Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively towards Graduation

Autor/in	Sumbera, Becky
Titel	Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively towards Graduation
Quelle	In: Educational Leadership and Administration: Teaching and Program Development, 28 (2017), S.16-27 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1064-4474
Schlagwörter	Continuation Students; High School Students; Academic Achievement; At Risk Students; Qualitative Research; Instructional Effectiveness; Emotional Development; Social Development; Student Improvement; Expectation; Developmentally Appropriate Practices; Success; School Policy; Educational Policy; Transformative Learning; Prior Learning; Mixed Methods Research; Content Analysis; Phenomenology; Behavior Development; Cognitive Development; California + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Qualitative Forschung; Unterrichtserfolg; Gefühlsbildung; Soziale Entwicklung; Expectancy; Erwartung; Entwicklungsbezogene Bildung; Erfolg; Schulpolitik; Politics of education; Bildungspolitik; Pädagogische Transformation; Vorkenntnisse; Inhaltsanalyse; Phenomenological psychology; Phänomenologie; Psychologie; Kognitive Entwicklung; Kalifornien
Abstract	This three-phase, two-method qualitative study explored and identified policies, programs, and practices that school-site administrators perceived as most effective in reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). Eccles' expectancy-value theoretical framework was used to gain insight on effective school context that supported at-risk students' developmentally appropriate expectancy for success and task-value beliefs towards graduation. Results indicated that MCHS had significant policies, programs, and practices that transformed disengaged at-risk students into graduates by breaking down the barriers of students' prior negative experiences and formed new expectancy and task-value beliefs through positive learning opportunities. (As Provided).
Anmerkungen	California Association of Professors of Education Administration. Web site: http://www.capea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01