ERIC Number: EJ915852
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 52
Using Law-Related Education to Engage Marginalized Urban High School Students
Marri, Anand R.
Action in Teacher Education, v32 n3 p40-54 Fall 2010
This case study examines the perspectives of a teacher and a set of students in a U.S. history classroom in a "last chance" public New York City high school--with "last chance" being a common term used to describe schools designed for struggling students, those who have a history of truancy, or those who have dropped out. The research question is as follows: How does a skilled teacher engage marginalized students through law-related education in a U.S. history course? Here, this study documents one skilled teacher and his law-related education pedagogy. Specifically, it focuses on how he engaged marginalized urban students by means of emphasizing an open classroom environment, democratic living skills and community building, and thorough disciplinary knowledge and skills. This study furthers our understanding of the ways in which urban students can be better prepared for engaged democratic citizenship in a multicultural democratic United States.
Descriptors: Urban Schools, United States History, Law Related Education, Classroom Environment, High School Students, At Risk Students, Disadvantaged, Social Justice, Critical Theory, Educational Practices, Teaching Methods, Educational Strategies, Classroom Techniques, Democratic Values, Interviews, Student Attitudes, Classroom Observation Techniques, Portfolio Assessment, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: New York; United States