Creating Opportunities

Autor/in	Brown, Christopher
Titel	Creating Opportunities
Quelle	In: Contemporary Issues in Early Childhood, 6 (2005) 2, S.112-127 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2005.6.2.2
Schlagwörter	Intervention; Attention Deficit Disorders; Summer Programs; Special Needs Students; Student Behavior; At Risk Students; Language Arts; Semi Structured Interviews; Mathematics Education; Pretests Posttests; Classroom Observation Techniques; Participant Observation; Grade 4; Student Experience; Case Studies; Qualitative Research; Educational Opportunities; Teacher Attitudes; Attitudes toward Disabilities; Stereotypes; Interaction Process Analysis; Aptitude Treatment Interaction; Educational Practices; Teaching Styles + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Sommerkurs; Sonderpädagogischer Förderbedarf; Student behaviour; Schülerverhalten; Sprachkultur; Mathematische Bildung; Teilnehmende Beobachtung; School year 04; 4. Schuljahr; Schuljahr 04; Studienerfahrung; Case study; Fallstudie; Case Study; Qualitative Forschung; Bildungsangebot; Bildungschance; Lehrerverhalten; Klischee; Prozessanalyse; Bildungspraxis; Lehrstil; Unterrichtsstil
Abstract	In this age of greater accountability, local school districts within the USA increasingly use summer school programs as an intervention service to provide students who have failed to meet classroom, district, or state performance requirements with the opportunity to "catch up." Although such programs attempt to provide varying types of educational experiences to improve the student's academic performance, teachers continue to inscribe the expectations and language of schooling. Through examining the actions of Steven, a student diagnosed with attention deficit disorder in a summer intervention program, the author contends that his teachers' adherence to the norms of schooling prevent Steven from engaging in the school classroom in a meaningful way. Steven's teachers read his carnivalistic actions as part of his deviant behavior rather than as a critique of how even the summer curriculum fails to meet his learning needs. (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01