Working-Class Boys in Innovative Secondary School Programs: Expectations and Behavior. Final Report.

Autor/in	Quattrone, David F.
Institution	Harvard Univ., Cambridge, MA. Graduate School of Education.
Titel	Working-Class Boys in Innovative Secondary School Programs: Expectations and Behavior. Final Report.
Quelle	(1973), (285 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliographies; Curriculum; Educational Change; Educational Innovation; Educational Research; Learning Experience; Lower Class; Males; Nontraditional Education; Secondary Schools; Socialization; Student Attitudes; Student Behavior; Tables (Data); Teacher Attitudes; Working Class + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Bildungsreform; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Lernerfahrung; Male; Männliches Geschlecht; Non-traditional education; Alternative Erziehung; Sekundarschule; Socialisation; Sozialisation; Schülerverhalten; Student behaviour; Tabelle; Lehrerverhalten; Arbeiterklasse
Abstract	This study is concerned with what happens when students bring conventional assumptions about education to an unconventional alternative school. By field observation and interview, the author examined how alternative schools change the conventional patterns of hierarchy, formality, and the press to achieve; the assumptions students hold about the proper means and ends of education; and how any discrepancies between school demands and student assumptions are reflected in student behavior. The author challenges the assumption that alternative schools can establish socialization patterns oriented toward constructive social change merely by transforming the conventional institutional context. He asserts that socialization settings do not have uniform effects and that, if learning environments are to be designed so as to be capable of nurturing students' sense of personal efficacy, the range of assumptions that students bring with them should be acknowledged. In addition, any conceptualization of an "alternative" socialization process needs to go beyond an either/or reaction to the status quo and address the relationship between the internal context of an alternative school and the larger society. (Author/WM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01