Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success

Autor/inn/en	Torre Gibney, Daniela; Preston, Courtney; Drake, Timothy A.; Goldring, Ellen; Cannata, Marisa
Titel	Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success
Quelle	In: Journal of Education for Students Placed at Risk, 22 (2017) 3, S.129-145 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2017.1337518
Schlagwörter	Student Responsibility; High School Students; Case Studies; Educational Policy; Urban Schools; Caring; Teacher Student Relationship; Teacher Effectiveness; Self Efficacy; Learner Engagement; Academic Achievement; Focus Groups; Interviews; Grounded Theory; Educational Change; Accountability; Texas + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Schulleistung; Interviewing; Interviewtechnik; Bildungsreform; Verantwortung
Abstract	This study examines how school structures and policies shape school culture to ultimately influence student success in one urban high school. We develop a model that explains how caring and personalized connections between students and teachers, coupled with a focus on academic press and support, interact with teacher efficacy to influence student self-efficacy, student attachment to school, and ultimately greater student achievement. We collected data through focus group and individual interviews with students, teachers, and leaders, classroom observations, and school artifacts. Data were analyzed using the constant comparative method allowing for the emergence of important patterns. The data revealed several interrelated structures and processes that support teacher and student efficacy and ultimately instill in students a responsibility for their own learning. This case study highlights the need for administrators to develop buy-in from teachers around a cohesive vision in order for structural reforms to be effective. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01