Student Alienation, Student Behavior and the Urban Schools. ERIC/CUE Urban Diversity Series Number 82.

Autor/in	Ascher, Carol
Institution	ERIC Clearinghouse on Urban Education, New York, NY.; Columbia Univ., New York, NY. Inst. for Urban and Minority Education.
Titel	Student Alienation, Student Behavior and the Urban Schools. ERIC/CUE Urban Diversity Series Number 82.
Quelle	(1982), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Administrator Role; Catholic Schools; Educational Improvement; High School Students; High Schools; Institutional Characteristics; Minority Groups; Nontraditional Education; Private Schools; Public Schools; School Desegregation; School Effectiveness; Social Change; Student Alienation; Student Attitudes; Student Behavior; Student Characteristics; Teacher Role; Urban Schools; Values Education + Suchen Sie Ihr Suchwort? Schulleistung; Katholische Schule; Teaching improvement; Unterrichtsentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnische Minderheit; Non-traditional education; Alternative Erziehung; Private school; Privatschule; Public school; Öffentliche Schule; Integrative Schule; Schuleffizienz; Sozialer Wandel; Schülerverhalten; Student behaviour; Lehrerrolle; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Werterziehung
Abstract	This paper summarizes several research findings in order to determine the urban high school characteristics that are most likely to decrease alienation among inner city, minority students, and to make their attitudes toward education, themselves, and their futures more positive. First, the paper discusses the phenomenon of alienation in society and in the schools, and considers how attitudinal and behavioral signs of alienation are related to student achievement. The author then examines specific studies done in comprehensive high schools, desegregated schools, alternative schools, and private/Catholic schools to identify school characteristics and other factors that bring about student alienation, disruptive behavior, stress, and poor achievement, and the factors that make for positive student achievement and behavior in particular settings. A concluding summary of the points made throughout the literature review includes: (1) the suggestion that alienation is a broad category and must be used as a means of understanding otherwise isolated variables like student violence, dropout rates, and low achievement which point to the same underlying condition; (2) identification of organizational elements that foster alienation and those that decrease alienation; (3) identification of administrator, teacher, and student characteristics that contribute to improved schooling; and (4) emphasis on the importance of values in helping to decrease student alienation. (Author/MJL)
Anmerkungen	ERIC Clearinghouse on Urban Education, Box 40, Teachers College, Columbia University, New York, NY 10027 ($5.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01