Responses
Post 1:
The emphasis on high expectations within a school community, as highlighted in your post, is indeed a crucial factor in promoting youth development and ensuring school safety. The research by Jimerson et al. (2012) emphasizes the importance of a growth mindset in fostering resilience and tenacity among students, which are essential for creating a safe and supportive school environment. This approach aligns with the findings of Dweck (2006), who posited that a growth mindset, which is the belief that abilities can be developed through dedication and hard work, can positively impact student motivation and achievement.
Overall, I would say that the collective responsibility of teachers, administrators, and staff in maintaining high expectations contributes to a positive school climate. This is supported by Thapa et al. (2013), who found that a positive school climate is directly related to academic achievement, reduced absenteeism, and fewer behavioral problems. If they focus on fostering a sense of belonging and respect, schools can create an environment where students feel valued and motivated to excel.
References
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
Thapa, A., Cohen, J., Guffey, S., & Higgins?D'Alessandro, A. (2013). A review of school
climate research. Review of Educational Research, 83(3), 357-385.
Post 2:
Your selection of the fifth implication from Jimerson's (2012) work emphasizes the important role of high expectations in creating a school environment that supports academic success and safety. The interdependent relationship between school safety, student support, and academic achievement is really essential here. The socioemotional and cognitive development of students, as you mentioned, is significantly influenced by the expectations set within the educational environment.
The role of high expectations in socioemotional development, particularly in skills like emotional regulation and self-awareness, is supported by the work of Pianta et al. (2012), who show the value of teacher-student relationships in promoting emotional and social learning. These relationships need to be nurtured in an environment of high expectations so that they can contribute to a sense of belonging and security among students, which supports their overall development.
References
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and
engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In Handbook of research on student engagement (pp. 365-386). Springer, Boston, MA.
