Promoting School Connectedness: A Critical Review of Definitions and Theoretical Models for School-Based Interventions

Autor/inn/en	Kim, Hyunhee; Carney, JoLynn V.; Hazler, Richard J.
Titel	Promoting School Connectedness: A Critical Review of Definitions and Theoretical Models for School-Based Interventions
Quelle	In: Preventing School Failure, 67 (2023) 4, S.256-264 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Hyunhee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2022.2119359
Schlagwörter	Student School Relationship; Learner Engagement; Intervention; Ecology; Definitions; Models; Educational Practices; Attachment Behavior; Interpersonal Competence; Training + Suchen Sie Ihr Suchwort? Schüler-Lehrer-Beziehung; Ökologie; Begriffsbestimmung; Analogiemodell; Bildungspraxis; Attachment; Bindungsverhalten; Interpersonale Kompetenz; Ausbildung
Abstract	Research demonstrates that school connectedness protects students from risky behaviors and improves healthy development and academic achievement. Despite its importance, there has been little focus on how to promote school connectedness through school-based interventions. One problem with this area of practical application is that school connectedness has been discussed in various disciplines, leading to multiple definitions and theoretical inconsistency in its usage. Another problem is the limited theoretical understanding of the core components that promote school connectedness, which is crucial in implementing and evaluating school-based interventions. Our critical review of definitions and theoretical models creates a more consistent foundation for practical applications that educators can adapt in school settings to enhance school connectedness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01