NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED452324
Record Type: Non-Journal
Publication Date: 2000
Pages: 387
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8058-3090-1
ISSN: N/A
Schooling Students Placed at Risk: Research, Policy, and Practice in the Education of Poor and Minority Adolescents.
Sanders, Mavis G., Ed.
This collection of papers examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. After "Preface: Research, Policy and Practice in the Education of Poor and Minority Adolescents" (Mavis G. Sanders), there are 15 chapters in four parts. Part 1, "Reframing Students Placed at Risk: A Historical Look," includes: (1) "Students at Promise and Resilient: A Historical Look at Risk" (William Franklin); (2) "Historical Trends in Federal Education Policies that Target Students Placed at Risk" (Antoinette Mitchell); and (3) "Why Do So Many Urban Public School Students Demonstrate So Little Academic Achievement?" (Robert Balfanz). Part 2, "Factors Influencing Resiliency and School Failure," includes: (4) "Student-Teacher Relations and Academic Achievement in High School" (Mavis G. Sanders and Will J. Jordan); (5) "Talent Loss Among High-Achieving Poor Students" (Will J. Jordan and Stephen B. Plank); and (6) "Unpacking the Black Box of Tracking Decisions: Critical Tales of Families Navigating the Course Placement Process" (Susan S. Yonezawa). Part 3, "Focus on African-American Students," includes: (7) "Gender and Effects of School, Family, and Church Support on the Academic Achievement of African-American Urban Adolescents" (Mavis G. Sanders and Jerald R. Herting); (8) "African-American Teachers and the Roles They Play" (Antoinette Mitchell); (9) "African-American Student Success in Independent Schools: A Model of Family, School, and Peer Influences" (Robert Cooper and Amanda Datnow); and (10) "Creating a Climate for Diversity? The Institutional Response of Predominantly White Independent Schools to African-American Students" (Amanda Datnow and Robert Cooper). Part 4, "From Research To Practice," includes: (11) "Toward an Understanding of School Reconstitution as a Strategy To Educate Students Placed at Risk" (Heinrich Mintrop); (12) "Talent Development Middle Schools: Blueprints and Results for a Comprehensive Whole-School Reform Model" (Douglas J. MacIver, Martha A. MacIver, Robert Balfanz, Stephen B. Plank, and Allen Ruby); (13) "Fostering Resilience in High School Classrooms: A Study of the PASS Program (Promoting Achievement in School through Sport)" (Crystal McClendon, Saundra Murray Nettles, and Allan Wigfield); (14) "Small Learning Communities Meet School-to-Work: Whole School Restructuring for Urban Comprehensive High Schools" (Nettie E. Legters); and (15) "Building School-Family-Community Partnerships in Middle and High Schools" (Mavis G. Saunders and Joyce L. Epstein). The book ends with "Conclusion: Effective Schooling for Poor and Minority Adolescents: Refining the Focus" (Mavis G. Sanders). (Papers contain references.) (SM)
Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Avenue, Mahwah, NJ 07430 (paperback: ISBN-0-8058-3090-1, $39.95; hardback: ISBN-0-8058-3089-8, $79.95). Tel: 800-926-6579 (Toll Free).
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A