A Socioecological View of Higher-Performing Diverse Elementary Schools

Autor/in	Wilcox, Kristen Campbell
Titel	A Socioecological View of Higher-Performing Diverse Elementary Schools
Quelle	In: Journal of Education for Students Placed at Risk, 18 (2013) 2, S.101-127 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2013.781845
Schlagwörter	Academic Achievement; Resilience (Psychology); Educational Methods; Limited English Speaking; At Risk Students; English (Second Language); English Language Learners; Elementary Schools; Student Diversity; African American Students; Hispanic American Students; Learner Engagement; Literacy Education; Educational Technology; Curriculum Development; Data Analysis; Educational Resources; Poverty; Case Studies; Socioeconomic Influences; New York + Suchen Sie Ihr Suchwort? Schulleistung; Educational method; Erziehungsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Grundschule; Volksschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Unterrichtsmedien; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auswertung; Bildungsmittel; Armut; Case study; Fallstudie; Case Study; Sozioökonomischer Faktor
Abstract	This multiple case study relied upon a socioecological framework and the lens of resilience to investigate practices and processes that are correlated with higher academic achievement among African American, Hispanic, and English language learners. Utilizing quantitative measures for sample selection of 10 higher-performing and 5 average-performing schools and qualitative data collection and analysis methods, findings indicate that 4 interrelated practices characterize higher-performing diverse schools: close engagement with and understanding of the student population; intensive literacy- and technology-enriched instruction; a collaborative and iterative approach to curriculum revision and data use; and fluid adaptation and deployment of resources. One of the 15 diverse high-poverty case study schools is discussed in detail as an exemplar. The findings from this study suggest that research cutting across levels of classrooms, schools, and districts sheds light on the interrelated proximal and distal processes that promote resilience and higher academic achievement among ethnically and linguistically diverse students. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10