At-risk students, as well as parents and teachers of at-risk students, from public high schools throughout the US came together to share their perspectives on the high school dropout challenge and what they would be willing to do to keep more students on track to graduate.
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This is a guide that will help to translate what a discouraged student may be saying in the classroom and use the interpretations to understand why they may not be succeeding. It also has strategies to help get them back on track.
This paper presents the conceptual foundations of the positive youth development (PYD) perspective by reviewing the history of theories about adolescent development and by specifying the key theoretical ideas defining the PYD perspective. In turn, the paper discusses the burgeoning empirical work being done to define the bases and features of the positive development of diverse youth.
This table helps school administrators assess the extent to which the factors associated with effective professional learning communities (critical elements, human resources, structural conditions) are present at their schools.
This guide helps organizations assess the extent to which the factors associated with effective professional learning communities (critical elements, human resources, structural conditions) are present at their organizations to determine if they are true professional learning communities, anxious organizations, or somewhere in the middle.
This book chapter describes how organizations can develop effective professional learning communities.
This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation’s cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate.
In this longitudinal study, data were collected on schools’ rates of daily student attendance and chronic absenteeism and on specific partnership practices that were implemented to help increase or sustain student attendance. Results indicate that several family–school–community partnership practices predict an increase in daily attendance, a decrease in chronic absenteeism, or both.
Using the tripartite conception of positive youth development (PYD) suggested by Hamilton (1999) – as a developmental process, a philosophy or approach to youth programming, and as instances of youth programs and organizations focused on fostering the healthy or positive development of youth – this article reviews different theoretical models of the developmental process involved in PYD.
This annotated bibliography describes the existing evidence-based research and literature on positive youth development.
This article explains why prevention has shifted from a single problem focus to a focus on factors that affect both positive and problem youth development, describes what is meant by positive youth development, and summarizes what we know about the effectiveness of positive youth development programs.
Positive school culture
- A single school culture, with a shared vision of good behavior in all school arenas
- Clearly defined and communicated behavior expectations for the community
- Ongoing community-wide campaigns to promote the importance of high attendance and acknowledge success
- All constituents are respected and given voice
This article describes a new study conducted at the University of Illinois. It explains how poor social and communication skills serve as risk factors for peer rejection and as predictors for bullying and victimization.
This guide helps teachers design rigorous lessons and activities by determining the outcomes of tasks for students, assessing students' learning, ensuring lessons are engaging and students gain understanding, and creating student materials.