Download or read book Determining Relationships Between Predictive Factors of High School Dropout and Student Engagement written by Jennifer L. Meagher and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past several years, educational leaders and researchers have tried to find the causes for high school dropout. Studies have shown that both demographic and student factors have contributed to placing a student at risk for dropping out of high school. Most of the studies, however, have been conducted in urban or suburban settings. Additional research has been done to examine how students are cognitively, socially, and emotionally engaged in school. Often, students at risk of dropping out were found to have lower levels of engagement in each of the dimensions. This study endeavored to determine if relationships existed between traditional predictors of high school dropout and the dimensions of student engagement in a rural high school. Using the High School Survey of Student Engagement developed at Indiana University, the perceptions of students attending a rural Minnesota high school were gathered. Students were identified from responses to the instruments and separated by gender, grade level, ethnicity, home language, parent education level, socio-economic status, ways time was spent out of school, and perceptions of the school's structures. The quantitative data from 388 participants were analyzed using Chi-Square tests, and statistical significance was found in the dimensions of engagement for some traditional demographic risk areas. The data suggested that students' choices on how time was spent and their perceptions of school structure tended to have more negative relationships with school engagement than their demographic associations. This study has particular significance as it establishes reliability and validity for the High School Survey of Student Engagement not previously established by Indiana University.
Download or read book High School Dropout Graduation and Completion Rates written by National Academy of Education and published by National Academies Press. This book was released on 2011-04-17 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Download or read book The Personal and School Related Variables that Impact School Dropout written by Tracey Jones and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The dropout phenomena has remained consistent for decades, causing it to be labeled a 'crisis' and 'America's silent epidemic'. Therefore, the purposes of this research study were to add to the body of research on school dropouts and to determine if a relationship existed between internal motivation, dropping out of school, and the student's unalterable social background against alterable school-related practices. The content from five research studies were analyzed to answer the research questions that guided this study. The findings of this study concluded that students with low internal motivation were at an increased risk for dropping out; however, it was determined that student motivation was regulated through the student's background and the school's climate. All students from lower income households were placed at a greater risk for school dropout. However, all students with low internal motivation, negative peer associations, from lower income households, that had to change schools more than once (forced mobility), were incarcerated, with parent(s) that had less than a high school diploma, and/or parents that did not have quality parent-child discussions about class assignments with their children were at the greatest risk for dropping out. ELL, Black, Latino, Native American, Alaskan Native, Cambodian, Laotian, Hmong, and Vietnamese students were at an increased risk for dropping out; with males being placed at a greater risk than females. Family structure was not found to be a risk factor over and beyond parental involvement. This study concluded that after controlling for the student's social and academic background negative student/teacher relationships, low teacher expectations, negative classroom interactions, and the school's climate predicted dropping out. The additional school-related risk factors found to be related to school dropout were: low academic and social support, eighth grade course failure, a lack of credit accumulation in eighth and ninth grade, being bullied, prolonged (five or more years) special education placement for non-White and all students, being over age in ninth grade, poor performance on 8th grade standardized testing, the anticipation of senior exit exams, and being retained before or during the ninth grade. Yet, students at the greatest risk were those who received the ABC's prior to dropping out which includes: excessive absences (A), excessive disciplinary infractions or behavioral problems (B), and prolonged academic/course (C) failure; which in the ninth grade was also found to culminate and be a major independent predictor variable to dropping out. Additionally, students who were socially promoted between the sixth and ninth grades were also at the greatest risk for the ABC's and dropping out compared to retained students. It was also concluded that there is a severe shortage of both males and non-White Pre-K to 20 faculty, teachers, and administrators and that any interruptions and disruptions (e.g., excessive absences, forced mobility, incarceration) in schooling without interventions to achieve and sustain proficiency, significantly increases school dropout. Therefore, this study concluded that dropping out is a long-term consequence and a culmination of five or more years of: unmonitored student achievement and/or social and behavioral problems, a lack of quality teaching and preparation in Pre-K through 8th grades, a lack of ongoing strategic school and political leadership that incorporates interventions to improve, support, and sustain academic success, in addition to a lack of quality parental involvement. Lastly, political leadership and higher education have supported the school's failure to provide an equitable and safe learning environment for all students to succeed and contributed to the school dropout problem in the United States school system for decades. #
Download or read book Longitudinal Study of the Relationship Between Certain Predictive Factors and Pupil Drop outs written by David Segel and published by . This book was released on 1955 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Dropouts written by National Research Council and published by National Academies Press. This book was released on 2001-08-29 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role played by testing in the nation's public school system has been increasing steadily-and growing more complicated-for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.
