“High schoolers’ and middle schoolers’ connections in their schools: Relation to tardiness, absences, disciplinary referrals, and failed courses”

Churchill, Erin D.; Rogers, Margaret R.; Pristawa, Kimberly A.

doi:10.20429/nyarj.2021.040203

Cited by 3 publications

(1 citation statement)

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“…He identified different possible factors that caused students tardiness and look for different strategies to reduce tardiness. In order to more deeply understand However, according to the study of Churchill (2021) he indicated that students' strong connections and communication towards adults who are in school as teachers and peers had more positive school outcomes and would have minimal incidents of being tardy.…”

Section: Tardinessmentioning

confidence: 99%

Reducing Student’s Tardiness Through SSIP (Students Success Intervention Program)

Sorzano

2023

SSRN Journal

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Section: Tardinessmentioning

confidence: 99%

Reducing Student’s Tardiness Through SSIP (Students Success Intervention Program)

Sorzano

2023

SSRN Journal

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Advancing school dropout early warning systems: the IAFREE relational model for identifying at-risk students

de Vasconcelos,

Freires,

Loureto

et al. 2023

Front. Psychol.

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IntroductionThere is a global effort to address the school dropout phenomenon. The urgency to act on it comes from the harmful evidence that school dropout has on societal and individual levels. Early Warning Systems (EWS) for school dropout at-risk student identification have been developed to anticipate and help schools have a better chance of acting on it. However, several studies point to a doubt that Correct EWS may come too late because they use only publicly available and general student and school information. We hypothesize that having a tool to assess more subjective and inter-relational factors would help anticipate where and when to act to prevent school dropout. This study aimed to develop a multidimensional measure for assessing relational factors for predicting school dropout (SD) risk in the Brazilian context.MethodsWe performed several procedures, including (a) the specialized literature review, (b) the item development of the Relational Factors for the Risk of School Dropout Scale (IAFREE in Portuguese), (c) the content validity analysis, (d) a pilot study, and (e) the administration of the IAFREE to a large Brazilian sample of high school and middle school students (N = 15,924).ResultsAfter the theoretical steps, we found content validity for five relational dimensions for SD (Student-School, Student-School Professionals, Student-Family, Student-Community, and Student–Student) that include 12 facets of risk factors. At the empirical stage, confirmatory analysis corroborated the proposed theoretical model with 12 first-order risk factors and 5 s-order dimensions (36 items). Further, through the Item Response Theory analysis, we assessed the individual item parameters of the items, providing a brief measure without losing psychometric quality (IAFREE-12).DiscussionWe discuss how this model may fill gaps in Correct EWS models and how to advance it. The IAFREE is a good measure for scholars investigating the risk of SD. These results are important for implementing an early warning system for SD that looks into the complexity of the school dropout phenomenon.

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Etiología y metodología de intervención en los procesos de fracaso y abandono escolar. Una revisión sistemática y metaanálisis

Rodríguez-Manteca,

Rodríguez-Bravo

2024

Rev. complut. educ

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El fracaso escolar y abandono educativo temprano son procesos complejos con importantes consecuencias individuales y sociales, al reducir significativamente las oportunidades de los y las adolescentes en relación a sus posibilidades de integración laboral y social y comprometer su tránsito a la vida adulta, convirtiéndose en un problema de investigación de gran impacto social. Este trabajo presenta una revisión sistemática y metaanálisis, orientados a identificar las variables, que inciden en los procesos de fracaso escolar y abandono educativo temprano, con el fin de visualizarlos de forma holística. La revisión sistemática, realizada según la declaración PRISMA, ha permitido identificar veintiséis investigaciones de enfoque cuantitativo, cualitativo y mixto en el campo de las Ciencias Sociales, vinculadas al tema abordado. El metaanálisis de estas investigaciones, por su parte, facilitó identificar las características diferenciales de los estudios según factores aleatorios, explicando así su heterogeneidad y el denominado sesgo de publicación.

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“High schoolers’ and middle schoolers’ connections in their schools: Relation to tardiness, absences, disciplinary referrals, and failed courses”

Cited by 3 publications

References 0 publications

Reducing Student’s Tardiness Through SSIP (Students Success Intervention Program)

Reducing Student’s Tardiness Through SSIP (Students Success Intervention Program)

Advancing school dropout early warning systems: the IAFREE relational model for identifying at-risk students

Etiología y metodología de intervención en los procesos de fracaso y abandono escolar. Una revisión sistemática y metaanálisis

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