Breakthrough Strategies: Classroom-Based Practices to Support New Majority College Students

Autor/in	Ross, Kathleen A.
Institution	Harvard University, Graduate School of Education
Titel	Breakthrough Strategies: Classroom-Based Practices to Support New Majority College Students
Quelle	(2016), (240 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-61250-998-3
Schlagwörter	Minority Group Students; Immigrants; Disadvantaged Youth; College Students; College Faculty; Success; Questioning Techniques; Course Descriptions; Student Adjustment; Identification (Psychology); Educational Strategies; Communication Strategies; Cultural Influences; Learner Engagement; Feedback (Response); Logical Thinking; Student School Relationship; Classroom Environment; Self Esteem; Teacher Role; Student Journals; Stereotypes; Professional Identity; Washington + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Benachteiligter Jugendlicher; Collegestudent; Fakultät; Erfolg; Befragungstechnik; Fragetechnik; Kursstrukturplan; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrstrategie; Kommunikationsstrategie; Cultural influence; Kultureinfluss; Schüler-Lehrer-Beziehung; Klassenklima; Unterrichtsklima; Self-esteem; Selbstaufmerksamkeit; Lehrerrolle; Studentenzeitung; Klischee
Abstract	"Breakthrough Strategies" identifies effective strategies that faculty have used to help New Majority students--those from minority, immigrant, or disadvantaged backgrounds--build the necessary skills to succeed in college. As the proportion of New Majority students rises, there is increased attention to helping them gain access to college. Once enrolled, however, these students often face significant challenges of adjustment, with few resources for support. Specifically, there is little attention to students' experiences within their college classrooms and their relationships with professors. At the same time, faculty who work with these students have little guidance on how to help them adjust to new expectations and identities as they engage with college-level work. Sister Kathleen A. Ross, a MacArthur fellow and president emerita of Heritage University, has devoted three decades to helping New Majority students get college degrees. Based on an action-research project undertaken at Heritage University and Yakima Valley Community College in Washington State, the book highlights eleven strategies to encourage student success, including: asking questions in class; navigating the syllabus; and developing an academic identity. Written in a warm, down-to-earth voice, Breakthrough Strategies is infused with the belief that faculty can become a powerful resource for students, and that classroom instruction can be an important vehicle for supporting these students' development and success. [Foreword written by Michelle Asha Cooper.] (As Provided).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01