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| Autor/in | CANGEMI, JOSEPH P. |
|---|---|
| Titel | SCHOOL-HOLDING POWER--THE DROPOUT AND THE TEACHER. |
| Quelle | , (4 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Curriculum Development; Dropout Prevention; Dropout Rate; Employment Opportunities; Material Development; School Holding Power; Student Interests; Student Teacher Relationship; Teacher Characteristics; Teacher Effectiveness; Teaching Guides; New York (Syracuse) |
| Abstract | BECAUSE MORE STUDENTS THAN EVER BEFORE ARE WITHDRAWING FROM SCHOOL WITHOUT A HIGH SCHOOL EDUCATION, SCHOOL-HOLDING POWER IS RECEIVING INCREASED ATTENTION. STUDIES REVEAL THAT STUDENTS WITHOUT A FORMAL HIGH SCHOOL EDUCATION ARE HEADED TO DEAD END, MENIAL JOBS, THAT RELATIVELY FEW OF THEM WILL REACH THE SKILLED OR WHITE-COLLAR OCCUPATION CLASSIFICATION, AND THAT DELINQUENCY IS TEN TIMES GREATER AMONG DROPOUTS THAN AMONG GRADUATES. AUTOMATION IS FAST BECOMING THE DROPOUT'S NUMBER ONE COMPETITOR. IN SCHOOLS WITH HIGH DROPOUT RATES, THERE IS A NEED FOR GOOD, COMPETENT, WELL-ADJUSTED INSTRUCTORS TO MAKE THE CURRRICULUM ALIVE, ACTIVE, AND DYNAMIC AND TO PROVIDE EXTRA AMOUNTS OF INDIVIDUAL INSTRUCTION. IT IS RECOMMENDED THAT ASSIGNMENTS AND MATERIALS BE ADAPTED TO THE INDIVIDUAL LEARNER'S LEVEL OF ATTAINMENT. EMPHASIS SHOULD BE ON HOW MUCH LEARNING IS TAKING PLACE RATHER THAN ON HOW MUCH MATERIAL IS BEING TAUGHT, STUDENTS SHOULD BE MADE TO FEEL SUCCESSFUL IN HANDLING THEIR SCHOOL WORK. THE STUDENT WHO SENSES THAT THE TEACHER HAS A GENUINE, PERSONAL INTEREST IN HIM WILL RARELY ENTERTAIN THOUGHTS OF LEAVING SCHOOL. THE SUCCESSFUL TEACHER OF DROPOUTS SHOULD BE FLEXIBLE, NOT RIGID, CREATIVE, NOT DULL, WARM, NOT COLD, INFORMAL, NOT FORMAL, AND ENCOURAGING, NOT CYNICAL. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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