Literaturnachweis - Detailanzeige
| Autor/inn/en | Mullen, Carol A.; Schunk, Dale H. |
|---|---|
| Titel | The Role of the Professional Learning Community in Dropout Prevention |
| Quelle | In: AASA Journal of Scholarship & Practice, 8 (2011) 3, S.26-29 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-6569 |
| Schlagwörter | High School Students; At Risk Students; Dropouts; Intervention; Dropout Prevention; Faculty Development; Learning Activities; Interprofessional Relationship; Communities of Practice; Urban Youth |
| Abstract | The focus of this commentary is the possibilities for learning communities in dropout prevention and their interventionist role in this problem. Educators are urged to develop advocacy for adolescents at risk of dropping out and failing to graduate. High school dropout has been described as a national epidemic, yet urban youth continue to be disengaged in their learning and success. The role of professional learning communities in simultaneously engaging students and improving schools offers a solution for dealing with the dropout problem. This type of collective school-wide initiative is potentially a significant strategy for coping with student disengagement, failure, dropout, and teacher isolation across grade levels. Work within learning communities can prepare teachers for the changing culture within their schools. (As Provided). |
| Anmerkungen | American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/jsp.aspx |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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