Promising Practices for Elementary Teachers: Make No Excuses!

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Corwin Press, Dec 2, 2009 - Education - 184 pages
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Proven strategies to put struggling students on the path to success!

This book offers educators much-needed tools to break the cycle of failure for students who are unsuccessful in school. With vignettes and reflective practice scenarios and questions, this book provides:

  • Strategies for parental involvement, multi-tiered instruction, peer learning models, and universal design for learning
  • Approaches for fostering student success before a child is referred to special education
  • Practices and programs that address the needs of at-risk populations, including English language learners, children living in poverty, and learners with disabilities
  • Interventions and positive support for learners with behavioral challenges

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Who Belongs in School?
Building a Sense of Community
Motivation as Intervention
Parent Involvement Is Worth the Effort
Understanding Challenging Behavior in the Classroom
Universal Design for Learning
Dialogue and Instructional Conversation as
PeerAssisted Learning Models of Instruction
Differentiating Instruction

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About the author (2009)

Susan Benner grew up in Atlanta, Georgia during a period of significant social change and racial unrest throughout the country. She earned her BA in Social Sciences at Southern Methodist University and MS in special education from The University of Tennessee. After teaching as a special educator in Memphis, Tennessee, she received her Ed.D. in special education from Teachers College, Columbia University. Since 1980, Dr. Benner has been at The University of Tennessee, where she is Professor and Department Head for Theory and Practice in Teacher Education. Dr. Benner has published three textbooks, including Issues in Special Education Within the Context of

American Society and Assessment of Young Children with Special Needs. She is currently a coeditor of the Journal of Early Childhood Teacher Education, affiliated with the National Association for Early Childhood Teacher Education. Dr. Benner’s areas of interest are teacher education, including special and literacy education, and urban teaching. She is principal investigator for several grants, including one focused on teacher professional

development in literacy and system-level development of Response-to- Intervention models. She is co-principal investigator for a National Science Foundation Robert Noyce Scholarship Planning Grant to develop urban teacher residency programs in two East Tennessee school districts. Dr. Benner has two daughters, a son-in-law, and four grandchildren, from whom she learns new lessons every day.

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