Schooling Students Placed Risk PR
ISBN: , SKU: , AUTHOR: Song>andong>ers, Mavis G. / Jordan, Will J., PUBLISHER: Routledge, This book examong>inong>es ong>historicalong> approaches ong>andong> current research ong>andong> practice related to the education of adolescents placed at risk of school failure as a result of ong>socialong> ong>andong> economic conditions. One major goal is to expong>andong> the ong>inong>tellectual exchange among researchers, policymakers, practitioners, ong>andong> concerned citizens on factors ong>inong>fluencong>inong>g the achievement of poor ong>andong> mong>inong>ority youth, specifically students ong>inong> middle ong>andong> high schools. Another is to encourage ong>inong>creased dialogue about policies ong>andong> practices that can make a difference ong>inong> educational opportunities ong>andong> outcomes for these students. Although the chapters ong>inong> this volume are not exhaustive, they represent an array of theoretical ong>andong> methodological approaches that provide readers with new ong>andong> diverse ways to thong>inong>k about issues of educational equality ong>andong> opportunity ong>inong> the United States. A premise that runs through each chapter is that school success is possible for poor ong>andong> mong>inong>ority adolescents if adequate support from the school, family, ong>andong> community is available. *The conceptual approach (Section I) places the research ong>andong> practice on students placed at risk ong>inong> a ong>historicalong> ong>contextong> ong>andong> sets the stage for an important reframong>inong>g of current defong>inong>itions, research, policies, ong>andong> practices aimed at this population. *Multiple research methodologies (Sections II ong>andong> III) allow for comparisons across racial ong>andong> ethnic groups as well as withong>inong> groups, ong>andong> contribute to different ong>andong> complementary ong>inong>sights. Section III, Focus on African-American Students, specifically addresses gender ong>andong> ong>socialong> class differences among African-American adolescents. *Current reform strategies presently beong>inong>g implemented ong>inong> schools throughout the United States are presented ong>andong> discussed (Part IV). These strategies or programs highlight how schools, families, ong>andong> communities can apply research fong>inong>dong>inong>gs like the ones this book presents, thus bridgong>inong>g the often wide gap between ong>socialong> science research ong>andong> educational practice.