Toward Authentic Student-Centered Practices: Voices of Alternative School Students

Autor/in	Phillips, Rachel Sophia
Titel	Toward Authentic Student-Centered Practices: Voices of Alternative School Students
Quelle	In: Education and Urban Society, 45 (2013) 6, S.668-699 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124511424107
Schlagwörter	Educational Practices; Student Centered Curriculum; Nontraditional Education; Student Experience; Educational Environment; Learning Experience; Achievement Need; Positive Attitudes; Student Empowerment; Student Attitudes; Social Justice; Inquiry; Learning Processes; High School Students; Student Journals; Global Approach; Case Studies; Observation; Semi Structured Interviews; At Risk Students + Suchen Sie Ihr Suchwort? Bildungspraxis; Non-traditional education; Alternative Erziehung; Studienerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernerfahrung; Studienberechtigung; Schülerverhalten; Soziale Gerechtigkeit; Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studentenzeitung; Globales Denken; Case study; Fallstudie; Case Study; Beobachtung
Abstract	This investigation uncovered the conditions of learning, both positive and negative, that students in an alternative school experienced both in and out of the classroom setting. Eleven students at an alternative high school in a large suburban school district in the Pacific Northwest were interviewed using methods of narrative inquiry and iterative data collection, grounded in social cognitive theory and student voice literature. Four chief findings are discussed: (a) Learning experiences are improved when explicitly connected to the real world; (b) Positive emotions and relationships support successful learning, whereas negative ones hinder learning; (c) A certain level of student autonomy during learning seems to be tied to achieving goals; and (d) Social learning is consequential for students. The social as defined in this study is composed of two things: (a) how social influences from outside of school can have an effect on how students approach schooling and (b) the implications of understanding and taking part in relationships. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10