Achieving Success for the "Resistant" Student

Autor/in	Johannessen, Larry R.
Titel	Achieving Success for the "Resistant" Student
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 77 (2003) 1, S.6-13 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
Schlagwörter	Leitfaden; Unterricht; Lehrer; Language Minorities; Basic Skills; Compensatory Education; High Risk Students; Academic Failure; Educational Strategies; Scaffolding (Teaching Technique); Problem Solving; Teaching Methods; Learning Strategies; Discussion (Teaching Technique); Writing Instruction; Literature; Personal Autonomy + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Sprachminderheit; Basic skill; Grundfertigkeit; Kompensatorischer Unterricht; Problemschüler; Lehrstrategie; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schreibunterricht; Literatur; Individuelle Autonomie
Abstract	Concern is growing about the education of the students regarded as least likely to succeed in school. Labeled "reluctant," "at risk," "disadvantaged," "alienated," "resistant," "educational deprived," or what Rose (1995) calls "educational underprepared," these students come disproportionately from low SES (socioeconomic status) families and from ethnic and linguistic minority backgrounds. Unfortunately, far too many of these "resistant" students are not succeeding in schools. In this article, the author contrasts the traditional (but largely ineffective) focus on compensatory education for resistant students with cognitive perspectives on education. At the heart of the cognitive approach to teaching and learning language arts is the idea that instead of focusing on the mechanics of language and lecturing about facts and information, teachers need to provide instruction that will enable nonacademic exceptional students to learn how to learn. The author presents some examples of activities for teaching English language arts that incorporate this view of learning. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10