Students at Risk for School Dropout: Supporting Their Persistence

Knesting, Kimberly

doi:10.3200/psfl.52.4.3-10

Cited by 44 publications

(38 citation statements)

References 16 publications

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“…As schools begin to implement dropout prevention programs that seek to reengage at-risk students through school supports and improved academic achievement, attention must be given not only to programs themselves but also those adults who are actively engaged with the programs (Knesting, 2008). As more recognition is given to the important influence that teachers can have on students' decisions to stay in school until graduation or drop out prior to receiving a diploma (Dunn et al, 2004), understanding teachers' perceptions of their role in dropout prevention, as well as their beliefs about their ability to support at-risk students, is increasingly important.…”

Section: Discussionmentioning

confidence: 99%

“…Based on the results of her qualitative case study of a group of high school students at-risk for dropping out of school, Knesting (2008) discussed the importance of committed and caring teachers to supporting educational persistence in at-risk students. The students who participated in this case study stressed the importance of having positive communications with teachers who had high, yet achievable, goals for them.…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ Efficacy for Supporting At-Risk Students and Their Perceived Role in Dropout Prevention

Knesting-Lund

O'Rourke

Gabriele

2015

JSE

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Research on the construct of teacher efficacy has demonstrated its positive relationship to a number of student outcomes, such as improved academic achievement, increased levels of self-efficacy, and a stronger belief in their ability to solve a math task and their motivation for completing it. Based on these findings, this research considered the possibility that teacher efficacy for supporting at-risk students could be related to their understanding of high school dropout, potentially suggesting ways to improve schools' dropout prevention efforts. This study was an initial exploration of the relationship between high school teachers' perceived efficacy for supporting at-risk students and their perceptions of their roles in the prevention of school dropout. Participants were 159 teachers from 4 Midwestern high schools, two in suburban areas and two in rural areas. Participants included both special and general education teachers from all content areas. Results suggest that teachers with higher self-efficacy for supporting at-risk students are more likely to identify causes of dropout within a school's control and more supportive of schools' role in dropout prevention.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teachers’ Efficacy for Supporting At-Risk Students and Their Perceived Role in Dropout Prevention

Knesting-Lund

O'Rourke

Gabriele

2015

JSE

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“…El foco en centros y aulas no ha sido preeminente en este terreno del abandono y el desenganche, predominando enfoques de investigación más centrados en los estudiantes individuales y sus características o en sus entornos socioculturales, familiares y económicos, que en los marcos escolares en los que discurre su experiencia educativa. Aunque más escasa, tal investigación ha evidenciado que diversas dimensiones y dinámicas de funcionamiento curricular y organizativo de los centros educativos estarían en la raíz de porqué ciertos estudiantes, ante una experiencia escolar que no les resulta significativa ni satisface sus necesidades e intereses, fracasan e, incluso, abandonan (Aristimuño y Parodi, 2017;Bond et al, 2007;Escudero y Martínez, 2012;González, 2015b;Knesting, 2008;McMahon et al, 2012;Morentin y Ballesteros, 2018;Salvà, Trobat, y Forgas, 2014;Seguedin, 2012;Strobel et al, 2008); igualmente, ha puesto de manifiesto cómo distintas razones aducidas por los estudiantes para justificar su desenganche están relacionadas con la experiencia educativa que le ofrece el propio centro escolar: modos en que están estructuradas las clases, el aburrimiento en ellas y la escasa actividad práctica, las escuetas o tirantes relaciones con los profesores, el currículo al que se enfrentan, el clima rígido y punitivo, la falta de apoyo, y un largo etcétera (p. ej., Mills y Mcgregor, 2010).…”

Section: La Puesta En Práctica De Medidas Y Programas De Reengancheunclassified

“…Aunque aportaciones como las indicadas reflejan la coexistencia de diferentes concepciones sobre los aspectos y facetas relacionales ligados al enganche o desenganche de los estudiantes con sus aprendizajes, buena parte de la bibliografía revisada (Bond et al, 2007;Callanan et al, 2009;Ingólfur y Valgerður, 2016;Ketewell et al, 2012;Knesting, 2008;Li, 2017;Maroulis, 2008;McLaughlin y Gray, 2015;Murray-Harvey y Slee, 2007;Nouwen et al, 2016;Ross, 2009;Rumberger et al, 2017;Suárez, Pimentel y Martín, 2009), particularmente cuando alude a resultados positivos de programas y medidas de reenganche, destaca y pone sobre la mesa el papel que en procesos de reenganche desempeña el cultivar atmósferas o climas relacionales de atención y "cuidado" personalizado, así como las relaciones positivas mutuas, de respeto y colaboración entre los implicados.…”