Download or read book The Relationship Between Social Competence and Student Dropout written by Andrea R. Tirabassi and published by . This book was released on 2013 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: School administrators across the country continue to search for new, effective interventions meant to alleviate the issue of student dropout. Researchers agree that such intervention practices should target unstable factors (i.e., changeable) related to risk for dropout versus stable factors (i.e., unchangeable) related to dropout. While past research has focused on examining the relationship between the unstable factors of GPA, attendance, retention, and school engagement, and risk for dropping out, specifically in high school students, the aim of the current study was to examine the general relationship between the protective factor of social competence and its relationship to previously identified risk factors for dropout: low academic achievement and low school engagement. Results of this study indicated that social competence has a predictive relationship with dropout (as measured by school engagement) above and beyond the well-known predictive factor of academic achievement.
Download or read book Handbook of Student Engagement Interventions written by Jennifer A. Fredricks and published by Academic Press. This book was released on 2019-05-04 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: Handbook of Student Engagement Interventions: Working with Disengaged Students provides an understanding of the factors that contribute to student disengagement, methods for identifying students at risk, and intervention strategies to increase student engagement. With a focus on translating research into best practice, the book pulls together the current research on engagement in schools and empowers readers to craft and implement interventions. Users will find reviews on evidence-based academic, behavioral, social, mental health, and community-based interventions that will help increase all types of engagement. The book looks at ways of reducing suspensions through alternative disciplinary practices, the role resiliency can play in student engagement, strategies for community and school collaborations in addressing barriers to engagement, and what can be learned from students who struggled in school, but succeeded later in life. It is a hands-on resource for educators, school psychologists, researchers, and students looking to gain insight into the research on this topic and the strategies that can be deployed to promote student engagement. Presents practical strategies for engagement intervention and assessment Covers early warning signs of disengagement and how to use these signs to promote engagement Reviews contextual factors (families, peers, teachers) related to engagement Focuses on increasing engagement and school completion for all students Emphasizes multidimensional approaches to disengagement
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Download or read book Engagement and Dropping Out of School written by Rick Audas and published by [Hull, Quebec] : Applied Research Branch, Human Resources Development Canada. This book was released on 2001 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Student Engagement written by Amy L. Reschly and published by Springer Nature. This book was released on 2022-10-19 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of the handbook reflects the expanding growth and sophistication in research on student engagement. Editorial scope and coverage are significantly expanded in the new edition, including numerous new chapters that address such topics as child and adolescent well-being, resilience, and social-emotional learning as well as extending student engagement into the realm of college attendance and persistence. In addition to its enhanced focus on student engagement as a means for promoting positive youth development, all original chapters have been extensively revised and updated, including those focusing on such foundational topics related to student engagement as motivation, measurement, high school dropout, school reform, and families. Key areas of coverage include: Demography and structural barriers to student engagement. Developmental and social contexts of student engagement. Student engagement and resilience. Engaging students through effective academic instruction and classroom management. Social-emotional learning and student mental health and physical well-being. Student engagement across the globe, languages, and cultures. The second edition of the Handbook of Research on Student Engagement is the definitive resource for researchers, scientist-practitioners and clinicians as well as graduate students in such varied fields as clinical child and school psychology, social work, public health, educational psychology, teaching and teacher education, educational policy, and all interrelated disciplines.
Download or read book Student Engagement written by Amy L. Reschly and published by Springer Nature. This book was released on 2020-03-12 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides cutting-edge, evidence-based strategies and interventions that target students’ engagement at school and with learning. Coverage begins with the background and 29-year history of the Check & Connect Model and describes the model and assessment of student engagement that served as the backdrop for conceptualizing the engagement interventions described in the book. Subsequent chapters are organized around the subtypes of student engagement – academic, behavioral, affective, cognitive – that were developed based on work with the Check & Connect Model. Principles and formal interventions are presented at both the universal and more intensive levels, consistent with the Response-to-Intervention/Multi-Tiered System of Support (MTSS) framework. The book concludes with a summary on the lessons learned from Check & Connect and the importance of a system that is oriented toward enhancing engagement and school completion for all students. Interventions featured in this book include: Peer-Assisted Learning Strategies (PALS). The Homework, Organization, and Planning Skills (HOPS) Intervention. The Good Behavior Game in the classroom. Check-in, Check-out (CICO). Banking Time, a dyadic intervention to improve teacher-student relationships The Self-Regulation Empowerment Program (SREP). Student Engagement is a must-have resource for researchers, professionals, and graduate students in child and school psychology, educational policy and politics, and family studies.
