Schooling Students Placed at Risk : Research, Policy, and Practice in the Education of Poor and Minority Adolescents

ISBN-13: 9780805830897 / Angielski / Twarda / 2000 / 416 str.

Mavis G. Sanders

Opis

This text, examining the education of poor and minority students, covers topics such as reframing students placed at risk, why so many urban public school students demonstrate so little academic achievement, and student and teacher relations and academic achievement in high school.

Recenzje

"While the description of the research methodology may confuse the statistically challenged, all educators, parents, and politicians will become more informed about the conditions that place students at risk. Recommended for upper-division undergraduates, graduates, faculty, and policymakers."
—CHOICE

"The book is well organised into four clear sections dealing with different aspects of the education process....Overall, the book has a good balance of empirical studies and reflective discussion presented in a range of accessible ways. There is a variety of writing styles, something for academic researchers, interested professionals and social theoriest....'Schooling Students Placed at Risk' offers many optimistic and exciting ideas about possible future paths for education and makes a valuable contribution to the continuing debate about the complexity of effective delivery of education to all our children."
—The British Journal of Educational Psychology

"The book offers theory, research, and strategies to help adolescents succeed and would be useful, in whole or in part, for principals, counselars, preservice and in-service teachers, school board members, researchers, professors, and professional development coordinators."
—MultiCultural Review

"The strength of this volume is its breadth of coverage on history, empirical studies, and policy....Overall, the scholarship presented here ranges from excellent to good. Each chapter is well supported with scholarly references. The conceptual and policy chapters are thought provoking and provide empirical support in many cases for the policies and practices that are proposed. The empirical papers present a variety of empirical approaches, including both quantitative and qualitative research, observational and survey research, use of large data sets, and case study designs. This diversity of methods represented in the volume could prove useful as exemplar material for teaching courses on educational research methods."
—Contemporary Psychology

"...the book has a good balance of empirical studies and reflective discussion presented in a range of accessible ways. There is a variety of writing styles, something for academic researchers, interested professionals and social theorists....the clear message of this book is that greater success for the majority of our school students needs to continuously and imaginatively sought. Schooling Students Placed at Risk offers many optimistic and exciting ideas about possible future paths for education and makes a valuable contribution to the continuing debate about the complexity of effective delivery of education to all our children."
—British Journal of Educational Psychology

"Identifies a critically important issue for exploration....A significant contribution to the existing literature."
—Curtis W. Branch
Teachers College Columbia University

"Impressive....This work raises important questions related to the concept of 'at risk'....[and] has the potential for making conceptual and practical contributions to the field."
—William F. Tate
University of Wisconsin-Madison

Spis treści

Contents: A.W. Boykin, Foreword. M.G. Sanders, Preface: Research, Policy, and Practice in the Education of Poor and Minority Adolescents. Part I:Reframing Students Placed at Risk: A Historical Look. W. Franklin, Students at Promise and Resilient: A Historical Look at Risk. A. Mitchell, Historical Trends in Educational Policies That Target Students Placed at Risk. R. Balfanz, Why Do So Many Urban Public School Students Demonstrate So Little Academic Achievement? Part II:Factors Influencing Resiliency and School Failure. M.G. Sanders, W.J. Jordan, Student-Teacher Relations and Academic Achievement in High School. W.J. Jordan, S.B. Plank, Talent Loss Among High-Achieving Poor Students. S.S. Yonezawa, Unpacking the Black Box of Tracking Decisions: Critical Tales of Families Navigating the Course Placement Process. Part III:Focus on African-American Students. M.G. Sanders, J.R. Herting, Gender and the Effects of School, Family, and Church Support on the Academic Achievement of African-American Urban Adolescents. A. Mitchell, African-American Teachers and the Roles They Play. R. Cooper, A. Datnow, African-American Student Success in Independent Schools: A Model of Family, School, and Peer Influences. A. Datnow, R. Cooper, Creating a Climate for Diversity? The Institutional Response of Predominantly White Independent Schools to African-American Students. Part IV:From Research to Practice. H. Mintrop, Toward an Understanding of School Reconstitution as a Strategy to Educate Students Placed at Risk. D.J. MacIver, M.A. MacIver, R. Balfanz, S.B. Plank, A. Ruby, Talent Development Middle Schools: Blueprints and Results for a Comprehensive Whole-School Reform Model. C. McClendon, S.M. Nettles, A. Wigfield, Fostering Resilience in High School Classrooms: A Study of the PASS Program (Promoting Achievement in School Through Sport). N.E. Legters, Small Learning Communities Meet School-To-Work: Whole School Restructuring for Urban Comprehensive High Schools. M.G. Sanders, J.L. Epstein, Building School-Family- Community Partnerships in Middle and High Schools. M.G. Sanders, Conclusion: Effective Schooling for Poor and Minority Adolescents: Refining the Focus.

O autorze

Mavis G. Sanders