Concentrate-on-one: an alternative approach to increasing academic and social self-esteem in at-risk students in a high school
Landry, Robert James
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Educators cannot control who enters the public schools, but they can have an impact on those who do enter. The purpose of this study was to examine how student academic and social self-esteem was affected by a special program for high school students in a rural school district in North Carolina. Concentrate-on-one was exactly as its name suggests--a program that allowed students to focus on one academic course at a time for a nine-week period. Designed for atrisk students who need extra motivation and a small classroom situation, these courses covered one year of material in three hours per day over nine weeks. At the end of each nine-week period, students rotated to another academic course. Each teacher requested to participate in the program. Each stated that the opportunity to form a team comprised of optimistic teachers made it inviting.
- Doctoral Dissertations