The present paper explores approaches to the classification of ethnic identity. In the framework of research on comparative classifications, we analyse the contextual factors that influence classification in Hungarian education. We compared the number of students who self-reported as Roma with the respective number reported by the school heads (as…

In South Africa many school-leavers are underprepared for higher education, especially in academic literacies, including numeracy. It is important for higher education to identify the students most vulnerable to failure in coping with the numeracy demands of the curriculum, so that resources available for interventions can be most fairly used. To…

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online…

In higher education, many high-enrollment introductory courses have evolved into "gatekeeper" courses due to their high failure rates. These courses prevent many students from attaining their educational goals and often become graduation roadblocks. At the authors' home institution, general chemistry has become a gatekeeper course in which…

What does it mean for ethnic minority girls, who have historically been marginalized by schools, to "see themselves" in science? Schools fail to create spaces for students to engage their identity resources in the learning of science or to negotiate and enact new science-related identities. This study investigates relationships among…

Responsiveness to Intervention (RTI) is widely understood as representing a multilevel framework that integrates assessment and instruction to provide strong early intervention and valid methods of disability identification. There are currently many approaches to RTI, which are creating confusion among educators as they try to conceptualize,…

This interdisciplinary cross-cultural research project surveyed teachers in elementary schools in five countries: South Africa, Australia, Jamaica, England, and the United States. This study attempted to define and identify best practices used in teaching children considered to be "at-risk" in these five countries: Three research…

The number of students who are being identified as having a learning disability is rising at an alarming rate, creating concerns regarding misdiagnoses and overrepresentation of minority groups in special education. Response to Intervention (RtI) has emerged as a scientifically validated approach to delivering quality interventions early in a…

This bulletin is a report of one of those side issues, or by-products, of a piece of scientific work which often proves to be more important than the main issue. When, in 1916, the psychological laboratory of the Vocation Bureau of Cincinnati (Ohio) was given an official position in the public-school system, the first task assigned it was that of…

In the field of special education, educators and researchers are continually searching for effective methods that might improve the academic or behavioral performance of students that are at risk or are identified with special needs. The need for effective methods is particularly salient with regard to those students identified with or at risk for…

This report presents four studies summarizing results of Project SEARCH, which attempted to identify characteristics of children at risk, apply risk analysis procedures, and identify effective educational practices. The first study examined the presence or absence of risk factors in 25 first graders (and 10 controls) referred by their teachers to…