Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions

Balfanz, Robert; Herzog, Liza; Iver, Douglas J. Mac

doi:10.1080/00461520701621079

Cited by 509 publications

(468 citation statements)

References 26 publications

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“…Engagement variables measured in middle and high school predict, with increased precision, dropout and completion rates (Balfanz, Herzog, & Mac Iver, 2007;Finn & Rock, 1997; and are highlighted as the basis for high school reform initiatives (National Research Council & the Institute of Medicine, 2004). In addition, student engagement in high school has been connected to attainments in higher education, where attendance, participation in class and extracurricular activities, and the completion of course assignments are linked to students' likelihood of entering and persisting in postsecondary settings (Finn & Owings, 2006).…”

Section: The Importance Of the Problemmentioning

confidence: 99%

Exploring the Student Engagement Instrument and Career Perceptions with College Students

Grier‐Reed¹,

Appleton²,

Rodriguez³

et al. 2012

JEDP

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The Student Engagement Instrument (SEI) is a relatively new inventory designed to measure cognitive and affective engagement in school for middle and high school students. We explored the reliability and validity of the SEI for 122 college students. Results provided evidence for adequate to good reliability and validity--indicating a good fit between the data and a 4-factor structure based on Teacher-Student Relationships, Peer Support at School, Future Aspirations and Goals, and Family Support for Learning. Two factors representing affective engagement (Peer Support at School and Teacher-Student Relationships) emerged as important predictors of career perceptions in our college student sample. Peer Support at School also predicted college GPA. Facilitating continuity in the operationalization and measurement of student engagement across secondary and post-secondary settings, findings also highlight the potential importance of student engagement to career development.

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Section: The Importance Of the Problemmentioning

confidence: 99%

Exploring the Student Engagement Instrument and Career Perceptions with College Students

Grier‐Reed¹,

Appleton²,

Rodriguez³

et al. 2012

JEDP

View full text Add to dashboard Cite

show abstract

“…However, research has shown that students who know basic math facts can solve complicated math problems and are also more able to understand higher mathematical concepts (Stein, Kinder, Silbert, & Carnine, 2006). Finally, if a student does not have adequate math skills, this deficit has been linked to dropping out of school (Balfanz & Byrnes, 2006;Balfanz, Herzog, & MacIver, 2007;Lloyd, 1978) and later employment issues (Murnane, 2007;Murnane, Willett, Duhaldeborde, & Tyler, 2000;Murnane, Willett, & Levy, 1995).…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Modified Direct Instruction Flashcard System on a 14 Year-Old-Student with Learning Behavioral Issues Enrolled in a Behavior Intervention Classroom

LeBrun

Jones

Neyman

et al. 2014

IJURCA

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This work has undergone a double-blind review by a minimum of two faculty members from institutions of higher learning from around the world. The faculty reviewers have expertise in disciplines closely related to those represented by this work. If possible, the work was also reviewed by undergraduates in collaboration with the faculty reviewers. AbstractThe purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery of the multiplication facts by a 14-year-old boy with learning and behavioral issues. The participant attended a low-income high school located in a large urban area in the Pacific Northwest. A changing criterion design was employed to evaluate the efficacy of DI flashcards. When DI flashcards were employed, the performance increased and the participant met or was close to criterion for each criterion ceiling. The DI flashcard procedure was easy to implement and evaluate, and the current paper includes suggestions for additional research with DI flashcards at the high school level.

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“…Disengagement, manifested in various fashions, can reduce learning outcomes (Baker et al 2004;Aleven et al 2006;Balfanz et al 2007;Lau and Darmanegara 2007;Cocea et al 2009;Rowe et al 2009), and at its extreme can lead to failure in courses, school drop-out, and failure to attend university (Rumberger and Larson 1998;Balfanz et al 2007;San Pedro et al 2013). As such, reducing student disengagement has become a goal for policy-makers (cf.…”

Section: Introductionmentioning

confidence: 99%

“…In order to accomplish this goal, there has been increasing attention to the factors underlying the development of student disengagement (cf. Nottelmann and Hill 1977;Ryan and Patrick 2001;Balfanz et al 2007;Baker et al 2008c).…”

Section: Introductionmentioning

confidence: 99%

Carelessness and Affect in an Intelligent Tutoring System for Mathematics

Pedro

Baker

Rodrigo

2014

Int J Artif Intell Educ

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We investigate the relationship between students' affect and their frequency of careless errors while using an Intelligent Tutoring System for middle school mathematics. A student is said to have committed a careless error when the student's answer is wrong despite knowing the skill required to provide the correct answer. We operationalize the probability that an error is careless through the use of an automated detector, developed using educational data mining, which infers the probability that an error involves carelessness rather than not knowing the relevant skill. This detector is then applied to log data produced by high-school students in the Philippines using a Cognitive Tutor for scatterplots. We study the relationship between carelessness and affect, triangulating between the detector of carelessness and field observations of affect. Surprisingly, we find that carelessness is common among students who frequently experience engaged concentration. This finding implies that a highly engaged student may paradoxically become overconfident or impulsive, leading to more careless errors. In contrast, students displaying confusion or boredom make fewer careless errors. Further analysis over time suggests that confused and bored students have lower learning overall. Thus, their mistakes appear to stem from a genuine lack of knowledge rather than carelessness.

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Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions

Cited by 509 publications

References 26 publications

Exploring the Student Engagement Instrument and Career Perceptions with College Students

Exploring the Student Engagement Instrument and Career Perceptions with College Students

The Effects of a Modified Direct Instruction Flashcard System on a 14 Year-Old-Student with Learning Behavioral Issues Enrolled in a Behavior Intervention Classroom

Carelessness and Affect in an Intelligent Tutoring System for Mathematics

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