Literaturnachweis - Detailanzeige
Autor/in | Biag, Manuelito |
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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 |
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 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). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |