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ERIC Number: ED412636
Record Type: Non-Journal
Publication Date: 1996-Oct-20
Pages: 56
Abstractor: N/A
Reference Count: N/A
Social Support for Achievement: Building Intellectual Culture in Restructuring Schools.
Marks, Helen M.; Secada, Walter G.; Doane, Kenneth B.
The need for students to experience affiliation and membership is a strong theme in recent thinking on school reform. But affiliation without concern for students' intellectual work and growth defeats the purpose of schooling. This study investigated the sources and mechanisms that sustain intellectually focused affiliation among students, defined here as social support for achievement in diverse learning environments. The study drew on observational, case studies, teacher and student survey data, and essays written by students from an intensive study of 24 nationally selected restructuring elementary, middle, and high schools (surveys completed by 910 teachers and 5,943 students). When teachers build a strong professional community around a conception of intellectual quality, an intellectual school culture results, reinforcing the professional community and offering a solid basis for social support for student achievement and authentic pedagogy. Findings demonstrate that developing an affiliative environment for students and involving them in challenging and engaging work of high intellectual quality are not at odds. An appendix provides an overview of nine schools of particular interest. (Contains 1 table, 2 figures, and 24 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Organization and Restructuring of Schools, Madison, WI.; Wisconsin Center for Education Research, Madison.