Literaturnachweis - Detailanzeige
Autor/inn/en | Emmett, Joshua; McGee, Dean |
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Titel | A Farewell to Freshmen |
Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85 (2012) 2, S.74-79 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-8655 |
Schlagwörter | High School Students; Grade 9; High School Freshmen; Academic Failure; Intervention; Teacher Collaboration; Teacher Effectiveness; Self Efficacy; Educational Improvement; Reading Achievement; Transitional Programs; Suspension; Incidence; California High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerkooperation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Teaching improvement; Unterrichtsentwicklung; Leseleistung; Ausschluss; Schulausschluss; Vorkommen; Kalifornien |
Abstract | The arrival of underprepared freshmen to a high school presents a host of challenges for all stakeholders. West High School in Bakersfield, California, responded to a problem of academic failure of a significant number of freshmen by developing and implementing a Freshman Academy for underprepared students entering the 9th grade. During two years of this intervention, the school experienced improvement in the matriculation rate, an increase in literacy skills, and a reduction in student suspensions. The Freshman Academy identified students' academic and nonacademic needs and provided a supportive learning environment to help address these needs in a way that led to successful promotion through high school. Two critical attributes of this approach are teacher efficacy and teacher collaboration. (Contains 3 tables.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |