preventing school failure : a look at the past, present, and future
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This article was downloaded by: [University of Saskatchewan Library]On: 11 October 2014, At: 16:00Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK
Preventing School Failure: Alternative Education forChildren and YouthPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/vpsf20
Preventing School Failure: A Look at the Past, Present,and FutureRobert A. Gable a , William H. Evans b & Sheldon Braaten ca Old Dominion Universityb University of West Floridac Behavioral Institute for Children and AdolescentsPublished online: 02 Apr 2010.
To cite this article: Robert A. Gable , William H. Evans & Sheldon Braaten (2001) Preventing School Failure: A Look atthe Past, Present, and Future, Preventing School Failure: Alternative Education for Children and Youth, 45:1, 4-4, DOI:10.1080/10459880109599806
To link to this article: http://dx.doi.org/10.1080/10459880109599806
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Preventing School Failure: A Look at the Past, Present,
and Future ith this issue, we celebrate a significant milestone W for Preventing School Failure: the journal’s 45th
anniversary. Originally founded in 1956 as The Pointer and renamed in 1989, Preventing School Failure has attempted to occupy a special place in the professional literature on learning and behavioral problems of chil- dren and youth. We recognize that there are numerous professional journals that address a similar population. Viewed together, such journals have contributed enor- mously to our knowledge of important issues, ranging from program development and professional/parental collaboration to identification, assessment, and treatment of individual problems. Accordingly, Heldref Publica- tions and the Executive Editors of Preventing School Failure have long attempted to give readers practical knowledge and skills to deal with the myriad challenges that confront you on a daily basis.
Over the years, our authors have dealt with a broad range of topics that address the needs of teacher educa- tors, practitioners, and parents responsible for working with students with learning and behavioral problems. We have dedicated entire issues of Preventing School Failure to topics such as managing conflict in the classroom; mainstreaming students with learning and behavioral problems; reintegrating students with learning and behavioral problems; working strategies for ecological assessment; assessing students for instruction; teaching students to socialize positively; and understanding legal
issues in special and general education, to mention just a few. More recently, we have devoted considerable space to articles on options for peer-mediated intervention; alternative programs for incarcerated juveniles; function- al behavioral assessment and positive behavioral sup- ports; and collaboration and consultation, as well as vio- lence and student aggression, in the schools. What may seem like an impressive list of topics of critical interest to the field represents only a sample of the rich and var- ied nature of our publication.
While the challenges have grown tremendously over the years, so too has the empirical basis for successful- ly resolving these challenges. In dedicating a quarter century to addressing the needs of children and youth, our pledge remains the same: to offer teacher educators, practitioners, and parents timely and important informa- tion on programs and practices with which to better serve youth in general and youth with learning and behavioral problems.
Robert A. Gable Old Dominion University
William H. Evans University of West Florida
Sheldon Braaten Behuviorul Institute for Children and Adole.sc~ent.v
4 PRMNTINC SCHOOL FAILURE Fall 2000
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