Document Type

Article

Publication Date

2018

Keywords

Urban education, alternative education, emotional a n d behavioral disorders, qualitative research, social competence

Abstract

This exploratory grounded theory study examined teacher perspectives of social competence in urban alternative high schools. Research questions elicited teachers’ conceptualizations of social competence and descriptions of how their views on students’ social-emotional behaviors influence pedagogy. The specific school context was behavior-focused alternative schools, which serve a disproportionate number of Black students and students with disabilities. Findings indicated urban alternative high school teachers highly value and prioritize within their classrooms the learning and application of specific social competencies perceived to influence post-high school employability. Implications are discussed.

Publication Title

Perspectives on Urban Education

Volume

15

Issue

1

Comments

https://urbanedjournal.gse.upenn.edu/volume-15-issue-1-summer-2018/social-competence-urban-alternative-schools

Type

Text

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Language

English

Format

application/pdf

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