Youth Engagement, High School Reform, and Improved Learning Outcomes: Building Systemic Approaches for Youth Engagement

Autor/in	Joselowsky, Francine
Titel	Youth Engagement, High School Reform, and Improved Learning Outcomes: Building Systemic Approaches for Youth Engagement
Quelle	In: NASSP Bulletin, 91 (2007) 3, S.257-276 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636507306133
Schlagwörter	Educational Change; Youth; School Restructuring; Academic Achievement; School Districts; Educational Environment; Educational Experience; High Schools; Student Motivation; Accountability; Time on Task; Adults; Interpersonal Relationship; Outcomes of Education; New York + Suchen Sie Ihr Suchwort? Bildungsreform; Jugend; Jugendlicher; Jugendalter; Schulreformplan; Schulumwandlung; Schulleistung; School district; Schulbezirk; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungserfahrung; High school; Oberschule; Schulische Motivation; Verantwortung; Zeitaufwand; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernleistung; Schulerfolg
Abstract	This article explores what it takes to develop systemic strategies and structures that engage youth as coconstructors of their learning environment and experience. It looks at efforts nationwide to engage young people in educational change endeavors, draws on lessons learned from a national high school reform initiative, and addresses some challenges faced by educators and students attempting this work. Finally, it examines groundbreaking youth-engagement work in New York that has successfully motivated students to increase academic achievement and graduation, college-going, and retention rates. (Contains 1 figure.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10