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The Frindle files
\"Josh Willet is a techie, a serious gamer. Which is why Josh and his friends can't stand Mr. N's ELA class; it's a strict no-tech zone. Mr. N makes them write everything out by hand, he won't use a Smartboard, and he's obsessed with some hundred-year-old grammar book. Then Josh discovers a secret; turns out Mr. N's been keeping a lot more than technology from his students! Together with his best friend Vanessa, and using all the computer skills they've got, Josh is determined to solve the mystery of Mr. N's past. And maybe get some screentime back, too?\"-- Provided by publisher.
BOOK
Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School
This study examined the relative influence of adolescents' supportive relationships with teachers, peers, and parents on trajectories of different dimensions of school engagement from middle to high school and how these associations differed by gender and race or ethnicity. The sample consisted of 1,479 students (52% females, 56% African American). The average growth trajectories of school compliance, participation in extracurricular activities, school identification, and subjective valuing of learning decreased from 7th to 11th grades (mean ages = 12.9 years to 17.2 years). Different sources of social support were not equally important in their impact on school engagement, and the effect of these sources differed by the aspect of engagement studied. For instance, peer social support predicted adolescents' school compliance more strongly and school identification less strongly than teacher social support.
Journal Article
The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach
A meta-analytic approach was used to investigate the associations between affective qualities of teacher-student relationships (TSRs) and students ' school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61 studies, N = 88,417 students), negative relationships and engagement (k = 18, N = 5,847), positive relationships and achievement (k = 61, N = 52,718), and negative relationships and achievement (k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.
Journal Article
College Students' Sense of Belonging: A National Perspective
In a nationally representative sample, first-year U.S. college students \"somewhat agree,\" on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racialethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.
Journal Article
What Schools Need to Know About Fostering School Belonging: a Meta-analysis
Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N = 67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.
Journal Article
How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School?
The central concept of this review underscores the fact that the development of a feeling of belonging at school occurs because of different interactions between developing students and the school’s ecological environment over time. This review argues that Bronfenbrenner’s Bio-ecological Systems Theory can best explain the development of school belonging by highlighting the role of PPCT (Process, Person, Context, and Time). The process includes the interactions (proximal and distal) that occur between students and their school’s ecological systems. The person considers the active role of students in influencing their development. The context encompasses the school’s ecological systems. The time includes events and the chronological age of students. The review highlights the most important proximal practices and interactions that occur in school microsystems and play a significant role in enhancing students’ sense of belonging. Empirical, longitudinal research that focuses on the interactions of all the components of the PPCT model is recommended.
Journal Article
Culturally Responsive School Leadership: A Synthesis of the Literature
Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands—critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.
Journal Article
A Longitudinal Study of School Belonging and Academic Motivation Across High School
This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94–19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.
Journal Article
The Impact of Culturally Engaging Campus Environments on Sense of Belonging
Low rates of student persistence and degree completion are a major concern of colleges and universities across the United States. It is therefore important for higher education researchers, policymakers, and practitioners to better understand how to maximize the success of higher education's increasingly diverse undergraduate populations. This article's investigation aims to increase knowledge of how campus environments shape students' sense of belonging in college. The article will briefly discuss the evolution of scholarly theory and discourse on college student success. Next, provide a synthesis of existing literature on the impact of campus environments on sense of belonging in college. Then, offer an overview of the Culturally Engaging Campus Environments (CECE) Model of college success, which seeks to explain the ways in which particular aspects of institutional environments influence sense of belonging and other important student outcomes in postsecondary education. In the remainder of the article, focus on the analyses of the relationship between culturally engaging campus environments and sense of belonging in college will be presented.
Journal Article
School Risk and Protective Factors of Suicide: A Cultural Model of Suicide Risk and Protective Factors in Schools
There are known cultural variations in correlates of and symptoms related to suicide-related thoughts and behaviors; however, the majority of research that informs suicide prevention in school systems has focused on research based on Euro-American/White students. By exploring school-related risk and protective factors in ethnic-racial minoritized students, we expand existing multicultural models of suicide prevention for school settings. Specifically, this systematic literature review identified 33 studies conducted with American Indian and Alaskan Native, Hispanic and Latinx, Black and African American, and Asian American and Pacific Islander students. Findings underscore the importance of building relationships with the school community and fostering a sense of safety for students, the need to approach school-based suicide prevention and intervention with cultural considerations, and the importance of connecting students and families with providers in culturally sensitive and informed ways. Taken together, schools need to build school-family-community partnerships that promote culturally sensitive approaches to suicide prevention.
Impact Statement
Findings from this review underscore the importance of strengthening school relationships, fostering a sense of safety and trust, and eradicating bullying for preventing suicide in ethnic-racial minoritized students. By expanding on previous theories of multicultural suicide prevention, we call for the implementation of culturally sensitive risk assessments and suicide prevention programs in school settings that are built from partnerships with families and communities.
Journal Article