Toward an Understanding of Unusually Successful Programs for Economically Disadvantaged Students

Anderson, Lorin W.; Pellicer, Leonard O.

doi:10.1207/s15327671espr0303_3

Cited by 10 publications

(10 citation statements)

References 9 publications

(8 reference statements)

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“…The focus on learning and its positive relationship with school climate and school culture variables is a characteristic of effective learning environment, made evident by research on school effects (Rutter 2000) successful programs for disadvantaged children (Anderson and Pellicer 1998) quality of teaching (van de Grift 2007) and effective school cultures (Gaziel 1997). The positive relationship between social climate and achievement seems even stronger for pupils from disadvantaged populations (Haynes et al 1997;Anderson and Pellicer 1998;Esposito 1999). A whole school reform, designed to raise academic achievement of at-risk inner-city students, showed positive achievement and climate outcomes which were interrelated .…”

Section: Achievementmentioning

confidence: 99%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics of educational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments. Definition and rationale of social climateThe social climate in educational settings is shaped by the relationships between teachers and students, and between students. The quality, quantity and directions of these relationships influence the social climate, affecting further students' self-concept, motivation and performance (Fraser 1986). Learning environment research has showed that quantitative and qualitative aspects of educational settings can be described and

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Section: Achievementmentioning

confidence: 99%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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“…The support provided to students through these programs is supplemental to, not a replacement for, general education instruction (Slavin & Madden, 1989). Moreover, services should be intensive and temporary; students who have had to be removed from their regular classrooms for supplemental instruction should be returned to those classrooms as quickly as possible (Anderson & Pellicer, 1998). Finally, as with all other components of the model, it is critical that such alternatives are based on what is known to be effective for culturally and linguistically diverse students, and that they reflect the same philosophy as the rest of the school (i.e., high expectations, equity practices, additive orientation, and resilience-focused).…”

Section: Alternative Programs and Servicesmentioning

confidence: 99%

Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions

García¹,

Ortiz²

2006

TEACHING Exceptional Children

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“…For example, Anderson and Pellicer (1998) examined "unusually successful programs for economically disadvantaged students" in an effort to define what helps the students from these schools to succeed. (p. 252).…”

Section: Ineffective Professional Development As Stated Previously mentioning

confidence: 99%

“…(p. 252). In their cross-case analysis, Anderson and Pellicer (1998) found that students in all schools had been given "ample opportunity to learn what was important for them to learn" (p. 252). Teachers in three of the schools said they "taught what needed to be taught on state tests of basic skills" (p. 252).…”

Section: Ineffective Professional Development As Stated Previously mentioning

confidence: 99%

A Tale of Two City Schools

Proulx

2011

Preprint

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This study focused on two urban, Massachusetts high schools and the question of how the practices of school leaders related to the level of performance. Specifically, it attempted to provide specifics as to perceptions educational leaders held with regards to high-stakes environments and how they responded to state mandates. The study examined how leaders in both schools define successful reform, perceive high-stakes testing, perceive a need to raise student achievement, and implement reforms in response to high-stakes testing. For the purpose of this study, a leader was defined as anyone within the school system who has the power/ability to facilitate, implement, or lead change. The study combined qualitative interview data and survey methodology to examine differing perceptions and to identify the factors most strongly associated with different levels of reform success The findings from the scales, surveys, and interview data suggest that in a state with high-stakes testing, successful reform was defined by strategies that get "results,"-i.e. achievement on the high-stakes exam. Results help schools measure their progress and also appear to influence teacher support. The findings also show that success in a high-stakes environment is predicated on setting high standards for all students and being consistently aware of student achievement, which includes monitoring and guiding those students who struggle.

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Toward an Understanding of Unusually Successful Programs for Economically Disadvantaged Students

Cited by 10 publications

References 9 publications

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions

A Tale of Two City Schools

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