Literaturnachweis - Detailanzeige
Autor/inn/en | McCabe, Julie; Dupéré, Véronique; Dion, Eric; Thouin, Éliane; Archambault, Isabelle; Dufour, Sarah; Denault, Anne-Sophie; Leventhal, Tama; Crosnoe, Robert |
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Titel | Why Do Extracurricular Activities Prevent Dropout More Effectively in Some High Schools than in Others? A Mixed-Method Examination of Organizational Dynamics |
Quelle | In: Applied Developmental Science, 24 (2020) 4, S.323-338 (16 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Denault, Anne-Sophie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8691 |
DOI | 10.1080/10888691.2018.1484746 |
Schlagwörter | Extracurricular Activities; Dropout Prevention; Outcomes of Education; High School Students; Foreign Countries; School Effectiveness; Academic Persistence; Socioeconomic Status; Educational Finance; Educational Resources; School Holding Power; Admission Criteria; Access to Education; Canada Außerunterrichtliche Aktivität; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Bildungsfonds; Bildungsmittel; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Education; Access; Bildung; Zugang; Bildungszugang; Kanada |
Abstract | This study describes policies and practices implemented in 12 high schools (Quebec, Canada) that more or less effectively leveraged extracurricular activities (ECA) to prevent dropout among vulnerable students. Following an explanatory sequential mixed design, three school profiles ("Effective," "Ineffective," and "Mixed") were derived based on quantitative student-reported data. Qualitative interviews with frontline staff revealed that in "Effective" schools, ECA had a unique overarching goal: to support school engagement and perseverance among all students, including vulnerable ones. Moreover, in these schools staff had access to sufficient resources--human and material--and implemented inclusive practices. In "Ineffective" schools, ECA were used as a means to attract well-functioning students from middle-class families, and substantial resources were channeled toward these students, with few efforts to include vulnerable ones. Schools with a "Mixed" profile had both strengths and weakness. Recommendations for school-level policies that bolster ECA's ability to support students' perseverance are provided. (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 | 2024/1/01 |