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Autor/inn/enTarabini, Aina; Curran, Marta; Montes, Alejandro; Parcerisa, Lluís
TitelCan Educational Engagement Prevent Early School Leaving? Unpacking the School's Effect on Educational Success
QuelleIn: Educational Studies, 45 (2019) 2, S.226-241 (16 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Parcerisa, Lluís)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-5698
DOI10.1080/03055698.2018.1446327
SchlagwörterLearner Engagement; Academic Persistence; Foreign Countries; School Holding Power; Enrollment Management; Teaching Methods; Secondary Schools; Institutional Environment; Secondary School Teachers; Secondary School Students; Potential Dropouts; Student Attitudes; Student Participation; Teacher Attitudes; Spain (Barcelona)
AbstractThere is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. Drawing on data from a qualitative study in five secondary schools in Barcelona, the article discusses the role of school context in inhibiting or facilitating school engagement by exploring compositional effects, organisational and pedagogical practices, and teachers' expectations. To do so a twofold perspective is adopted: firstly, we look at the main school features and their impact on students' educational opportunities; and secondly, a systematic analysis of the dimensions of school engagement (behavioural, emotional and cognitive) is carried out. As a result, the article contributes to the identification of the most significant variables at school level that influence student engagement and their opportunities for school success. (As Provided).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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