Differences in Instructional Activities in Higher- and Lower-Achieving Junior High English and Math Classes.
University of Texas at Austin A teacher's ability to manage the classroom has been consistently associated with pupil achievement and positive pupil attitudes (Brophy & Evertson 1976; Medley 1977; Evertson et al. 1980). Research has also shown that classes with high proportions of low-ability students tend to be more difficult to manage because of the special needs of these students (Metz 1978). While the research literature generally indicates that different instructional
Recent reforms have expanded the possibilities for gathering and sharing information during juvenile justice processing and have included calls for comprehensive assessments of all juvenile referrals. However, scant attention has been given to questions concerning the timing, goals, or uses of assessments; the structure and goals of intake; or the role of assessments at intake. These questions merit closer investigation because variation in assessment or intake goals and practices will likely constrain the efficiency or efficacy of juvenile processing. Using interview and survey data from a study of county-level intake processes in Texas, this study identifies and discusses their policy implications.