Where They Are: Working with Marginalized Students

Autor/in	Miller, Montana
Titel	Where They Are: Working with Marginalized Students
Quelle	In: Educational Leadership, 63 (2006) 5, S.50-54 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Teacher Student Relationship; Role Models; School Holding Power; High Risk Students; Dropouts; Dropout Prevention; Trust (Psychology); Adolescents; Educational Environment; Charter Schools; Family Influence; Accountability + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Identifikationsfigur; Problemschüler; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Charter school; Charter-Schule; Verantwortung
Abstract	Educators in a range of schools share tools and strategies for successfully working with youth who have become marginalized from school or are at risk of dropping out. The educators emphasize the importance of personally connecting with their students and nurturing the teenagers' interests. They also discuss the challenges of trying to establish relationships of trust with teenagers who have learned to expect mistreatment and injustice from adults. Schools should work with students, not just on academics but on other issues as well, taking into account their students' individual, family, and social contexts. For students to thrive, teachers must take every opportunity to single out a student for positive attention and feedback and hold all students accountable for their learning and their lives. (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10