School as a Risk Factor: Considering How Learning from Work-Based Education Can Improve Students' Experiences in School

Autor/inn/en	Matheson, Ian A.; Hutchinson, Nancy; Tejpar, Sunaira; Chin, Peter
Titel	School as a Risk Factor: Considering How Learning from Work-Based Education Can Improve Students' Experiences in School
Quelle	In: Preventing School Failure, 67 (2023) 4, S.246-255 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matheson, Ian A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2022.2114407
Schlagwörter	Work Experience Programs; Student Experience; Learning Experience; At Risk Persons; Self Determination; Psychological Patterns; Social Cognition; Theories; Resilience (Psychology) + Suchen Sie Ihr Suchwort? Studienerfahrung; Lernerfahrung; Risikogruppe; Selbstbestimmung; Soziale Kognition; Theory; Theorie
Abstract	School-based education can be a context of adversity for some youth. Research has identified the value of work-based education in serving as a context of resilience to support individual-level factors including agency and autonomy, but researchers are increasingly highlighting the need for examining the influence of contextual factors. In this paper, we argue for a conceptual framework that integrates recent social cognitive theories focused on the individual within a person-in-context model (DeLuca et al., 2012) in order to identify why work-based education can be a context of resilience. We identify facets in the individual, social and cultural, and political and economic domains that can be applied to school-based education in order to keep students from becoming disengaged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01