ACT Research Report Series: Science Course Taking, Out-Of-Class Science Accomplishments, and Achievement in the High School Graduating Class of 1998

McLure, Gail T.; McLure, John W.

doi:10.1037/e427812008-001

Cited by 2 publications

(3 citation statements)

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“…Response to Intervention (Kearney, 2016;Kearney & Graczyk, 2014) After-school or extracurricular programs (Holloway, 2002;McLure & McLure, 2000;Neild et al, 2019) students' contextual needs that may be identified during these exploratory interviews. We, also, expand how each intervention either potentially provides affordances or reduces constraints on the absentee student's agency.…”

Section: Contextual Factor Interventionsmentioning

confidence: 99%

“…For the projective dimension, the additional school improvement strategies outlined can provide affordances to students’ agency by creating the expectation of positive experiences. For example, after school programs provide an activity for students to anticipate because the program can stimulate interest and organically create school connections (Holloway, 2002; McLure & McLure, 2000). Additionally, the use of Response to Intervention (RtI) or similar groups can identify constraints in the projective dimension (e.g.…”

Section: Analyzing Absenteeism Through the Lens Of Ecological Agencymentioning

confidence: 99%

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Student absenteeism and ecological agency

Kipp

Clark

2021

Improving Schools

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The purpose of this article is to address student absenteeism through the theoretical lens of ecological agency and to encourage the use of ecological agency in a school setting to address student absenteeism more holistically. We align absenteeism research within the ecological agency framework and suggest that absenteeism is a manifestation of agency influenced by contextual factors unique to the student’s ecological context and reinforced through punishment. Observing absenteeism through the lens of ecological agency provides an alternative, unique viewpoint giving insight into the process of how students choose to engage in absenteeism based on their ecological factors. The article also intends to illustrate pragmatic use of viewing absenteeism through the lens of ecological agency by providing a sample of interventions that are used to resolve contextual factors and improve student attendance.

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Section: Contextual Factor Interventionsmentioning

confidence: 99%

Section: Analyzing Absenteeism Through the Lens Of Ecological Agencymentioning

confidence: 99%

Student absenteeism and ecological agency

Kipp

Clark

2021

Improving Schools

View full text Add to dashboard Cite

show abstract

“…Earlier research studies included mostly drama clubs, sports, debate clubs, music, sports, and similar activities (e.g., McCarthy, 2000;Bryan et al, 2012;Dumais, 2009). These studies demonstrated multiple positive effects of ECAs on grades overall and on grades in specific subjects, such as mathematics, science and English (Mahoney, 2000;McLure & McLure, 2000;Fredricks & Eccles, 2008;Dumais, 2009;Knifsend & Graham, 2012). There were also reports of some positive behavioral and psychological impacts of ECAs on school children, such as improved attendance and lowered absenteeism, decreased school drop-out, increased motivation, better concentration, facilitated personality development and personal exploration, as well as decreased stress (Dworkin, Larson & Hansen, 2003;Holloway, 2002;Fredricks & Eccles, 2006;Fujita, 2006;McCarthy, 2000;Reeves, 2008).…”

Section: History Of Ecas In Secondary and Postsecondary Educationmentioning

confidence: 99%