ERIC Number: ED533514
Record Type: Non-Journal
Publication Date: 2012-Jul-12
Abstractor: As Provided
Reference Count: 14
Learners on the Move: Responsive Teachers Fill in the Gap for Highly Mobile Students
Costley, Kevin C.
The best education no doubt comes from a student staying in one school system from elementary to high school. Some students are fortunate to have a consistent education; some are not as fortunate. Continuity in instruction, learner outcomes, emotional stability, and social relationships prevail when students live in one location as long as possible. Due to many reasons, children are uprooted and move frequently from town to town and state to state. There are various reasons for this occurrence. Many of these students are victims of impoverished homes, unstable and erratic family environments, resulting in parents who constantly move their children from one location to another. The students lack belongingness to friends, teachers, and classmates. They form no roots to any society accept for a transient society. Highly mobile students enter American classrooms daily across the nation. The teacher is often unprepared for integrating these children at a moment's notice into the classroom. Once these students are included and feeling some degree of success, they often forced to suddenly move again. These transitions are against their will. This article speaks to the need for teachers to embrace the highly mobile child as not emotional baggage and an inconvenience, yet as a challenge to help the child emotionally, socially, and academically.
Descriptors: Student Mobility, Geographic Location, Reliability, Outcomes of Education, Resilience (Psychology), Psychological Patterns, Emotional Response, Social Networks, Student Characteristics, Homeless People, Migrants, Family Problems, Marital Instability, Low Income Groups, Economic Climate, Academic Achievement, Context Effect, Teaching Conditions, Faculty Development, Student Needs, Teacher Attitudes, Teacher Student Relationship
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A