The national focus in education is toward greater emphasis on remedial programs, concern over student failure, and the classroom teacher's role in effective instructional activities. To address these needs, educational personnel must coordinate their efforts to ensure that all students who are experiencing failure are afforded individualized, supportive instructional alternatives within the regular classroom setting. The utilization of teacher assistance teams is a powerful prototype to accomplish this noble-and attainable-goal of an appropriate education for all.
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Robert A. Hayek (1987) studied this question.
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