Apoyenos! Latino Student Perspectives on High School Supports

2010 ◽  
Author(s):  
Paula J. Luginbuhl ◽  
Ellen Hawley McWhirter ◽  
Kate L. Margolis ◽  
Diana Pena ◽  
Kimbree Brown ◽  
...  
Keyword(s):  
High School ◽  
Student Perspectives ◽  
Latino Student ◽  
School Supports

¡Apóyenos! Latina/o Student Recommendations for High School Supports

2013 ◽  
Vol 41 (1) ◽  
pp. 3-23 ◽  
Author(s):  
Ellen Hawley McWhirter ◽  
Paula J. Luginbuhl ◽  
Kimbree Brown
Keyword(s):  
High School ◽  
School Supports

scholarly journals Case Study of Professional Development Expenditures at a Restructured High School

2002 ◽  
Vol 10 ◽  
pp. 29
Author(s):  
Sarah Archibald ◽  
H. Alix Gallagher
Keyword(s):  
Professional Development ◽  
High School ◽  
Urban High School ◽  
Development Costs ◽  
District Personnel ◽  
School Supports ◽  
Development Spending ◽  
And Training

This article is an analysis of professional development spending in a recently restructured urban high school. This study describes the school's restructuring effort, the ways in which professional development in the school supports the effort, and the ways in which the school reallocated resources to create funds for professional development spending. We then apply the framework of professional development costs proposed by Odden, Archibald, Fermanich and Gallagher (forthcoming) to the professional development expenditures in the school. Information regarding professional development expenditures was obtained from budget and planning documents as well as interviews with school and district personnel. These data revealed that teachers in this school on average received $9,711 of professional development resources with 98% of the spending on teacher time and training or coaching.

scholarly journals "I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve Graduation

2020 ◽  
Vol 40 (2) ◽  
Author(s):  
David J. Connor ◽  
Wendy Cavendish ◽  
Armineh Hallaran ◽  
Louis Olander
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
After School ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
School Students ◽  
Pedagogical Choices ◽  
Students With Ld ◽  
School Supports

Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/who are some school-based supports they identify? (b) What/who are some non-school supports they identify? We share data from semi-structured interviews with forty high school students. Findings reveal: teacher support in the form of pedagogical choices, individualized support, and after-school support; counseling expertise in the form of academic advisement and emotional support; effective family-school collaboration; discrete family support outside of school; and various forms of self sustenance. Implications of these findings are discussed before recommendations are made to various stakeholders in the school community with the view to improving supports of students with LD toward helping them successfully graduate.

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