Todd A. Glover – författare

Researchers have found that 74% of students with reading difficulties in third grade continue to have trouble reading in high school. Likewise, children with behavioral difficulties at an early age have an increased risk for school maladjustment and antisocial activity. Universal screening identifies students for help before difficulties become too pervasive. This book provides evidence-based guidance for selecting, developing, implementing, and interpreting universal screening instruments in educational settings. Educational psychology experts thoroughly explore psychometric issues, fit with models of education like response-to-invervention and multi-gating, and implementation issues like teacher training, parental consent, technology, budgets, and school characteristic. Designed to be a cost-effective and brief assessment of all students, universal screening not only identifies those in need of prevention and early intervention services but also helps determine whether core educational programs are meeting student's needs. This book provides examples and describes contexts in which screening is used not to label a problem but instead to create an opportunity for change.

This volume represents current and futuristic thinking of seminal rural education researchers, with the goal of providing perspectives and directions to inform the work of rural education research, practice, and policy.  With an emphasis on leveraging collaboration among key rural education stakeholders, this title both outlines our current research knowledge base and maps a future research agenda for maximizing the educational experiences and achievement of rural K-12 students and their families and educators in the United States. In examining the interrelated impacts of teacher practices, family engagement, school/community environment and contextual factors, the book offers the evidence-based insights of seminal researchers on issues ranging from professional development and family-school partnership approaches to methodological considerations. It also explores the needs, opportunities and realities associated with translating research to the arenas of practice and policy – while considering how the latter can inform future scholarship.

This volume represents current and futuristic thinking of seminal rural education researchers, with the goal of providing perspectives and directions to inform the work of rural education research, practice, and policy.  With an emphasis on leveraging collaboration among key rural education stakeholders, this title both outlines our current research knowledge base and maps a future research agenda for maximizing the educational experiences and achievement of rural K-12 students and their families and educators in the United States. In examining the interrelated impacts of teacher practices, family engagement, school/community environment and contextual factors, the book offers the evidence-based insights of seminal researchers on issues ranging from professional development and family-school partnership approaches to methodological considerations. It also explores the needs, opportunities and realities associated with translating research to the arenas of practice and policy – while considering how the latter can inform future scholarship.

This volume represents current and futuristic thinking of seminal rural education researchers, with the goal of providing perspectives and directions to inform the work of rural education research, practice, and policy.  With an emphasis on leveraging collaboration among key rural education stakeholders, this title both outlines our current research knowledge base and maps a future research agenda for maximizing the educational experiences and achievement of rural K-12 students and their families and educators in the United States. In examining the interrelated impacts of teacher practices, family engagement, school/community environment and contextual factors, the book offers the evidence-based insights of seminal researchers on issues ranging from professional development and family-school partnership approaches to methodological considerations. It also explores the needs, opportunities and realities associated with translating research to the arenas of practice and policy – while considering how the latter can inform future scholarship.