Building Commitment in Urban High Schools

Abstract

A conceptual framework for understanding student and teacher commitment is presented and illustrated with data from a field study of 10 urban high schools. Three points are made. First, alienation and commitment are multidimensional; teachers and students make a variety of commitments that affect the nature of their work. Second, teacher and student commitments are mutually reinforcing. If one is low, it will depress the other. Finally, five school factors are identified that can increase commitments: relevance, respect, support, expectations, and influence. Policy implications of changing these factors in schools are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 218 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.