Who Intends to Learn and Who Intends to Leave? The Intention to Leave Education Early among Students from Inclusive and Regular Classes in Primary and Secondary Schools

Autor/in	Schwab, Susanne
Titel	Who Intends to Learn and Who Intends to Leave? The Intention to Leave Education Early among Students from Inclusive and Regular Classes in Primary and Secondary Schools
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 4, S.573-589 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwab, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1481871
Schlagwörter	Potential Dropouts; Elementary School Students; Secondary School Students; Inclusion; Foreign Countries; Grade 4; Grade 7; Well Being; Teacher Student Relationship; Immigrants; Individualized Instruction; Intention; Gender Differences; Socioeconomic Status; Disabilities; Austria + Suchen Sie Ihr Suchwort? Sekundarschüler; Inklusion; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Immigrant; Immigrantin; Immigranten; Individualisierender Unterricht; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Handicap; Behinderung; Österreich
Abstract	Early school leaving is a serious problem for individual students, especially for students with special educational needs (SEN). This study tests predictors of early school leaving, using data collected among 1,047 students from 60 inclusive and regular classes in primary and secondary schools in Austria with 4th- and 7th-grade students aged 9-11 and 12-14 years. Multilevel regression analyses show that higher school wellbeing and a more positive student-teacher relationship reduce the intention of both 4th and 7th graders to leave school early. Additionally, for 7th graders, having a migrant background and more individualised instruction are predictors of a greater intention to leave school early. School grade, gender, socioeconomic background, SEN, social integration, class climate, school setting (regular class vs. inclusive class), and the heterogeneity of the class composition had no impact on the intention to leave school early. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01