Advanced Placement Academy: Case Study of a Program within a School

Autor/inn/en	Swanson, Julie Dingle; Nagy, Steven
Titel	Advanced Placement Academy: Case Study of a Program within a School
Quelle	In: Journal of Education for Students Placed at Risk, 19 (2014) 3-4, S.229-256 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2014.972505
Schlagwörter	Advanced Placement Programs; Honors Curriculum; High Achievement; African American Students; Qualitative Research; Documentation; Content Analysis; Observation; At Risk Students; Case Studies; Grade 9; Semi Structured Interviews; Grades (Scholastic); Administrator Attitudes; Teacher Attitudes; Student Attitudes; Teaching Methods; Program Effectiveness; Poverty; High School Students + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Qualitative Forschung; Dokumentation; Inhaltsanalyse; Beobachtung; Case study; Fallstudie; Case Study; School year 09; 9. Schuljahr; Schuljahr 09; Notenspiegel; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; High school; High schools; Oberschule
Abstract	The focus of this study was the first year of implementation of the Advanced Placement Academy (APA), a program within a high school providing honors and Advanced Placement coursework for high-ability African American students with previously limited access to rigorous courses. The qualitative investigation explores practical solutions from perspectives of school, classroom, and individual students. Data included document review; administrator, teacher, and student interviews; and classroom observations. Themes identified were academic, guidance, and social and emotional supports. Constructing this rigorous program required time, resources, and expertise coupled with strong leadership, a person in charge. APA created a small, caring community, building student belonging. The community included key persons intensely focused on students and what they need to achieve; e.g., culturally responsive, differentiated instruction. Students from bleak educational backgrounds require more time to develop academic talent and skills and confidence of likely success. Exposure and enrichment builds student motivation for hard work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10