School Contexts and Student Belonging: A Mixed Methods Study of an Innovative High School

Autor/in	Johnson, Lisa S.
Titel	School Contexts and Student Belonging: A Mixed Methods Study of an Innovative High School
Quelle	In: School Community Journal, 19 (2009) 1, S.99-118 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	High Schools; Student School Relationship; High School Students; Context Effect; Social Environment; Educational Environment; Interviews; Student Surveys; Teacher Student Relationship; Adolescent Development; Urban Schools; Caring; Personal Autonomy; Teacher Administrator Relationship; Freedom; Trust (Psychology); Homosexuality; Nontraditional Education + Suchen Sie Ihr Suchwort? High school; Oberschule; Schüler-Lehrer-Beziehung; High schools; Student; Students; Schüler; Schülerin; Studentin; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Schülerbefragung; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Care; Pflege; Sorge; Betreuung; Individuelle Autonomie; Freiheit; Homosexualität; Non-traditional education; Alternative Erziehung
Abstract	High schools have been described as potent breeding grounds of alienation and boredom (Bronfenbrenner, 1974; Furrer & Skinner, 2003; Marks, 2000) while recent literature has focused on student-teacher relationships and the importance of pedagogies of care (Noddings, 1992; Wentzel & Looney, 2006). This paper examines the link between social context variables and the educational process by providing an analysis of the relationship between belongingness, teacher support, and school context. Using a mixed methods approach, the results illustrate the possibility and significance of supplying adolescent students with a sense of belongingness. Using interviews and surveys of student belongingness and teachers' support, this paper finds that schools which place greater emphasis on the developmental needs of adolescent students are more likely to foster a sense of belongingness and may, in turn, have important effects on a variety of student and teacher outcomes. (Contains 1 table.) (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10