A Comprehensive Literature Review in Valuing the Concept of Caring in Middle and Secondary Level Schools.

Autor/in	DeFord, Melissa S.
Titel	A Comprehensive Literature Review in Valuing the Concept of Caring in Middle and Secondary Level Schools.
Quelle	(1996), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Administrator Role; Adolescent Development; Classroom Environment; Educational History; High Risk Students; Integrated Activities; Integrated Services; Intermediate Grades; Interpersonal Relationship; Literature Reviews; Middle Schools; Parent Participation; Prosocial Behavior; Secondary Education; Secondary School Curriculum; Social Services; Student Needs; Student Role; Teacher Response; Teacher Role; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; History of education; Bildungsgeschichte; Problemschüler; Integrierender Unterricht; Mittelstufe; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Middle school; Mittelschule; Mittelstufenschule; Elternmitwirkung; Sekundarbereich; Social service; Soziale Dienstleistung; Soziale Dienste; Lehrerkommentar; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The concept of caring, especially when applied to adolescents, is often overlooked in education, perhaps due to the belief that parents are their primary nurturers or that adolescents do not require nurturing. This literature review examines periodicals, documents, books, and a television broadcast, all produced between 1990 and 1996, that deal with caring strategies in relation to middle and secondary students. Major findings are presented in the following categories: (1) need for implementing concepts of care; (2) historical perspective; (3) fostering care by nurturing adolescent development; (4) care versus control, or care is control?; (5) fostering relationships--the administrator role, the teacher role, the student role, and parental involvement; (6) care and academic achievement; (7) care and curriculum integration; (8) caring programs; and (9) schools and social service collaboration. The conclusion summarizes several of its findings, such as students' need for support systems and training in interpersonal skills, the importance of high expectations for students' performance, and the need for partnerships with parents and communities. Contains 30 references. (EV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC