High School Dropouts Returning to Study: The Influence of the Teacher and Family during Secondary School

Autor/inn/en	Whannell, Robert; Allen, William
Titel	High School Dropouts Returning to Study: The Influence of the Teacher and Family during Secondary School
Quelle	In: Australian Journal of Teacher Education, 36 (2011) 9, S.22-35 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Attitudes; Dropouts; Family Relationship; Social Environment; Educational Experience; Academic Achievement; Family Influence; Secondary School Teachers; Teacher Influence; Questionnaires; Access to Education; Higher Education; Teacher Student Relationship; Outcomes of Education; Correlation; Reentry Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Soziales Umfeld; Bildungserfahrung; Schulleistung; Fragebogen; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Korrelation; Zweiter Bildungsweg
Abstract	This study investigated the influence of the teacher and family relationships during secondary school for 18 to 22 year old students who had dropped out of secondary school and were attempting to gain access to tertiary study through a tertiary bridging program at a regional university. 144 students from two student cohorts completed a questionnaire intended to facilitate an understanding of how social context influenced secondary school attrition. It was identified that students who had not completed secondary school reported significantly lower levels of emotional engagement with school and poorer relationships with teachers. The study concluded that the residential situation and the quality of student-teacher relationships influenced the quality of the academic outcomes achieved in secondary school, with the student-teacher relationship being the dominant factor. It was also concluded that, while secondary school completion was significantly lower for students who did not reside with both parents, the family situation was not predictive of school completion. Rather, it is hypothesised that the wider contextual problems associated with family dysfunction which manifest in a poor school experience were the cause of the failure to complete secondary school. The implications for secondary school and tertiary bridging educators are discussed. (Contains 7 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10