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1.
A survey of 1233 Australian school dropouts who re‐entered high school examined the characteristics associated with their subsequent continuation or departure from school. A suite of socioeducational factors was found to correlate with students who were unsuccessful in their reentry attempts. These repeat dropouts exhibited disproportionately as ‘homeless’, as having experienced unemployment, and as being less educationally and occupationally ambitious than those who remain enrolled in their courses. They were more likely to be enrolled at traditional high schools rather than innovative secondary colleges, and to be experiencing practical, interpersonal and discipline‐related problems whilst at school. Discriminant analysis indicated that re‐entry student dropout was most parsimoniously predicted by three factors: extent of interpersonal conflict, educational aspirations and type of school. Implications for the identification and retention of re‐entry students are discussed.  相似文献   

2.
This research examines the experiences of Australian high school dropouts once they have re‐entered high school. Using a survey in three Australian states of 1,233 re‐enterers aged 15 to 24 years it examines their enrolment process, their educational experiences, their difficulties and concerns, and their perceptions of services provided in the new educational institution they re‐enter. The data show that the majority of re‐enterers are enrolled in innovative high schools. Almost half are enrolled in Grade 12, are full‐time and attend day classes only. They are most frequently enrolled in four to six subjects; English, Maths and Science are the most popular. Reentry students generally hold quite positive attitudes to existing forms of assessment and credentials, and hold moderately positive attitudes towards their institution. Most re‐entry students believe they are working hard and performing well, and are confident of future success in their studies. They believe that their institution is supportive of their attempts to return to study, and regard their institution's services and facilities as good, rather than excellent. Implications are discussed for the quality of re‐entry students’ educational experience aimed at optimizing their satisfaction, performance and persistence  相似文献   

3.
The customary perception is that students who drop out vanish from school enrollment rosters for good. This is an incomplete picture of the complex dropout story; dropping out is not necessarily a permanent high school outcome. Following the enrollment and course history of a district cohort of first-time 9th graders, this article documents the cohort's dropout, reenrollment, and graduation outcomes. One-third of dropouts reenrolled in district high schools, and older students and students behind in course credits were less likely to reenroll than other dropouts. Interviews with district administrators, high school principals, and reenrollees examined student motivations for reenrolling and challenges districts face when dropouts reenroll. Dropouts return primarily because of limited employment opportunities and efforts of school leaders to facilitate their return. Yet reenrollment created district challenges related to funding, accountability, and getting students who had dropped out on track to graduate.  相似文献   

4.
Eighty-six students with mild disabilities living in a rural area who had graduated (n = 52) or dropped out of (n = 34) high school were interviewed at two points in time (7 months apart) about their employment, residential status, and participation in postsecondary education and training programs. Information was also collected on students' high school experiences (educational, vocational, and work) and the reasons they dropped out of school. Of the students who had graduated (Caucasian = 26, black = 25, and other = 1), 31 were male and 21 were female. Of the students who had dropped out (Caucasian = 18, black = 15, and other = 1), 22 were male and 12 female. It was found that the majority of graduates and dropouts were employed full-time at both interviews, and held jobs that paid above minimum wage and provided employee benefits, as well. Nevertheless, by the time of the terminal interview, graduates had worked proportionally more time since high school than dropouts and had been employed in their current job more than twice as long. Neither group of former special education students was particularly active in pursuing postsecondary education or training programs. Finally, these former students had participated in a limited range of educational and vocational experiences during high school, both in terms of diploma tracks and vocational education programs. The implications of the findings for long-term employment and community adjustment are discussed.  相似文献   

5.
Students' different educational pathways were examined in relation to their disengagement during adolescence. The participants were Icelandic youth (N?=?832) who were followed from age 14 to 22. Based on their academic achievement at age 15 and educational attainment at age 22 they were classified into groups that took expected versus unexpected paths. The findings indicate that adolescents' behavioral disengagement (negative school behaviors) and emotional disengagement (academic disinterest, disidentification with school) differentiated according to their pathways. At age 14, those “at risk” academically who graduated unexpectedly showed fewer negative behaviors than the expected dropouts. Moreover, high achievers who dropped out unexpectedly showed more behavioral (negative behaviors) as well as emotional (academic disinterest, disidentification with school) disengagement compared to expected graduates. The following year (age 15), in general, disengagement increased among unexpected dropouts but decreased among expected graduates. Males and students from lower-SES backgrounds were generally more disengaged, and males from those backgrounds became more emotionally disengaged during their last year in compulsory school.  相似文献   

6.
Abstract

Entering high school freshmen (N-421) during the 1971-72 academic year in a rural Arizona high school were evaluated as to their dropout potential on several criteria. Of the 154 identified as potential dropouts, 36 were randomly selected and received a special academic program and 118 were placed in vocational educational classes. A control group of 94 students was randomly selected from those assigned to the regular classroom. The special academic class was designed to hold potential dropouts in school, as w ell as to modify some of the negative attitudes toward school with which they entered as freshmen. It was found that the special academic group maintained their attitude toward school with no drop in attitude occurring. In contrast, the potential dropouts which were assigned to vocational classes showed a slight drop in attitude toward school while the control group showed a significant decrease. A lower dropout rate also was found among the special academic students than the other two groups, a fact which attests to the effectiveness of the program.  相似文献   

7.
Abstract

Dropouts are not a homogeneous category, and the evidence indicates that many dropouts are capable of doing satisfactory work in high school. While some dropouts have limited intellectual ability, earn poor grades, are retarded in their grade placement, and are poor readers, many other dropouts do not face these particular problems.

Many of the apparent contradictions in the findings concerning dropouts can be resolved by distinguishing between early and late dropouts. Students with limited ability generally leave school early; capable dropouts tend to remain in school longer. Comprehension of the diverse data concerning dropouts requires specification of three types: 1) involuntary dropouts, 2) retarded dropouts, and 3) capable dropouts.  相似文献   

8.
This study draws on in‐depth interview data to discuss the school choices and educational advocacy roles of 14 African‐American mothers. The narratives of the study’s participants, who have low‐income or working‐class status, show how race, class and gender factors influence their school choice‐making and their value of education. The author asserts that the mothers’ school choice‐making constitutes an important act of cultural resistance and empowerment called motherwork. Analysis of the study’s findings challenges conventional notions of parent involvement and counters prevalent stereotypes that portray African‐American mothers as uncaring. Attention is given to the inequities that the mothers face in the educational marketplace and how they seek agency. Educators are urged to consider how the mothers perceive themselves and construct their educational involvement roles in order to engage parents in empowering and meaningful ways.  相似文献   

9.
The results of a community college's efforts to develop a range of educational services for the aging are presented. Cultural, educational, and recreational activities provided within a college setting and through a network of neighborhood centers are described, as well as continuing education and in‐service training programs for persons who work with the elderly. The processes and problems involved in planning, organizing, and administering such a comprehensive program for the elderly in an educational institution are described and discussed.

The authors attempt to demonstrate that a wide range of opportunities exists for colleges and universities in most localities to develop a variety of services that can enhance the quality of life of the elderly. Their central message is that it is possible to accomplish a lot with quite limited resources if available resources are used well. A variety of educational services to a large number of older persons and to people who work with them was generated by a small initial grant. This grant enabled the college not only to begin to identify the educational needs of the elderly in a particular locality but also to locate a wide range of available resources (money, people, facilities) that could be used immediately to provide services.  相似文献   

10.
This paper presents the results of a two‐year qualitative inquiry, carried out in Spain, on a rather neglected side of external support to schools: the personal and professional experience of external support agents when they go back to teaching. These ex‐advisers are career teachers who return ‘home’ to school after having left it to serve for some years in Teachers’ Centers, which in Spain are the institutions in charge of school support and in‐service teacher training. During their stay there, the ex‐advisers have developed a new discourse on teaching, on school organization and on teacher training that, on their return, they have to contrast with their everyday life in schools. To explore this process, the conceptions, perceptions and visions of these professionals, has a high potential to throw some light on school support, in‐service teacher training and the construction and reconstruction of different professional identities within our educational systems.  相似文献   

11.
Most educational work concerned with changes in gender relations has been addressed to girls, justified on ‘equal opportunity’ principles, and governed by ‘sex‐role’ theories. This framework is not very relevant to educational work with boys, yet gender issues arise here too. The paper presents retrospective data on schooling from the life‐histories of two groups of men, drawn from a larger study of contemporary changes in masculinity. Unemployed working‐class men recall ‘getting into trouble’, a process of constructing masculinity through conflict with the institutional authority of the school. Here, the school, as part of the state represents a power they cannot participate in. However, the school is also a site of the differentiation of masculinities. Some working‐class boys embrace a project of mobility in which they construct a masculinity organised around themes of rationality and responsibility. This is closely connected with the ‘certification’ function of the upper levels of the educational system and to a key form of masculinity among professionals. Some young men from this background, however, reject the connection with abstracted knowledge and bureaucratic authority, among them men interviewed who are in the environmental movement. A number of these men had encountered feminism first‐hand, for instance through feminist texts. Where there are low levels of literacy, especially political literacy, feminist influence on men is slight. On the other hand, a common reaction among men who do study feminist writing is a demobilising guilt. A major opportunity for educational action exists, but there are difficulties in designing it. Broadly, the strongest effects of schooling on the construction of masculinity are the indirect effects of streaming and failure, authority pattern, the academic curriculum and definitions of knowledge—rather than the direct effects of equity programmes or courses dealing with gender. This is a major strategic problem for reform. Two criteria for action can be suggested: curricula need to be designed to broaden boys’ sources of information about sexuality and gender; programmes need to be designed that allow for practical accomplishment on these issues, not open‐ended problem identification alone.  相似文献   

12.
Several national studies have revealed that students choose to drop out of school for a variety of reasons. Moreover, there are ethnic differences in the reasons dropouts give for leaving school. In the present study, the relation between reason for dropping out and substance use was explored in Mexican American and non‐Hispanic White adolescents. The results revealed that for Mexican American adolescents, substance use was highest among those who left school to be with their friends and lowest among those who left for family‐related reasons. Among non‐Hispanic White adolescents, there were no significant differences in substance use as a function of reason for leaving school. For both ethnicities, nearly one‐third of the dropouts reported that their substance use was an important contributor to their decision to leave school early. The theoretical and practical implications of these findings are discussed. Recommendations are made for ways in which the reasons that dropouts give for leaving school can be used to inform school programs. © 2002 John Wiley & Sons.  相似文献   

13.
This paper shows that while high school dropouts fare far worse on average than otherwise similar high school completers in early adulthood outcomes such as success in the labor market and future criminal activity, there are important differences within this group of dropouts. Notably, those who feel “pulled” out of school (i.e., they say they dropped out of school to work or take care of family) do similarly with respect to labor market and criminal outcomes in their early twenties to individuals with similar pre-dropout characteristics who complete high school. It is only those who feel they are more “pushed” out of school (i.e., they say they drop out for other reasons including expulsion, poor grades, moving, and not liking school) who do substantially worse than otherwise similar high school completers. These results suggest that any detrimental impacts from dropping out of school arise primarily when the drop out does not have a plan for how to use his time after dropping out.  相似文献   

