Willing to play the game: How at-risk students persist in school

Knesting, Kimberly; Waldron, Nancy L.

doi:10.1002/pits.20174

Cited by 32 publications

(32 citation statements)

References 18 publications

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“…Knesting and Waldron (2006) found that learners at risk for dropping out of school attributed the lack of care by a teacher as a central catalyst for leaving school; students believed they would learn more if teachers made greater investments in personal relationships with them. Other research has also documented the role of teachers in school; Schussler and Collins' (2006) found that at-risk students' perceptions of care were strongly tied to respect from teachers and peers, flexibility in instruction, promotion of a familial atmosphere in school, and a strong sense of belonging to the school.…”

Section: How Do Students and Teachers Conceptualize Care?mentioning

confidence: 97%

Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education

Shaunessy

McHatton

2008

Urban Rev

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Students' satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and achievement. Though the extant research addresses students' perceptions of school climate and sense of belonging, there is a paucity of research about students' views of teacher-student interactions. Five hundred and seventy-seven students from one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive feedback was reported by all students in special education as well as males in general and honors education programs, while Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes and feelings about teachers, the educational system, and learning.

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Section: How Do Students and Teachers Conceptualize Care?mentioning

confidence: 97%

Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education

Shaunessy

McHatton

2008

Urban Rev

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“…Nous pouvons appliquer un raisonnement semblable à la croyance de l'enseignant quant à la sous-évaluation ; s'il la juge salutaire pour l'élève, il devrait l'encourager, alors que s'il l'estime nuisible, il devrait tenter d'amener l'élève à revoir à la hausse l'évaluation de sa compétence. On sait que les actions et pratiques de l'enseignant influent sur sa relation avec ses élèves (Fortin, Plante et Bradley, 2011 ;Knesting et Waldron, 2006). On peut dès lors croire que celles qu'il utilise pour amener l'élève à aligner son autoéva-luation de compétence sur sa croyance de ce qui est bon seront liées à sa perception et celle de l'élève de leur relation.…”

Section: Croyances Et Pratiques éDucatives Des Enseignantsunclassified

Les liens entre le jugement de l’enseignant sur les biais d’autoévaluation de compétence de l’élève et la qualité de leur relation

Lévesque-Guillemette

Bouffard

Vezeau

2015

rse

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Cette étude a deux objectifs : 1) examiner le jugement porté par les enseignants sur le caractère utile ou nuisible des biais d’autoévaluation de compétence de leurs élèves et 2) vérifier si ce jugement était lié à la qualité de la relation rapportée par eux et leurs élèves. 49 enseignants de 6e année du primaire et leurs 277 élèves (128 filles) ont répondu à un questionnaire en classe. Les résultats indiquent qu’une majorité d’enseignants considère préférable qu’un élève surévalue ses capacités plutôt que l’inverse. Ils montrent aussi que les élèves sous-évaluant leurs capacités rapportent une relation plus chaleureuse avec leur enseignant lorsque celui-ci croit qu’une telle sous-évaluation est positive. La qualité de la relation rapportée par les enseignants de ces mêmes élèves est aussi meilleure que celle qu’ils disent entretenir avec les autres élèves. Ces résultats suggèrent l’importance de poursuivre l’examen des croyances des enseignants sur les biais d’autoévaluation de compétence des élèves.The objective of this study was two-fold : 1) examine the judgment of teachers on the usefulness or harmfulness of students’ overvaluation and undervaluation of competence and 2) whether this judgment was related to the quality of the relationship reported by the teachers and their students. 49 teachers and their 277 sixth graders (128 girls) completed a questionnaire in class. The results show that a majority of teachers consider that overestimation of competence is better than the opposite. They also show what students underestimating their academic competence reported having a warmer relationship with their teacher when the latter believes that such undervaluation is adaptive. The quality of the relationship reported by the teachers of these same students was also better than what they reported having with the other students. These results suggest the importance of further examination of teachers’ beliefs about students’ bias in their self-evaluation of competence.Este estudio tiene dos objetivos : 1) examinar el juicio que tienen los profesores sobre el carácter útil o perjudicial de los sesgos de la autoevaluación de la competencia de sus alumnos ; 2) verificar si este juicio está relacionado con la calidad de la relación descrita por ellos y sus alumnos. 49 profesores de 6º año de primaria y sus 277 alumnos (128 niñas) respondieron a un cuestionario desarrollado en clase. Los resultados indican que una mayoría de profesores considera preferible que un alumno sobrestime sus capacidades a la situación inversa. Nuestros resultados también muestran que los alumnos que subestiman sus capacidades describen una relación más cálida con su profesor cuando éste cree que tal subestimación es positiva. La calidad de la relación descrita por los profesores de estos mismos alumnos también es mejor que la que describen con los otros alumnos. Estos resultados sugieren la importancia de continuar el examen de las creencias de los profesores sobre los sesgos de la autoevaluación de la competencia de sus alumnos

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“…(Gallagher, 2002, pp. 46-47) Other qualitative studies whose participants were either students at-risk for dropping out (Knesting & Waldron, 2006) or who had dropped out (Altenbaugh, Engel, & Martin, 1995;Fine, 1991) also highlight the critical role teachers can play in helping students persist in school. Further, these studies suggest that dropout prevention programs should consider the influence of teacher characteristics in the evaluation of program effectiveness.…”

Section: Student Perspectives On Dropping Outmentioning

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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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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Willing to play the game: How at-risk students persist in school

Cited by 32 publications

References 18 publications

Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education

Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education

Les liens entre le jugement de l’enseignant sur les biais d’autoévaluation de compétence de l’élève et la qualité de leur relation

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

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