Centering Students in School-Based Support Processes: Critical Inquiries and Shifting Perspectives

Autor/in	Brion-Meisels, Gretchen
Titel	Centering Students in School-Based Support Processes: Critical Inquiries and Shifting Perspectives
Quelle	In: Teachers College Record, 117 (2015) 13, S.67-82 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Student Organizations; Student Personnel Services; Social Support Groups; Student Empowerment; Educational Benefits; Adolescents; Personal Narratives; Educational Practices; Qualitative Research + Suchen Sie Ihr Suchwort? Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Social support; Soziale Unterstützung; Studienberechtigung; Bildungsertrag; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Erlebniserzählung; Bildungspraxis; Qualitative Forschung
Abstract	Drawing on data from two qualitative studies, this chapter argues that both school organizations and individual students will benefit from centering youth voices in student support systems. To do this, the author shares data from adolescents' narratives that demonstrate how young people's voices might (re)shape the central practices of school-based support processes. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01