Person-Context Influences on Educational Involvement in Rural Cambodian Schools

Autor/inn/en	Inman, Arpana G.; Pendse, Asmita C.; Luu, Linh P.
Titel	Person-Context Influences on Educational Involvement in Rural Cambodian Schools
Quelle	In: Journal of School-Based Counseling Policy and Evaluation, 1 (2019) 3, S.85-99, Artikel 4 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2688-6189
Schlagwörter	Rural Schools; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Parent Teacher Cooperation; Literacy; Truancy; Foreign Countries; Nongovernmental Organizations; Educational Attainment; Family Characteristics; Academic Achievement; Educational Resources; Sociocultural Patterns; Socioeconomic Influences; Faculty Development; Counselor Teacher Cooperation; Females; Mentors; Gender Differences; Principals; Dropouts; Cambodia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Schulabsentismus; Schulschwänzen; Schulverweigerung; Ausland; Bildungsabschluss; Bildungsgut; Schulleistung; Bildungsmittel; Soziokulturelle Theorie; Sozioökonomischer Faktor; Weibliches Geschlecht; Geschlechterkonflikt; Principal; Schulleiter; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Kambodscha
Abstract	Based on Bronfenbrenner's Process-Person-Context-Time model, this study explored the attitudes and potential factors affecting children's educational participation in two nongovernmental organization-sponsored rural schools in Siem Reap, Cambodia. Focus groups and individual interviews were conducted with students (female and male), teachers, principals, and parents. A discovery-oriented qualitative analytical approach revealed that at the individual level, truancy and student respect for school regulations impacted school participation. At the family level, parental support and family difficulties influenced school participation. At the school level, teacher ability, teacher-parent interactions, and adequate resources either facilitated or hindered student success. At the socio-cultural level, socioeconomic conditions, communal supports, and traditional gendered expectations created gender disparities in school involvement. Policy implications include a nation-wide comprehensive professional development program targeting teacher training (structural level), a strong teacher-counselor partnership to facilitate the development of literacy campaigns (community level), and increasing female mentors and counselors to increase gender parity (cultural level). (As Provided).
Anmerkungen	International Society for Policy Research and Evaluation in School-Based Counseling. William & Mary School of Education, P.O. Box 8795, Williamsburg, VA 23187. e-mail: JSCPEOnline@gmail.com; Web site: https://scholarworks.wm.edu/jscpe/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01