Problems of urban high schools, including poor attendance, high dropout rates, low achievement, and poor social relationships, are linked together by a strong sense of alienation among students and teachers. Yet much of the educational research and policy treat these issues separately. In this study a conceptual framework for understanding student…

Answers and rebuts an article by Larry Johannessen (in the same issue of the journal) that offers ways for teachers to deal with and help alienated remedial students. Addresses the issues of administrative help, the effect of the interests and enthusiasm of the teacher, and the inner resources of teachers in despair. (PRA)

Outlines the process by which students at Lawrence Central High School in Indiana improved academically through the teaming of two teachers in a particular subject area, and hence reducing teacher isolation. (JC)

A conceptual framework for understanding student and teacher commitment is illustrated, using data from a field study of 10 urban high schools. Results indicate that alienation and commitment are multidimensional. Commitments of students and teachers are mutually reinforcing. Five school factors--relevance, respect, support, expectations, and…

Discusses how the inner experience of the nonachieving student alienates and confuses academics, who perceive them as "other" similarly to anthropologist's view of natives in distant cultures. Maintains that, to reach such students, teachers must learn from them about their language and values and share authority, authorship, and authenticity with…

This paper examines Chicano high school students' perceptions of disciplinary actions experienced or witnessed. Interviews and focus groups were conducted in an urban high school with the two Chicano students with the worst disciplinary records and the two with the best disciplinary records. Other data collection included classroom observations,…

The first stage for school improvement is to find constructive ways to better serve students who are not realizing their full capabilities. Potentially marginal students pass through various levels (testing limits, coasting, retreating and rebelling), and deliberate and constructive intervention can be implemented at each level. (GC)

When teachers punish students through the use of external control, they associate themselves and learning with negative feelings and consequently alienate students from education. Teachers must apply principles of friendship to connect with students and gain entry into students'"quality worlds." (Includes an outline of basic principles of…

Describes the workable strategies a student teacher found to deal with student apathy and disinterest. Discusses the use of script writing; balancing "old" literature with writing hot off the presses; using writing about real subjects which captivate student interest to work on writing arguments; and exploring cultural incongruities through…

Few empirical studies have examined student resistance and counterculture. This paper presents findings of a study that investigated the subjective experience of high school students to understand student resistance to the formal culture of schools. The research used a conceptual framework based on the anthropological concepts of "ritual" and…

States that Swiss youths perceive society as valuing performance and success above independent, enlightened youth. Contends that these societal values lead to passivity and resignation among students. Recommends listening to students and using the classroom as a place for building trust and problem solving. (NL)

Maintains that free reading and film study constitute a powerful arsenal against the barriers reluctant student learners erect. Describes the successful use of both techniques with a class of seniors who had all failed junior English. (SR)

Lists four ideas for gaining help from administrators in dealing with alienated remedial students. Suggests and demonstrates choosing materials that appeal to the students rather than to the teachers, and creating activities that engage and challenge the students. (PRA)

Offers an account of a group of high school students who translated critical thinking into action, through their Riverside High Social Justice and Equity Group. Illustrates the degree of discomfort that may be engendered when students offer other "readings" of their schools and attempt to rewrite power relations in active constructions…

Discipline is identified as a major issue affecting schools, especially in urban settings. This study uses a transformative screen, Student Voice, to legitimize the perceptions of students from groups of color regarding disciplinary action experienced or witnessed. The research was guided by three questions: What factors influence student/teacher…