Author: Robert E. SlavinPublisher:
ISBN:
Category : Education
Languages : en
Pages : 264
Book Description
Preventing Early School Failure
Author: Robert E. SlavinPublisher:
ISBN:
Category : Education
Languages : en
Pages : 264
Book Description
Preventing School Failure
Author: International Development Research Centre (Canada)Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 186
Book Description
Preventing Early School Failure
Author: Robert E. SlavinPublisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 17
Book Description
Preventing School Failure
Author: Dropout Prevention
Author: C. Lee GossPublisher: Guilford Publications
ISBN: 1462516262
Category : Psychology
Languages : en
Pages : 194
Book Description
Meeting a crucial need, this book presents effective prevention and intervention methods that can help all students stay--and succeed--in school. The authors emphasize that dropout is a process, not an event. They provide tools for identifying dropout risk (including academic, behavior, and attendance problems) and strategies for problem solving and data-based decision making at the elementary and secondary levels. Illustrative case examples and reproducible checklists and tools enhance this user-friendly resource. The print book has a large-size format to facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Stop School Failure
Author: Louise Bates AmesPublisher: HarperCollins Publishers
ISBN:
Category : Education
Languages : en
Pages : 328
Book Description
Preventing School Failure
Author: The School Practitioner's Concise Companion to Preventing Dropout and Attendance Problems
Author: Cynthia FranklinPublisher: School Practitioner's Concise
ISBN: 0195370570
Category : Education
Languages : en
Pages : 144
Book Description
This title gives busy social workers, psychologists, and counsellors a quick guide to accessible, proven solutions for their students' most common problems. Here, readers will find an overview of the factors that put students at risk for missing school and dropping out with strategies to improve school attendance and engage students.
Students at Risk of School Failure
Author: José Jesús GázquezPublisher: Frontiers Media SA
ISBN: 2889455912
Category :
Languages : en
Pages : 594
Book Description
The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.
Author: