Stronger Together
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| Title: | Stronger Together |
|---|---|
| Language: | English |
| Authors: | Savitz-Romer, Mandy, Jager-Hyman, Joie |
| Source: | Principal Leadership. Apr 2009 9(8):48-53. |
| Availability: | National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 6 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Outreach Programs, Academic Achievement, Motivation, Social Networks, Skill Development, Educational Strategies, Self Esteem, High Schools, Anxiety, Educational Environment |
| ISSN: | 1529-8957 |
| Abstract: | Academic and social supports are usually treated as separate entities, and a heavier emphasis is generally given to academic support--the deliberate activities, structures, policies, and expectations that facilitate skill development and subject matter mastery. Social support consists of the intentional services, behaviors, structures, and expectations that build, strengthen, and encourage self-confidence, academic motivation, school-connectedness, and social networks. Instead of thinking of those supports as isolated strategies, however, they should be integrated so that they provide comprehensive support at the secondary level. Social support provides the foundation--the networks, the confidence, and the motivation--that enables students to take advantage of academic support strategies, such as tutoring, precollegiate outreach programs, and extended learning time. Many school leaders are already implementing various forms of support strategies to help students succeed in rigorous courses, but they need a unifying framework to unite academic and social support to improve student achievement. This article provides a framework which integrates academic and social supports through intentional strategies that enable all students to benefit from academically rigorous curricula. These strategies are highly interrelated; are developmentally appropriate; and provide connected, coordinated, and comprehensive supports to improve student achievement. The authors believe that when academic and social support strategies are connected, coordinated, and developmentally appropriate, schools create the best opportunity for all students to meet high standards. (Contains 7 resources and 2 online resources.) |
| Abstractor: | ERIC |
| Number of References: | 4 |
| Entry Date: | 2009 |
| Access URL: | https://www.principals.org/KnowledgeCenter/Publications.aspx |
| Accession Number: | EJ836319 |
| Database: | ERIC |
| Abstract: | Academic and social supports are usually treated as separate entities, and a heavier emphasis is generally given to academic support--the deliberate activities, structures, policies, and expectations that facilitate skill development and subject matter mastery. Social support consists of the intentional services, behaviors, structures, and expectations that build, strengthen, and encourage self-confidence, academic motivation, school-connectedness, and social networks. Instead of thinking of those supports as isolated strategies, however, they should be integrated so that they provide comprehensive support at the secondary level. Social support provides the foundation--the networks, the confidence, and the motivation--that enables students to take advantage of academic support strategies, such as tutoring, precollegiate outreach programs, and extended learning time. Many school leaders are already implementing various forms of support strategies to help students succeed in rigorous courses, but they need a unifying framework to unite academic and social support to improve student achievement. This article provides a framework which integrates academic and social supports through intentional strategies that enable all students to benefit from academically rigorous curricula. These strategies are highly interrelated; are developmentally appropriate; and provide connected, coordinated, and comprehensive supports to improve student achievement. The authors believe that when academic and social support strategies are connected, coordinated, and developmentally appropriate, schools create the best opportunity for all students to meet high standards. (Contains 7 resources and 2 online resources.) |
|---|---|
| ISSN: | 1529-8957 |
