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    strategies for approaching the disadvantaged population of students. Additional help for teachers and firsthand experi
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    In an attempt to boost student achievement, a public-school district teamed with a university to put strategies in place that would support teachers in the process of shifting from teacher-centered approaches to student--centered strategies. The study proved beneficial for both students and teachers. Students gained benefits of having more than one teacher in the class, which meant receiving more time for individualized attention. Teachers also gained more insight about strategies for approaching the disadvantaged population of students. Additional help for teachers and firsthand experie
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    ce that would support teachers in the process of shifting from teacher-centered approaches to student--centered strategies. The study proved beneficial for both students and teachers. Students gained benefits of having more than one teacher in the class, which meant receiving more time for individualized attention. Teachers also gained more insight about strategies for approaching the disadvantaged population of students. Additional help for teachers and firsthand experi
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    ies. The study proved beneficial for both students and teachers. Students gained benefits of having more than one teacher in the class, which meant receiving more time for individualized attention. Teachers also gained more insight about strategies for approaching the disadvantaged population of students. Additional help for teachers and firsthand experi
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    er in the class, which meant receiving more time for individualized attention. Teachers also gained more insight about strategies for approaching the disadvantaged population of students. Additional help for teachers and firsthand experi
    Know your Man: Is He Your Child?
    … one day the lady of the house handed her husband his jacket. “Here,” she said. “Put your coat on.” Her husband took it obediently. “Okay,” he said. “But am I cold or are we going somewhere?”As much as most of us are the motherl
    strategies for approaching the disadvantaged population of students. Additional help for teachers and firsthand experience for student teachers provided them with opportunities to focus on particular problems with students.

    The method was implemented in three elementary schools with the lowest performance ratings and high concentrations of the students classified as economically disadvantaged. Socioeconomic and lunch status were used as determining factors. Data were collected over a five-year period. Data from interviews, observations, lesson plans and student work were used as da

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