The New Dropout Challenge: Bridging Gaps among Students, Parents, and Teachers

Autor/in	Bridgeland, John M.
Titel	The New Dropout Challenge: Bridging Gaps among Students, Parents, and Teachers
Quelle	In: New Directions for Youth Development, (2010) 127, S.101-110 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-8916
DOI	10.1002/yd.366
Schlagwörter	Student Attitudes; Dropouts; Parents; Teachers; Students; Administrators; Teacher Attitudes; Interpersonal Communication; Dropout Characteristics; Parent Participation; High School Students; High Schools; At Risk Students; Teacher Role; Parent Role + Suchen Sie Ihr Suchwort? Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Eltern; Lehrer; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; Lehrerverhalten; Interpersonale Kommunikation; Elternmitwirkung; High school; High schools; Students; Oberschule; Lehrerrolle; Parental role; Elternrolle
Abstract	Interview and survey data reveal significant disconnects among the insights and perspectives of dropouts, parents, teachers, and administrators on the causes and solutions to the dropout challenge. Many educators, for example, do not see boredom as a factor for most dropouts, while young people who drop out see it as the central cause. The author argues that if these disconnects are not more fully understood and bridged, they will continue to set back efforts to keep more students in school and on track to graduate ready for postsecondary education. Models for how communities can engage these constituencies in productive dialogue and transformative action are included in reports and in "Grad Nation", a guidebook that helps communities tackle their dropout crises. (Contains 7 notes.) (As Provided).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10