Section: Atender a Aspectos Relacionalesunclassified

Buenas Prácticas en Medidas y Programas para Jóvenes Desenganchados de lo Escolar

González¹,

Fabián²

2018

reice

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El desenganche de ciertos estudiantes con el aprendizaje escolar está estrechamente relacionado con el absentismo, el abandono temprano y las consecuencias educativas y socio-laborales que lo acompañan. Para contrarrestarlo, se promueven y desarrollan diversas medidas y programas. El artículo ofrece una visión panorámica de estas "buenas prácticas" documentadas por la investigación. Para ello se ha realizado una revisión de bibliografía de investigación en la última década sobre programas de reenganche y orientada a paliar el abandono. Los resultados indican que la atención y el cultivo de climas relacionales de respeto y cuidado, un currículo relevante y significativo, dinámicas de enseñanza centradas en los estudiantes, cuidada relación con otras entidades de la comunidad, coordinación y colaboración entre profesionales, flexibilidad de programas, tiempos, espacios y estructuras son, entre otras, prácticas prometedoras para trabajar con alumnado desenganchado y en riesgo de abandono. El conocimiento sobre rasgos de calidad que caracterizan a las prácticas de reenganche documentadas como exitosas en términos de posibilitar la persistencia y evitar abandonos, constituye un referente relevante de cara a analizar programas existentes y cómo discurren en la práctica, y plantear mejoras que alteren rutinas y modos de hacer asentados, que están en la raíz de procesos de desenganche.Descriptores: Deserción escolar; Práctica pedagógica; Relación estudiante-escuela; Programas de educación; Educación.The student disengagement is closely related to early school dropout and its educational, social and labour consequences. The measures and programs aiming to counteract this problem are diverse. This paper offers an overview of those good practices that are documented in the research literature. To do so, it has been made a literature revision of research from the last decade about programs and measures to relieve the school dropout. The results shown cultivating a respectful and caring atmosphere, a relevant and meaningful curriculum, student-centered teaching practices, a close relationship with other organizations in the community, the professional coordination a collaboration as well as program, timetables, spaces and organizational flexibility are, among others, some promising practices for working with disengaged and at-risk students. Knowledge about quality features of reengagement programs that are documented by the research as successful at favoring the persistence and preventing school dropout are a reference to analyze the current programs and their implementation, and to suggest improvements aimed to modify established routines that lie at the root of school disengagement.

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“…These programs also fail to deal with the psychological stressors that students may face during the transition due to stigma and marginalization. In addition, there is limited information related to the efficacy of these current approaches, as many students who transition from an alternative setting will eventually return to that alternative setting or drop out (Knesting, 2008). A collaborative narrative approach would allow school counselors to use an empirically sound counseling framework to address the psychological stress associated with the transition as well as assist students in creating a new narrative through peer connections, parent involvement, and teacher support, which can enhance students' successes (Stewart, 2007).…”

Section: School Counselor Use Of Narrative Therapy To Support Studentmentioning

confidence: 99%

School Counselor Use of Narrative Therapy to Support Students of Color Transitioning from an Alternative School Setting

Haskins

Johnson

Grimes

et al. 2016

NYAR

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Students at Risk for School Dropout: Supporting Their Persistence

Cited by 44 publications

References 16 publications

Teachers’ Efficacy for Supporting At-Risk Students and Their Perceived Role in Dropout Prevention

Teachers’ Efficacy for Supporting At-Risk Students and Their Perceived Role in Dropout Prevention

Buenas Prácticas en Medidas y Programas para Jóvenes Desenganchados de lo Escolar

School Counselor Use of Narrative Therapy to Support Students of Color Transitioning from an Alternative School Setting

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