Overview
- Complements the extensive research supporting educational resiliency
- Provides a guide for teachers, administrators, parents, and caregivers on how to incorporate Anticipatory Competence development models
- Draws on social psychology and positive psychology in examining the power of anticipatory images
Part of the book series: Palgrave Studies in Urban Education (PSUE)
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Table of contents (7 chapters)
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Front Matter
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Back Matter
Keywords
About this book
This book features ten high academically achieving, low-income, inner city students from Newark, New Jersey, who graduated from public high schools at or near the top of their class and continued to excel in college. Using a qualitative research design, the author interviewed the ten students and the person who most influenced their educational progress about what motivated them to achieve at such high levels. Three mutually reinforcing anticipatory images emerged as a common element of their stories. In their own voices, the students describe the anticipatory images they framed, how they developed them, and how they used them to their advantage. Davy advances a theoretical model of the Anticipatory Competent student who continually progresses in the directions of the images projected ahead.
Reviews
—Lindsey N. Godwin, Robert P. Stiller Endowed Chair and Professor of Management and Academic Director of the David L. Cooperrider Center for Appreciative Inquiry, Champlain College, USA
“Agency is the principle thing in education and there are few more important spaces for harnessing agentic power than higher education. Davy’s research, theoretically grounded, scientifically designed, and methodologically activated illuminates the perspectives of ten students (and a selected set of allies) whose educational journeys reflect theprinciples of anticipatory competence. The book contributes to the evidentiary base for researchers who seek to fill the dearth of meaningful inquiries on educational resilience.”
—Timothy K. Eatman, Dean of the Honors Living Learning Community and Associate Professor of Urban Education at Rutgers University—Newark, USA
“Davy’s careful study of ten high-achieving inner-city students highlights the powerful role of anticipatory images in creating positive pathways towards success. It illustrates how one group of young men and women generate compelling visions of the future and use them to navigate a successful college-bound path through poverty, neighborhood violence, and loss. Most importantly, it teaches us how to help support young people’s dreams in practical ways that enable their success.”
—Sabrina Marie Chase, Director of the Joint Urban Systems Program in Urban Health at Rutgers University—Newark, USA, and author of Surviving HIV/AIDS in the Inner City: How Resourceful Latinas Beat the Odds
“In this book, Davy makes an extraordinary contribution to our collective understanding of how to support the development and empowerment of young people with limited resources and unlimited potential. While many factors play a role in a student's life outcomes, his conclusions get to the core: the need for a clear, inspiring vision of the future and people to support the pursuit of that vision. This is the heart of our work at The Future Project."
—Kanya Balakrishna, Co-Founder and CEO of The Future Project, USA
Authors and Affiliations
About the author
James M. Davy is Distinguished Practitioner in Residence Teaching in the School of Public Affairs and Administration and Director of the Center for Applied Appreciative Inquiry (CAAI) at Rutgers University, USA.
Bibliographic Information
Book Title: The Power of Anticipatory Images in Student Achievement
Authors: James M. Davy
Series Title: Palgrave Studies in Urban Education
DOI: https://doi.org/10.1007/978-3-030-56334-9
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-56333-2Published: 04 October 2020
Softcover ISBN: 978-3-030-56336-3Published: 05 October 2021
eBook ISBN: 978-3-030-56334-9Published: 03 October 2020
Series ISSN: 2946-241X
Series E-ISSN: 2946-2428
Edition Number: 1
Number of Pages: XIII, 190
Number of Illustrations: 1 b/w illustrations, 3 illustrations in colour
Topics: Sociology of Education, Urban Studies/Sociology, Pedagogic Psychology, Educational Philosophy