The School Situation for Students with a High Level of Absenteeism in Compulsory School: Is There a Pattern in Documented Support?

Autor/inn/en	Strand, Anne-Sofie M.; Granlund, Mats
Titel	The School Situation for Students with a High Level of Absenteeism in Compulsory School: Is There a Pattern in Documented Support?
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 5, S.551-569 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2013.773561
Schlagwörter	Attendance; Compulsory Education; Truancy; Learning Problems; Academic Support Services; Social Support Groups; Foreign Countries; Grade 9; Secondary School Students; Predictor Variables; Institutional Characteristics; Individual Characteristics; Comparative Analysis; Intervention; Special Education; Parent Background; Educational Background; Content Analysis; Statistical Analysis; Sweden + Suchen Sie Ihr Suchwort? Anwesenheit; Schulpflicht; Schulabsentismus; Schulschwänzen; Schulverweigerung; Lernproblem; Social support; Soziale Unterstützung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Prädiktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternhaus; Vorbildung; Inhaltsanalyse; Statistische Analyse; Schweden
Abstract	This paper is a retrospective descriptive content analysis of all identified school documents for 90 ninth-grade students with a history of truancy, collected from two Swedish compulsory schools. The study investigates individual, school, and psychosocial factors in the documents and three analyses are presented: (1) a general analysis of the documents, (2) a comparison of truant students with and without learning difficulties (LD), and (3) a comparison between students with LD who received no special educational support and those who did receive support. Predictors for truancy were credits in the fall of the eighth grade, difficulties in mathematics, and relationship problems. For 50% of the students, frequent truancy first became evident after the seventh grade. No connections were found between documented educational and social support, learning difficulties, and level of truancy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10