Contexts of Belonging: Toward a Multilevel Understanding of Caring and Engagement in Schools

Autor/inn/en	Walls, Jeff; Ryu, Jisu; Fairchild, Linda; Johnson, Jason
Titel	Contexts of Belonging: Toward a Multilevel Understanding of Caring and Engagement in Schools
Quelle	In: Educational Policy, 35 (2021) 5, S.748-780 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walls, Jeff)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904819843590
Schlagwörter	Sense of Community; Caring; Learner Engagement; Educational Environment; Educational Policy; Middle School Students; Elementary School Students; Charter Schools; Public Schools; Teacher Student Relationship; Student School Relationship + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Charter school; Charter-Schule; Public school; Öffentliche Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung
Abstract	Policy makers are increasingly attentive to the importance of supportive school climates, even as many students report that schools seem to be uncaring places. Using recent scholarship that foregrounds the organizational and contextual dimensions of educational caring and student engagement, we use qualitative case study interview data to examine these concepts in two schools. We find that organizational and contextual factors such as students' sense of continuity and the manner and degree of staff collaboration have important implications for caring, student engagement, and school climate writ broadly. Implications for policy makers and education leaders 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	2024/1/01