Learning How To Learn: An Affective Curriculum for Students at Risk of Dropping Out of School.

Autor/in	Turner, Thom
Institution	Public Education Association, New York, NY.
Titel	Learning How To Learn: An Affective Curriculum for Students at Risk of Dropping Out of School.
Quelle	(1985), (37 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Adolescents; Affective Behavior; Affective Objectives; Curriculum Guides; Dropout Prevention; Educational Innovation; Educationally Disadvantaged; Emotional Development; High Risk Students; High Schools; Humanistic Education; Instructional Innovation; Interpersonal Competence; Nontraditional Education; Parent Participation; Potential Dropouts; Private Schools; Prosocial Behavior; Psychoeducational Methods; Psychomotor Objectives; School Community Relationship; Self Concept; Staff Development; Urban Schools; Urban Youth; New York (New York) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Affective disturbance; Active behaviour; Affektive Störung; Curriculare Materialien; Instructional innovation; Bildungsinnovation; Gefühlsbildung; Problemschüler; High school; Oberschule; Humanistische Bildung; Educational Innovation; Interpersonale Kompetenz; Non-traditional education; Alternative Erziehung; Elternmitwirkung; Private school; Privatschule; Psychomotorisches Lernziel; Selbstkonzept; Personnel development; Personalentwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth
Abstract	Environmental Readiness Learning (ERL) is the affective curriculum component developed by the Bedford Stuyvesant Street Academy (New York) to improve the behavior, academic achievement, and self-esteem of urban high school students with histories of prior school failure. The program design reflects the school's philosophy that educational success is a cooperative venture involving students, parents, community, teachers, and school staff. Objectives are the following: (1) provide opportunities to express feelings; (2) present nonthreatening examples of successful adult and peer problem solving; (3) foster a positive self-image based on mental and physical control; and (4) enable students to work together and develop a sense of social responsibility. An intensive orientation program, the assignment of students to ongoing peer support groups, and individual and group counseling are fundamental to program success. Innovative techniques drawn from the theatre, psychodrama, role playing, and rap sessions are described. The history of the Street Academy, copies of the Turner Student Aspiration Inventory and Counseling Questionnaire, sample formats for an ERL session, and a plan for staff development are included in four appendices. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC