The Impact of a Junior High School Community Intervention Project: Moving beyond the Testing Juggernaut and into a Community of Creative Learners

Autor/inn/en	Nelson, Larry P.; McMahan, Sarah K.; Torres, Tacia
Titel	The Impact of a Junior High School Community Intervention Project: Moving beyond the Testing Juggernaut and into a Community of Creative Learners
Quelle	In: School Community Journal, 22 (2012) 1, S.125-144 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Mentors; Intervention; Student Attitudes; Standardized Tests; Academic Achievement; Attendance; Program Effectiveness; Educational Experience; Junior High School Students; Junior High Schools; Community Involvement; At Risk Students; Disadvantaged Schools; Educational Environment; High Stakes Tests; After School Programs; Urban Schools; Urban Youth; Control Groups; Experimental Groups; Focus Groups; Quasiexperimental Design; Statistical Analysis; Cooperation + Suchen Sie Ihr Suchwort? Schülerverhalten; Standadised tests; Standardisierter Test; Schulleistung; Anwesenheit; Bildungserfahrung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend; Statistische Analyse; Co-operation; Kooperation
Abstract	Involvement by the adult community in schools and students' lives is an effective way to increase student attendance, boost morale, and improve students' perceptions about their school experience. This study examined a two-year comprehensive community intervention initiative within a high-risk junior high school, measuring its impact on student attendance, as well as student, staff, and faculty perceptions of school climate. Findings of the study show that community partnerships and programs can increase student attendance rates and significantly improve perceptions of school conditions. Findings also show that when the pressures of raising standardized test scores impede these kinds of community intervention efforts, a significant and dramatic decline in the perceptions of school climate may result. Thus, the authors of this study make an argument for sustainable, collaborative, and organic community-based mentoring programs that focus on the development of students' creativity as a means to improve school practices. (Contains 3 figures and 2 tables.) (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10