Teachers’ Instructional Behaviours Toward Highly Mobile Students in Magnet and Traditional School Settings

2002 ◽  
Vol 3 (2) ◽  
pp. 137-158 ◽  
Author(s):  
Linda S. Behar-Horenstein ◽  
Sandra H. Anusavice
1982 ◽  
Vol 51 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
William J. Walker

The expectation was that 62 potentially creative adolescents would exhibit attitudes that were more positive toward their school experiences in open school environments as compared with more traditional school settings. Attitudes were assessed by rating students' essays in which the adolescents described their educational experiences. The results suggested that potentially creative adolescents generally have positive attitudes toward their school experiences whether in open or traditional settings. Attitudes do not appear to be more positive in open school environments.


Author(s):  
Jamie Anne Donnelly

Many students struggle with success in a traditional school settings. For that reason, alternative education programs exist to support these students through high school graduation and to post-secondary endeavors. Students in alternative education come from varying backgrounds and have differing needs; therefore, programs targeting these students need to meet each individual's needs. Students may have behavioral or emotional concerns, academic deficits, be pregnant or parenting teenagers, or have severe trauma backgrounds. Alternative education needs to focus on school culture, student engagement, academic interventions, behavioral interventions, and social-emotional learning. The ultimate goal of alternative education is to help all students succeed no matter their needs and ease their transition to a traditional school, post-secondary education, career, military, or other ventures. This chapter will outline alternative education and how to implement strategies in all settings.


2015 ◽  
Vol 44 (3) ◽  
pp. 315-330 ◽  
Author(s):  
Ann S. Masten ◽  
Aria E. Fiat ◽  
Madelyn H. Labella ◽  
Ryan A. Strack

2012 ◽  
Vol 84 (3) ◽  
pp. 841-857 ◽  
Author(s):  
J. J. Cutuli ◽  
Christopher David Desjardins ◽  
Janette E. Herbers ◽  
Jeffrey D. Long ◽  
David Heistad ◽  
...  

2022 ◽  
pp. 170-180
Author(s):  
Wilbert C. Baker ◽  
Jennifer T. Butcher

African American transient housing dwellers are the studied population in this chapter. A noted section addresses transient students, also referred to as highly mobile students, which are a group that can benefit from additional educational support at school and also in the community. As communities of people are drawn together in faith and love, churches are distinctively positioned to fill in the gap for kids and their communities. By entering into a supportive partnership with a school, they can make the kind of difference that transforms a community. According to Fulgham, every school in low-income communities has a plethora of needs, and churches likely feel compelled to meet each of them. Fulgham went on to encourage churches to prioritize their support for programs and activities that help increase student achievement. This chapter provides findings from interviews conducted with adult transient housing dwellers and suggests methods to reach transient African American students during challenging times, specifically addressing their educational needs.


Author(s):  
Michael L. Sulkowski

This chapter discusses efforts that educational and mental health professionals can take to help highly mobile students. These students often are impacted by homelessness, foster care, or the juvenile justice system. Although the needs of each respective student population differ, all highly mobile students experience residential instability, which is associated with an elevated risk for experiencing disruptions in academic and psychosocial functioning. However, consistent with a dual-factor model of mental health, many highly mobile students display considerable resilience and do not succumb to the pernicious effects of residential instability. Thus, under a multitiered system of support framework, this chapter also covers specific ways that school-based practitioners can attenuate risks while bolstering resilience to support well-being. Additionally, extant laws related to educational access and service delivery for highly mobile students are reviewed such as the McKinney–Vento Homeless Assistance Improvements Act and the Plyler v. Doe Supreme Court decision.


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