14.
ABSTRACT

Historically, students who fail to graduate from secondary school are considered as a single category of school dropouts. However, emerging literature indicates that there may be multiple subgroups of high school dropouts, termed a dropout typology. The authors’ purpose was to assess the extent to which a typology of dropouts was present in a large national dataset and to estimate the influence of the known covariates of dropping out on each of the subgroups. A growth mixture model was estimated using the Education Longitudinal Study 2002 (National Center for Education Statistics, n.d.) dataset and noncumulative grade point average during the first 3 semesters of high school. The model identified 2 main subgroups associated with dropping out, which accounted for 24.6% of the sample but contained 91.8% of the dropouts.  相似文献   

15.
ABSTRACT

This paper discusses some issues in the education of pupils who have profound disabilities. Following an examination of policy and curriculum issues, we review recent research on teaching methods. In particular, we look critically at the concepts and methods of behavioural psychology and its influence in this field of education. We then examine the issue of evaluation of educational outcomes using illustrations from current research at a special school for adolescents with profound disabilities. Finally, we suggest some directions for future research which place the education of persons who have profound disabilities clearly within the mainstream of educational thinking and research endeavour.  相似文献   

16.
Abstract

After a review of literature, 14 items were generated which represent teachers' professional identity. The participating teachers (n = 28) were requested to express and clarify their actual perception for each item. In addition they were asked to draw so‐called story‐lines from the present to the past and to clarify the highest and lowest points in these lines. The respondents were secondary school teachers with an average teaching experience of 21 years. All of them perceived their actual professional identity as positive. The teachers' stories of their experiences demonstrate so‐called progressive rather than regressive lines in their careers. Some teachers also demonstrate so‐called stability story‐lines, i.e. lines without high(est) and low(est) points. It is argued that—in the long term—these and other research findings can be relevant to those who are responsible in schools for the further development of teachers' careers.  相似文献   

17.
辍学问题是我国基础教育领域长期存在的一个问题,但导致辍学的原因各有其特殊性。对甘孜州牧区辍学生及其家长,原班主任、任课教师、校长进行访谈发现,导致甘孜州牧区小学生辍学的原因很多,其中经济发展落后是表层原因,学校教育中的不足是中层原因,学生特殊的教育需求是内层原因,基于此,要进一步强化政府的职能和加强学校教育教学改革。  相似文献   

18.
Abstract

One aspect of charter schools that is often overlooked when one evaluates their success is the support that they receive from students. By using data from a survey of Texas charter school students, supplemented with statistics from the Texas Education Agency, the author examined students' satisfaction with their charter school, especially as it compared with their previous educational experiences. Results suggest that when students perceived that the charter school had higher quality teachers, better classes, and a more caring environment, they were more satisfied with their charter school than with their previous school. Furthermore, students most at risk for dropping out also were those who tended to be more supportive of their charter school.  相似文献   

19.
教育流层结构与社会阶层结构的对应关系   总被引：7，自引：0，他引：7  
通过对社会分层及教育分流的分析,可以找到二者之间的对应关系,即大专以上教育程度者主要流入社会上层和中上层;初中、小学文化程度者主要流入社会下层或中下层;高中(含中专、技校、职高)教育程度者主要流入中层或中下层.这表明,个体在分流中必须接受一定的教育才能流入理想的社会阶层,要形成庞大的社会中间阶层,必须大力发展中等教育,尤其是中等职业教育.  相似文献   

20.

An increased body of research on the recruitment and retention of Black students in gifted programs provides guidance for educators to understand factors that impact Black male under representation in gifted programs. A common concern among high school educators is that schools cannot keep Black males interested in gifted programs. Even in culturally diverse high schools, gifted Black males often do not want to take advanced level classes because they are accused by peers of “acting White”. This case study reveals that while rare, it is not impossible. This article uses a Participation Motivation Expectancy‐Value Model (PMEVM) to explain the motivation of Rocky Jones, a gifted Black male, and his choice to participate in his school's gifted program. Findings from interview and archival data are reported that inform Rocky's participation choice, and implications are drawn to enhance teachers’ efforts to increase Black males’ motivation and representation in gifted education.  相似文献   

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