A Socioecological View of Higher-Performing Diverse Elementary Schools Article

Wilcox, KC. (2013). A Socioecological View of Higher-Performing Diverse Elementary Schools . Journal of Education for Students Placed at Risk, 18(2), 101-127. 10.1080/10824669.2013.781845

cited authors

  • Wilcox, KC

abstract

  • This multiple case study relied upon a socioecological framework and the lens of resilience to investigate practices and processes that are correlated with higher academic achievement among African American, Hispanic, and English language learners. Utilizing quantitative measures for sample selection of 10 higher-performing and 5 average-performing schools and qualitative data collection and analysis methods, findings indicate that 4 interrelated practices characterize higher-performing diverse schools: close engagement with and understanding of the student population; intensive literacy- and technology-enriched instruction; a collaborative and iterative approach to curriculum revision and data use; and fluid adaptation and deployment of resources. One of the 15 diverse high-poverty case study schools is discussed in detail as an exemplar. The findings from this study suggest that research cutting across levels of classrooms, schools, and districts sheds light on the interrelated proximal and distal processes that promote resilience and higher academic achievement among ethnically and linguistically diverse students. © 2013 Copyright Taylor and Francis Group, LLC.

authors

publication date

  • April 1, 2013

published in

Digital Object Identifier (DOI)

start page

  • 101

end page

  • 127

volume

  • 18

issue

  • 2