Download or read book Development of Achievement Motivation written by Allan Wigfield and published by Academic Press. This book was released on 2002-02 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance. Key Features * Coverage of the major theories and constructs in the motivation field * Focus on developmental issues across the elementary and secondary school period * Discussion of instructional and theoretical issues regarding motivation * Consideration of gender and ethnic differences in motivation
Download or read book Reconceptualizing Relationships Between Students Their Parents and Teachers written by Rick Nelson Noble and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Relationships with their teachers are a central component of a student’s school environment, and have been shown to be related to school engagement and persistence in secondary school. Likewise, parents play a critical role in influencing their children’s beliefs and behaviour towards school. Working alliance is a conceptualization of professional relationships that emphasizes not only the emotional bond between a professional and their client, but also their collaboration on the goals and tasks of their work together. While this theory has garnered considerable support in the fields of counselling and healthcare, working alliance has only recently begun to be investigated in an education setting. This dissertation sought to validate and investigate working alliance as a broader framework for relationships in a high school setting, between students and their teachers, and between parents and teachers. Three primary goals were examined. First, the construct validity and factor structure of a measure of school working alliance, the School Working Alliance Inventory - Students (SWAIS), was evaluated using confirmatory factor analysis. The inventory was administered to 134 students (53.4% female). A parallel measure for parents, the School Working Alliance Inventory - Parents (SWAIP) was also investigated, using exploratory factor analysis. The SWAIP was completed by 84 parents (74.0% female). The SWAIS was found to have strong internal validity and was explained by three distinct but related factors: Bond, Goal, and Task. Alternatively, the SWAIP was described by two factors: General Working Alliance, and Parent Evaluation. The second objective was to investigate the validity of the SWAIP in predicting student rated risk of dropping out of high school. A series of multiple regressions was used to test this objective. Results demonstrated that student rated school working alliance predicted student report of risk of drop-out, and that the relationship was partially mediated by student engagement in school. Finally, the third objective was to investigate the validity of parent school working alliance in predicting parent engagement in their children’s education, and student reports of risk of drop-out. Using multiple regression, Parent General Working Alliance and Parent Evaluation were both found to predict student reports of risk of drop-out. The relationship between Parent General Working Alliance and student reports of risk of drop-out was completely mediated by parental advising with their adolescent. Taken together, these results provide evidence for the validity of the construct of working alliance as a useful conceptualization for teacher-student relationships, and enhance our understanding of working alliance in a secondary school setting"--
Download or read book Policy and Practice written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2009-03-11 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. This book contains topics that include educational equity, imputations of malice in social policy, and analytical discussions of Response to Intervention and No Child Left Behind legislation.
Download or read book Foundations of Education written by Leslie S. Kaplan and published by SAGE Publications. This book was released on 2021-09-09 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now published by SAGE! A modern and comprehensive introduction to the field, Foundations of Education makes core topics in education accessible and personally meaningful to students pursuing a career within the education profession. In a clear and direct prose, authors Leslie S. Kaplan and William A. Owings offer readers the breadth of coverage, scholarly depth, and conceptual analysis of contemporary issues that will help them gain a realistic and insightful perspective of the field. In addition to classic coverage of foundational topics such as educational philosophy, history, reform, law, and finance, the newly-revised Third Edition features a special emphasis on social justice issues, considers key debates around today’s education trends, and underscores the theory and practice behind meeting the needs of all learners. This title is accompanied by a complete teaching and learning package.
Download or read book The Journal of At risk Issues written by and published by . This book was released on 2004 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Nexus Between School Wide Risk Factors and Dropout Rates written by Tony Thacker and published by LAP Lambert Academic Publishing. This book was released on 2009-09 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to determine whether or not a relationship exists between school- wide risk factors and dropout rates in Alabama public high schools. The population identified for inclusion in this study consisted of 355 Alabama public high schools. The study involved the use of quantitative research methodologies and utilized only existing data. All data were collected and analyzed with the school as the unit of analysis. Using descriptive statistical methods, numerical data were analyzed to obtain frequency distributions, means, and standard deviations. In addition, correlations were determined between school risk factors and dropout rates in selected schools. Factor analysis and multiple regressions were run on selected variables.
