Reforming Middle Schools: Focus on Continuity, Social Connectedness, and Engagement

Autor/in	Juvonen, Jaana
Titel	Reforming Middle Schools: Focus on Continuity, Social Connectedness, and Engagement
Quelle	In: Educational Psychologist, 42 (2007) 4, S.197-208 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
Schlagwörter	School Restructuring; Middle Schools; Educational Change; Social Environment; Student Needs; Junior High Schools; Educational Environment; Teacher Student Relationship; Academic Achievement; Dropouts; Friendship; Alienation; Federal Legislation; Bullying; Developmental Continuity + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Middle school; Mittelschule; Mittelstufenschule; Bildungsreform; Soziales Umfeld; Sekundarstufe I; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Freundschaft; Entfremdung; Bundesrecht; Mobbing; Entwicklungsprozess
Abstract	This article provides a brief historical context and analysis of current middle school reform efforts to promote student engagement by facilitating social relationships. International comparisons of perceived social climate are presented to assess whether sense of belonging and support are lacking in American schools. Research documenting associations between student engagement and relationships with teachers and fellow students, in turn, sheds light on when and why social connectedness matters. The article concludes with discussion of future reform goals and alternative strategies to foster student engagement by making middle grades more socially supportive. (Contains 1 figure and 1 footnote.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10