Literaturnachweis - Detailanzeige
| Autor/inn/en | Fenwick, Amalia; Kinsella, Billy; Harford, Judith |
|---|---|
| Titel | Promoting Academic Resilience in DEIS Schools |
| Quelle | In: Irish Educational Studies, 41 (2022) 3, S.513-530 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Harford, Judith) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0332-3315 |
| DOI | 10.1080/03323315.2022.2094107 |
| Schlagwörter | Resilience (Psychology); Intervention; Academic Achievement; School Holding Power; Occupational Aspiration; Academic Aspiration; Low Income Students; Equal Education; After School Programs; Tutorial Programs; Self Efficacy; Sense of Community; Secondary School Students; Foreign Countries; Ireland |
| Abstract | This article reports on baseline data gathered as part of an intervention project which aims to enhance academic performance, encourage retention and broaden the educational and career aspirations of senior cycle students in schools which serve socio-economically disadvantaged communities. The experiences and perceptions of 405 students attending 16 DEIS (Delivering Equality of Opportunity in Schools) schools who are participating in a voluntary after-school tuition programme are reported. Specifically, the article provides a demographic profile of the students in relation to familial education levels and parental occupations; explores whether the students had previously considered leaving school and what specific factors influenced their retention; and reports on the results of two standardised questionnaires, measuring perceived self-efficacy and sense of school belonging. Findings indicate that students reported an overall low level of self-efficacy but a positive sense of belonging in schools, with no differences reported across gender. Differences were observed, however, between those who had considered early school leaving and those who had not, with the former cohort recording lower self-efficacy and sense of belonging scores. This article presents an important, and possibly the first, profile of senior cycle students from DEIS schools who have demonstrated academic resilience in terms of school retention, career ambition, and availing of additional support in their schools through this intervention project. (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 |
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