Approaches, Structures, and Mind-Sets That Support the Academic Achievement of High-Needs Students

• In Event: Critical Issues in Urban Education: Academic Quality

Abstract

Data for this investigation were drawn from middle school, high school, and college classrooms, as well as workshops for parent, teacher, and school leaders. The study sought to identify effective techniques for supporting the non-cognitive skills of high needs students, so they persist when completing academic tasks. Preliminary results show that workshops help parents develop a better understanding of parenting styles; increase their child’s academic motivation; and motivate their child to reach his/her potential. Findings also suggest that teachers and school leaders with an understanding of what the research says about teaching style, student motivation, learning disabilities are able to design classroom and school-wide structures that promote a cultural shift in mindsets about post-secondary education

Authors

• Salika A. Lawrence, Medgar Evers College, City University of New York

• Marie Donnantuono, William Paterson University

• Nancy Osborn, Passaic School District

• Tiffany Jefferson, Long Island City High School

• Valentina Carleo, Passaic Middle School

• Margareth LaFontant, Medger Evers College

• Alexandra McGlashan