Diffusing the Rumors of Inferiority: Creating a Climate of Excellence for Inner-City, College Bound Students.

Autor/inn/en	Welch, Olga M.; und weitere
Titel	Diffusing the Rumors of Inferiority: Creating a Climate of Excellence for Inner-City, College Bound Students.
Quelle	(1991), (34 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Aspiration; Classroom Techniques; College Bound Students; Educational Environment; Educational Quality; Enrichment Activities; Excellence in Education; High School Students; High Schools; Higher Education; Inner City; Self Esteem; Student Motivation; Teacher Influence; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Klassenführung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Bereicherungsprogramm; Lernerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	In order to examine the relationship between the development of academic self-esteem and a climate of excellence in the classroom this study compared the experiences of a group of high school students in their two inner-city Knoxville (Tennessee) high schools with their corresponding experiences in a University of Tennessee (Knoxville) sponsored enrichment program, EXCEL. Project EXCEL seeks to provide enrichment for college-bound high school students, emphasizing academic excellence and the internal motivation needed to attain it. Data collection included classroom observations over a 3-year period, in-depth interviews with students and EXCEL teachers, documents related to student performance, and curriculum guides. Thirteen students and four teachers participated in the study. Qualitative analysis of these data indicate the following: (1) academic learning is influenced by the amount of time that students spend engaged in appropriate academic tasks; (2) students' on-task behavior is significantly influenced by teacher-directed learning that is structured, includes corrective feedback, and monitors progress; and (3) development of academic self-esteem was generated through a congruence between teacher philosophy and practice. Further, teacher directed and guided activities can facilitate the construction of personal definitions of scholarship indicating that student development of academic self-esteem may be generated through a combination of factors. Included are 28 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC