Název: Youth at risk in higher levels of upper secondary education : a supportive intervention to prevent school failure and drop out
Zdrojový dokument: Studia paedagogica. 2022, roč. 27, č. 4, s. [101]-114
Rozsah
[101]-114
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2022-4-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.77901
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This study addresses the question of how learners whose parents have a migration background can be supported in upper secondary education to prevent their dropping out of education. To that end, we conducted interventions in an upper secondary education setting in order to improve school grades, subject-specific self-conceptions of ability in mathematics and German, motivation to study, and perceived self-efficacy and we evaluated the effects on learner achievements. We applied a two-phase process: a more virtual approach during restrictions imposed during COVID-19 and a more face-to-face approach in which learners were tutored by teachers. The intervention showed an improvement in grades in German and in the self-conception of ability in mathematics. However, this was only established during the face-to-face intervention phase. During the COVID-19 phase, and thus when there was no possibility of standardized intervention, no specific effects were observed.
Reference
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[2] Becker, R., Bühler, P., & Bühler, T. (2013). Bildungsungleichheit und Gerechtigkeit: Wissenschaftliche und gesellschaftliche Herausforderungen. Haupt.
[3] Blossfeld, H.-P. (2013). Bildungsungleichheiten im Lebensverlauf – Herausforderungen für Politik und Forschung. In R. Becker, P. Bühler, & T. Bühler (Eds.), Bildungsungleichheit und Gerechtigkeit. Wissenschaftliche und gesellschaftliche Herausforderungen (pp. 71–100). Haupt.
[4] Düggeli, A., Kassis, M., & Kassis, W. (2021). Navigation and negotiation towards school success at upper secondary school: The interplay of structural and procedural risk and protective factors for resilience pathways. Education Sciences, 11(8), 1–23. https://doi.org/10.26041/fhnw-3868
[5] Düggeli, A., Kandzia, W., & Oesch, D. (2015). Migration and performance development at the transition from compulsory school to vocational training. Migration and Social Work, 37(2), 124–132.
[6] Dumont, H., & Ready, D. D. (2020). Do schools reduce or exacerbate inequality? How the associations between student achievement and achievement growth influence our understanding of the role of schooling. American Educational Research Journal, 57(2), 728–774. https://doi.org/10.3102/0002831219868182
[7] Esser, H., & Seuring, J. (2020). Cognitive homogenization, educational achievement and social inequality: A theoretical model and empirical analysis of the effects of strict ability tracking according to cognitive abilities on achievement and social inequalities in secondary education across the German federal states using data of the "National Educational Panel Study" (NEPS). Zeitschrift Für Soziologie, 49(5–6), 277–301. https://doi.org/10.1515/zfsoz-2020-0025
[8] FSO. (2021). Abschlussquote auf der Sekundarstufe II nach Geschlecht, Nationalität und Geburtsort. https://www.bfs.admin.ch/bfs/de/home/statistiken/bildung-wissenschaft/bildungsindikatoren/themen/bildungserfolg/abschlussquote-sekii.assetdetail.19305656.html
[9] Gaillard, L., & Babel, J. (2018). Rate of first degrees at upper secondary level and baccalaureate rate: Longitudinal analyses in education. Swiss Federal Statistical Office.
[10] Heinrich, M. (2010). Bildungsgerechtigkeit- Zum Problem der Anerkennung fragiler Bildungsprozesse innerhalb neuer Steuerung und Governance. In S. Aufenanger, F. Hamburger, L. Ludwig, & R. Tippelt (Eds.), Bildung in der Demokratie (pp. 102–125). Verlag Barbara Budrich.
[11] Hupka-Brunner, S., & Meyer, T. (2021). Effects of (educational) institutional settings and individual resources in adolescence on further life course: Findings from the TREE study. Journal of Education, 67(5), 703–720. https://doi.org./10.3262/ZP2105703
[12] Jerusalem, M., & Satow, L. (1999). Schulbezogene Selbstwirksamkeitserwartungen. In R. Schwarzer, & M. Jerusalem (Eds.), Skalen zur Erfassung von Lehrer- und Schulermerkmalen. Dokumentation der psychometrischen Verfahren im Rahmen der wissenschaftlichen Begleitung des Modellversuchs Selbstwirksame Schulen (pp. 15–16). Freie Universität Berlin.
[13] Kirschkamp, A. (2008). A contingency-based view of chief executive officers' early warning behaviour: An empirical analysis of German medium-sized companies (1st Ed.). Deutscher Universitätsverlag. https://doi.org/10.1007/978-3-8350-5504-9
[14] Maaz, K., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Educational transitions and differential learning environments: How explicit between-school tracking contributes to social inequality in educational outcomes. Child Development Perspectives, 2(2), 99–106. https://doi.org/10.1111/j.1750-8606.2008.00048.x
[15] OECD. (2016, February 10). Low-performing students: Why they fall behind and how to help them succeed. https://doi.org/10.1787/9789264250246-en
[16] OECD. (2022a). Education at a glance: Graduation and entry rates. https://doi.org/10.1787/f36b1100-en
[17] OECD. (2022b). Secondary graduation rate (indicator). https://doi.org/10.1787/b858e05b-en
[18] Putnam, R. (2015). Our kids: The American Dream in crisis. Simon & Schuster.
[19] Sassen, S. (2014). Expulsions: Brutality and complexity in the global economy. The Belknap Press of Harvard University Press.
[20] Scharf, J., Becker, M., Stallasch, S. E., Neumann, M., & Maaz, K. (2020). Primary and secondary origin effects over the course of secondary education: A decomposition at three educational transitions. Journal of Educational Science, 23(6), 1251–1282. https://doi.org/10.1007/s11618-020-00981-7
[21] Schwanzer, A. D., Trautwein U., Lüdtke, O., & Sydow, H. (2005). Development of questionnaire on young adults' self-conception. Diagnostica, 51(4), 183–194. https://doi.org/10.1026/0012-1924.51.4.183
[22] SKBF. (2018). Bildungsbericht Schweiz 2018. Aarau: Schweizerische Koordinationsstelle für Bildungsforschung. https://www.skbf-csre.ch/fileadmin/files/pdf/bildungsberichte/2018/Bildungsbericht_Schweiz_2018.pdf
[23] UNESCO Institute for Statistics, & Eurostat. (2012). International standard classification of education: ISCED 2011. https://uis.unesco.org/sites/default/files/documents/internationalstandard-classification-of-education-isced-2011-en.pdf
[24] Verhoeven, E. (2011). Multiple embedded inequalities and cultural diversity in educational systems: A theoretical and empirical exploration. European Educational Research Journal, 11(2), 189–203. https://doi.org/10.2304/eerj.2011.10.2.189