School Personnel's Perceptions of Effective Programs for Working with Mobile Students and Families

Interviews with 18 participants (principals, counselors, social workers) from 18 schools in 7 urban districts were used to examine elementary school interventions perceived to address the challenges related to high student mobility. Intervention/program descriptions were also obtained from observati...

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Bibliographic Details
Published in:The Elementary school journal 2002-03, Vol.102 (4), p.317-333
Main Authors: Fisher, Teresa A., Matthews, Linda, Stafford, Mary E., Nakagawa, Kathryn, Durante, Katie
Format: Article
Language:English
Subjects:
Academic Achievement
Attendance
Attendance Patterns
Educational administration
Educational buildings
Educational Environment
Elementary Education
Elementary schools
Enrollment
Family Support
Grade 6
Intervention
Migration
Mobility Assistance Program
Outcomes of Education
Outreach Programs
Parents
Perceptions
Program Attitudes
Program Effectiveness
Public schools
Quality of education
School Attitudes
School Effectiveness
School enrollment
School personnel
School Safety
Schools
State universities
Student Development
Student Mobility
Teacher Attitudes
Teachers
Urban Schools
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Summary:Interviews with 18 participants (principals, counselors, social workers) from 18 schools in 7 urban districts were used to examine elementary school interventions perceived to address the challenges related to high student mobility. Intervention/program descriptions were also obtained from observations and written documents. In examining these interventions, we used a framework focused on the antecedents of mobility, its effects on school processes, and its consequences for students and families. The results indicated that schools experiencing high mobility had a diverse network of programs that provided the following curricular and extracurricular services: academic support, personal development of students, family support, and activities that established strong affiliations between families and schools. Many school personnel believed that these interventions addressed either the causes or effects of mobility. Directions for future research are discussed.
ISSN:0013-5984
1554-8279
DOI:10.1086/499706