ARISE to the Challenge: Partnering with Urban Youth to Improve Educational Research and Learning

Autor/in	Brown, Tara M.
Titel	ARISE to the Challenge: Partnering with Urban Youth to Improve Educational Research and Learning
Quelle	In: Penn GSE Perspectives on Urban Education, 7 (2010) 1, S.4-14 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Educational Research; Elementary Secondary Education; Action Research; Educational Practices; Urban Youth; Partnerships in Education; Preservice Teachers; Participatory Research; Educational Experience; Special Education; Functional Behavioral Assessment; At Risk Students; Student Research; College Faculty; Interviews + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Projektforschung; Bildungspraxis; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Hochschulpartnerschaft; Forschungstätigkeit; Bildungserfahrung; Special needs education; Sonderpädagogik; Sonderschulwesen; Studentenforschung; Fakultät; Interviewing; Interviewtechnik
Abstract	This paper examines Action Research into School Exclusion (Project ARISE), a two-year research partnership between K-12 students and university researchers. Based on the principles of participatory action research (PAR), the project intentionally brought together university researchers, K-12 students, and pre-service teachers to bridge research and practice for the purpose of improving learning across these three constituencies. This project sought to better understand and improve the schooling experiences of youth at risk for exclusion from school through disciplinary action. Using several sources of qualitative data, this paper demonstrates the application and value of the partnership at multiple levels of educational practice. (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10