Necessary but Insufficient: How Educators Enact Hope for Formerly Disconnected Youth

Autor/inn/en	Flennaugh, Terry K.; Cooper Stein, Kristy S.; Carter Andrews, Dorinda J.
Titel	Necessary but Insufficient: How Educators Enact Hope for Formerly Disconnected Youth
Quelle	In: Urban Education, 53 (2018) 1, S.113-138 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085917714515
Schlagwörter	Qualitative Research; Urban Schools; High School Students; Nontraditional Education; Reentry Students; Teacher Attitudes; Secondary School Teachers; Student Needs; Success; Teacher Influence; Dropouts; Repetition; Required Courses; At Risk Students; Interviews; Observation; Ethnography; Coding + Suchen Sie Ihr Suchwort? Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Non-traditional education; Alternative Erziehung; Zweiter Bildungsweg; Lehrerverhalten; Erfolg; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Wiederholung; Pflichtkurs; Interviewing; Interviewtechnik; Beobachtung; Ethnografie; Codierung; Programmierung
Abstract	This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade's framework of critical hope, we examined how adults' orientations toward hope shaped the educational context in ways that were necessary and sufficient for student success. Findings from this study highlight the need for more critical approaches to student engagement, specifically for students most affected by systems of marginalization. Implications for urban educators and the institutions that prepare them are discussed. (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