A Pedagogy of Belonging

There is evidence that conventional classroom practices fail to engender a sense of belonging, especially among at-risk students. Suggests that school can increase the sense of belonging for all students by emphasizing the importance of the teacher/student relationship in the life of the classroom a...

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Veröffentlicht in:	Reclaiming children and youth 1998-10, Vol.7 (3), p.133
Hauptverfasser:	Beck, Mitchell, Malley, James
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Academic Failure Alcohol Abuse Algebra Alienation At Risk Students Attachment Behavior Belongingness Classroom Environment Classrooms Community Relations Elementary Secondary Education Employed Parents Excellence in Education Family School Relationship High Risk Students Mastery Tests Minority Groups Rejection (Psychology) School Districts Substance Abuse Teacher Student Relationship Thinking Skills Urban Schools
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Beschreibung
Zusammenfassung:	There is evidence that conventional classroom practices fail to engender a sense of belonging, especially among at-risk students. Suggests that school can increase the sense of belonging for all students by emphasizing the importance of the teacher/student relationship in the life of the classroom and the school community. Provides examples of programs that promote a sense of belonging. (Author/MKA)
ISSN:	1089-5701