Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting

Autor/inn/en	Iachini, Aidyn L.; Buettner, Cynthia; Anderson-Butcher, Dawn; Reno, Rebecca
Titel	Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting
Quelle	In: Children & Schools, 35 (2013) 2, S.113-120 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdt005
Schlagwörter	Learner Engagement; Charter Schools; Student Attitudes; Social Work; Dropout Programs; Dropout Prevention; Focus Groups; Case Studies; Academic Achievement; Behavior Problems; Teacher Student Relationship; Barriers; Referral; Self Determination; Student Motivation; Enrollment; Educational Environment; Program Design + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schülerverhalten; Soziale Arbeit; Case study; Fallstudie; Case Study; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbestimmung; Schulische Motivation; Einschulung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Programme design; Programmaufbau; Programmplanung
Abstract	The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enrolled in a dropout recovery charter school. Specifically, this study focused on students' perceptions of the factors that influenced their lack of success in the traditional school setting, the motivational factors that led them to enroll in a dropout recovery charter school, and the factors currently promoting their success in this new school setting. Thirteen students participated in semi-structured focus groups. Behavioral and discipline challenges and lack of teacher support were mentioned most frequently as barriers to success in the traditional school setting. Referrals by family, friends, or school staff and self-determined motivation were the most commonly reported motivators to enroll in the dropout recovery charter school. Students reported individualization of learning, school structure, and school climate as factors promoting their current success. The findings of this study have important implications for social work practice, particularly around social worker's engagement in multilevel systemic change, collaborative work with teachers, and the design of dropout prevention programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10