\u003eDescription of the Skill\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Skill\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eActively Engage Students in Observable Ways\u003cul\u003e\n\u003cli\u003eDescription of the Skill\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Skill\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eEstablish a Continuum of Acknowledging Appropriate Behaviors\u003cul\u003e\n\u003cli\u003eDescription of the Skill\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Skill\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eEstablish a Continuum of Strategies to Respond to Inappropriate Behaviors\u003cul\u003e\n\u003cli\u003eDescription of the Skill\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Skill\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 11: Social, Emotional, and Behavioral Intervention\u003c\/p\u003e\u003cp\u003eKathleen M. Randolph, Glenna Billingsley, and Jasmine Justus-McDowell\u003c\/p\u003e\u003cp\u003eChapter Objectives\u003c\/p\u003e\u003cp\u003eOperational Definitions of Behavior\u003c\/p\u003e\u003cp\u003eExplicit Social Skills Instruction\u003c\/p\u003e\u003cp\u003eTier 2 Evidence-Based Interventions Classroom Management\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCheck-In\/Check-Out\u003cul\u003e\n\u003cli\u003eDescription of the Intervention\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Intervention\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eHigh Probability (High-P) Sequence\u003cul\u003e\n\u003cli\u003eDescription of the Intervention\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Intervention\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eSelf-Monitoring\u003cul\u003e\n\u003cli\u003eDescription of the Intervention\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Intervention\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eGroup Contingencies\u003cul\u003e\n\u003cli\u003eDescription of the Intervention\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Intervention\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eAdding Intensive Interventions\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eBehavior Contracting\u003cul\u003e\n\u003cli\u003eDescription of the Intervention\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Intervention\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eDaily Behavior Report Cards\u003cul\u003e\n\u003cli\u003eDescription of the Intervention\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Intervention\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eFBA\/BIP\u003cul\u003e\n\u003cli\u003eDescription of the Intervention\u003c\/li\u003e\n\u003cli\u003eResearch Support\u003c\/li\u003e\n\u003cli\u003eHow to Implement the Intervention\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eRelevant Educational Policy\u003c\/p\u003e\u003cp\u003eFoundational Learning Theory\u003c\/p\u003e\u003cp\u003eGuiding Research\u003c\/p\u003e\u003cp\u003eProfessional Standards\u003c\/p\u003e\u003cp\u003eFormative and Summative Assessment\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 12: Good Study Strategies\u003c\/p\u003e\u003cp\u003eB. Keith Ben-Hanania Lenz\u003c\/p\u003e\u003cp\u003eWhat Should Be Studied?\u003c\/p\u003e\u003cp\u003eTeaching Students with Poor Study Strategies\u003c\/p\u003e\u003cp\u003eFeatures of Good Study Strategies\u003c\/p\u003e\u003cp\u003eApproaches to Teaching Good Study Strategies\u003c\/p\u003e\u003cp\u003eGood Ways to Study\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOrganizing Information to Structure Study\u003cul\u003e\u003cli\u003eListening and Notetaking\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eStructuring Good Study\u003c\/li\u003e\n\u003cli\u003eThe Overall Study Plan\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eProgress Monitoring and Studying\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eAdditional Resources\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 13: Additional Resources \u003c\/p\u003e\u003cp\u003eJulie Atwood, Jacquelyn Purser, and Brittany L. Hott\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e\u003cp\u003eAbout the Contributors\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51041180057943,"sku":"9781538143773","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781538143773.jpg?v=1750949235","url":"https:\/\/bookcurl.com\/products\/quality-instruction-and-intervention-strategies-for-secondary-educators-9781538143773","provider":"Book Curl","version":"1.0","type":"link"}