Meeting Diverse Student Needs in Urban Schools: Research-Based Recommendations for School Personnel

Arroyo, Alan A.; Rhoad, Randy; Drew, Priscilla

doi:10.1080/10459889909604990

Cited by 26 publications

(17 citation statements)

References 19 publications

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“…If child and adolescent health problems destabilize student trajectories through the formal schooling system, then the negative long-term association between educational attainment and adult health may be due, in part, to these early health problems. Third, establishing physical and mental health problems as risk factors for academic failure helps schools identify a population of at-risk students requiring special attention and possibly intervention, as has been done in the past for lowincome students (Arroyo, Rhoad, and Drew 1999) and certain racial/ethnic groups (Gandara 2000).…”

Section: Adolescent Health and Academic Failurementioning

confidence: 99%

Academic Failure in Secondary School: The Inter-Related Role of Health Problems and Educational Context

2004

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This study explores whether the interplay of health problems and school environment predicts academic failure, an individual event with consequences for the life course, as well as for society at large. This exploration proceeds in three steps: 1) we examine whether physical and mental health problems are an academic risk factor during secondary school; 2) we investigate the academic mechanisms underlying this risk status; and 3) we explore whether this risk status varies by school context. A series of logistic regressions reveals that self-rated health and emotional distress are both associated with greater likelihood of failing one or more classes in the next year and that absenteeism, trouble with homework, and student-teacher bonding account for much of these associations. Associations of physical and mental health problems with academic failure vary only slightly across schools, however. We discuss the implications of these findings for both research and policy and argue that the examination of overlap among different domains of adolescent functioning can advance the sociological understanding of health, education, and social problems in general.Academic performance, including academic failure, is often viewed in narrow terms, as an individual behavior limited to the early life course. However, academic performance has implications that play out across life stages and on multiple levels. On the individual level, academic struggles predict short-term problem behavior and dropout, and can derail educational and occupational trajectories well into adulthood (Crosnoe 2002b;Miller 1998;Rosenbaum, DeLuca, and Miller 1999). On the institutional level, academic problems among students can create disorder and undermine the general mission of schools (Steinberg, Brown, and Dornbusch 1996). On the population level, widespread academic failure influences rates of fertility, mortality, marriage, and unemployment through its relation to educational attainment and the development of human capital (Becker 1962;Mirowsky and Ross 2003b;Wilson 1978). Thus, what appears merely to be an aspect of the adolescent experience actually has far-reaching consequences across a variety of social phenomena.Educational research has identified numerous family, peer, and economic factors that contribute to academic failure (Schneider and Coleman 1993;Steinberg et al. 1996). Often lost in this inquiry, however, is consideration of physical and mental health problems for academic performance in secondary school. The relative lack of attention to health is unfortunate given that related literatures strongly suggest the possibility that health problems disrupt academic functioning. For example, research on adult populations has shown that mental and physical health problems negatively affect work performance (Dewa and Lin 2000). This study suggests that performance in the educational system-the social institution most directly equivalent to the labor force for adolescents-is also likely affected by health problems. Moreover, small- NIH...

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Section: Adolescent Health and Academic Failurementioning

confidence: 99%

Academic Failure in Secondary School: The Inter-Related Role of Health Problems and Educational Context

2004

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“…Cochran-Smith (2004) points out that teachers must also be willing to acknowledge, value, and work from the cultural and linguistic resources their students bring as well. In contrast, a lack of teacher concern or interest in students is a major factor in student alienation (Arroyo et al, 1999). Clearly, creating a positive classroom environment requires teachers to make an effort to get to know their students, and, most importantly, create a learning environment that conveys a belief in their students' ability to learn (Baum et al, 1995;McLeod, 1996;Delpit, 2002).…”

Section: Contextmentioning

confidence: 96%

Equity and access in music education: conceptualizing culture as barriers to and supports for music learning

Butler

Lind²,

McKoy

2007

Music Education Research

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A conceptual model designed specifically for the investigation of issues surrounding race, ethnicity and culture in relation to music learning will best serve our profession as we attempt to understand how these issues may impact music learning among diverse populations. This paper proposes such a model, depicted as a concept map, featuring five primary categories: teacher, student, content, instruction, and context. Focusing research according to this model will serve to categorize current knowledge, clarify factors and constructs involving music learning, and formulate predictions of specific learning outcomes, thereby facilitating the development of hypotheses and theories that support a research agenda devoted to examining the barriers to and support for music learning as influenced by race, culture and ethnicity.

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“…Сматра се да њихова уверења о природи и узроцима школског неуспеха, уверења о дидактичко-методичкој припремљености и професионалној компетентности, као и педагошке концепције које поседују о настави знатно утичу на ученике са проблемима у понашању и/или постигнућу (Arroyo & Rhoad, 1999;Brophy, 1989;Malinić, 2014;Radišić, 2013;West & Pennell, 2003). Уверења наставника о школском неуспеху ученика могу се одредити као личне теорије и мишљења о узроцима, превенцији и ремедијацији у области школске неуспешности (Malinić, 2014).…”

Section: увод: наставничка уверења о школском неуспеху и неуспешним уunclassified

Teachers' perceptions of academic failure: Is it worth to bother about unsuccesful pupils?

Malinic¹,

Dzinovic²

2015

Nastava i vaspitanje

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Meeting Diverse Student Needs in Urban Schools: Research-Based Recommendations for School Personnel

Cited by 26 publications

References 19 publications

Academic Failure in Secondary School: The Inter-Related Role of Health Problems and Educational Context

Academic Failure in Secondary School: The Inter-Related Role of Health Problems and Educational Context

Equity and access in music education: conceptualizing culture as barriers to and supports for music learning

Teachers' perceptions of academic failure: Is it worth to bother about unsuccesful pupils?

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