An Examination of Student Disengagement and Reengagement from an Alternative High School

Autor/inn/en	Flores, Marina Escamilla; Brown, Casey Graham
Titel	An Examination of Student Disengagement and Reengagement from an Alternative High School
Quelle	In: School Leadership Review, 14 (2019) 1, Artikel 5 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Learner Engagement; High School Students; Nontraditional Education; Nontraditional Students; Student Attitudes; Academic Persistence; Dropouts; Teacher Student Relationship; Decision Making; Dropout Prevention; Personal Autonomy; Competence; Dropout Attitudes; Student School Relationship; Self Determination; Individualized Instruction; Academic Advising + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Non-traditional education; Alternative Erziehung; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Individuelle Autonomie; Kompetenz; Schüler-Lehrer-Beziehung; Selbstbestimmung; Individualisierender Unterricht; Akademischer Rat
Abstract	Each year, 20% of U.S. students drop out of high school (Balfanz, Bridgeland, Bruce, & Fox, 2013). There is an abundance of research on student behaviors from researchers who explored the process of student disengagement from school (Bowers, Sprott, & Taff, 2013; Lessard, Butler-Kisber, Fortin, Marcotte, Potvin, & Royer, 2008), however there is a lack of understanding of why students disengage in the first place. This study was conducted to examine students' perceptions of the effect of an alternative high school on their decision to either graduate or drop out. Face-to-face interviews were conducted with ten former students and three staff members from an alternative high school. Half of the former student participants who reengaged by attending the alternative high school graduated and half of them did not. The former students perceived that relationships between staff members and students led to the success of the alternative high school. They believed that push-out factors at the traditional high school caused their disengagement, and that they exercised autonomy in their choices of whether pull-out factors would impact their decision to graduate or drop out. The former students shared that personalized instruction and peer-to-peer learning encouraged them to feel ownership for their learning and taught them to respect fellow students and teachers. Data from the teacher and administrator interviews provided additional information about the workings of the alternative high school. (As Provided).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01