Entrepreneurship Education: Motivation and Effort for Pupils with Special Needs in Norwegian Compulsory School

Autor/inn/en	Somby, Hege Merete; Johansen, Vegard
Titel	Entrepreneurship Education: Motivation and Effort for Pupils with Special Needs in Norwegian Compulsory School
Quelle	In: European Journal of Special Needs Education, 32 (2017) 2, S.238-251 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2016.1223398
Schlagwörter	Entrepreneurship; Special Needs Students; Special Education; Teaching Methods; Student Motivation; Student Surveys; Student Attitudes; Grade 10; High School Students; Foreign Countries; Control Groups; Grade Point Average; Parent Background; Correlation; Statistical Analysis; Regression (Statistics); Norway + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Schülerbefragung; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Elternhaus; Korrelation; Statistische Analyse; Regression; Regressionsanalyse; Norwegen
Abstract	Pupil enterprises are a widespread type of entrepreneurship education. In this working method, pupils start up, manage and close a business over short period of time. National and international policy documents claim that practical working methods through the use of pupil enterprises are beneficial to increase motivation by being a realistic and cross-curricular approach. This paper investigates whether this is the case for pupils who receive special education. No previous research has focused on the situation for this group of pupils when working with pupil enterprises. The data are collected from a survey with the participation of 1880 pupils in the 10th grade. Our econometric results indicate that participation in pupil enterprises has no particular impact on motivation or effort for pupils receiving special needs education. Even though there are many positive features with pupil enterprises and they offer a practical and realistic way of learning, we do not find evidence to support that pupil enterprises also have a positive effect on the general school motivation and effort. Thus, the political claim of the practical dimension as a solution to increase motivation for learning in school is not supported by our findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01