A Descriptive Analysis of School Connectedness: The Views of School Personnel

Autor/in	Biag, Manuelito
Titel	A Descriptive Analysis of School Connectedness: The Views of School Personnel
Quelle	In: Urban Education, 51 (2016) 1, S.32-59 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914539772
Schlagwörter	Low Income; Student Needs; Academic Standards; Family School Relationship; Educational Policy; Educational Practices; Qualitative Research; Parent Child Relationship; Teacher Attitudes; Middle School Teachers; Prosocial Behavior; Values; Discipline; Disadvantaged; Urban Education; Teacher Student Relationship; Caring; School Safety; Student Diversity; School Districts; Student Characteristics; Coding; Student School Relationship; Discipline Policy; Middle School Students; Semi Structured Interviews; Observation; California + Suchen Sie Ihr Suchwort? Niedriglohn; Politics of education; Bildungspolitik; Bildungspraxis; Qualitative Forschung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Wertbegriff; Disziplin; Stadtteilbezogenes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; School district; Schulbezirk; Codierung; Programmierung; Schüler-Lehrer-Beziehung; Disziplinarmaßnahme; Student; Students; Schüler; Schülerin; Beobachtung; Kalifornien
Abstract	Few studies have investigated school connectedness from the perspectives of the adults working in the school. Using qualitative methods, the present study examined three dimensions of school connectedness in one urban, low-income middle school. Analyses revealed that school personnel cared for students' needs, sometimes at the expense of holding them accountable to rigorous standards. Some respondents assumed that families did not care about their children, and were unable to support them academically or instill in them pro-social values and behaviors. These deficit assumptions influenced how the school disciplined students and engaged with families. Results are discussed with practice and policy implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01