This ethnographic study of a local program for at-risk adolescents within the Boston Public Schools analyzed interviews of 23 students and 7 staff and field-based data. Major cultural thematic classifications depicted three developmental dimensions: time related to school, out of school, and beyond school; success defined as socio-expressive, instrumental, self-reflexive, and vicarious; and rapport of staff, students, and the educational institution. Despite being "overage" with an average of 2.3 years behind grade level, twenty-two of the respondents (96%) expressed a strong commitment to obtain a high school diploma. Seventeen (87%) had very specific future goals. A majority believed that positive rapport with the school staff motivated them to achieve. A "family-style" culture among the students inculcated school "success" values. This alternative program promoted an outcome-based learning system and language-arts-across-the-curriculum as an accelerated approach. In addition, this program emphasized small class sizes, a "team" management of administrative tasks, common planning and meeting times for staff, collaborations with outside community resources, and close home-school communication.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8033 |
| Date | 01 January 1991 |
| Creators | Hilton, Pamela Jean |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0019 seconds