Title: Success and failure in upper secondary education : editorial
Source document: Studia paedagogica. 2022, vol. 27, iss. 4, pp. [5]-9
Extent
[5]-9
-
ISSN1803-7437 (print)2336-4521 (online)
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.77897
Type: Editorial; Editorial note
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
References
[1] Akos, P., & Galassi, J. P. (2004). Middle and high school transitions as viewed by students, parents and teachers. Professional School Counseling, 7(4), 212–221.
[2] Amrein, A. L., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18), 1–74. https://doi.org/10.14507/epaa.v10n18.2002
[3] Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents' educational success: The roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4
[4] Bingham, Ch., & Sidorkin, A. M. (Eds). (2004). No education without relation. Peter Lang.
[5] Haynie, D. L., & South, S. J. (2005). Residential mobility and adolescent violence. Social Forces, 84(1), 361–374. https://doi.org/10.1353/sof.2005.0104
[6] Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. https://doi.org/10.3102/00028312042002371
[7] Hoy, W. (2012). School characteristics that make a difference for the achievement of all students: A 40-year odyssey. Journal of Educational Administration, 50(1), 76–97. https://doi.org/10.1108/09578231211196078
[8] Chacón Fuertes, F., & Huertas Hurtado, C. A. (2017). The causes of school failure in secondary school students: Validation of a psychosocial model with structural equations. The Spanish Journal of Psychology, 20, E62. https://doi.org/10.1017/sjp.2017.60
[9] Kulcsár, V., Dobrean, A., & Gati, I. (2020). Challenges and difficulties in career decision making: Their causes, and their effects on the process and the decision. Journal of Vocational Behavior, 116(Part A), Article 103346. https://doi.org/10.1016/j.jvb.2019.103346
[10] Mehana, M., & Reynolds, A. J. (2004). School mobility and achievement: A meta-analysis. Children and Youth Services Review, 26(1), 93–119. https://doi.org/10.1016/j.childyouth.2003.11.004
[11] Needham, B. L., Crosnoe, R., & Muller, C. (2004). Academic failure in secondary school: The inter-related role of health problems and educational context. Social Problems, 51(4), 569–586. https://doi.org/10.1525/sp.2004.51.4.569
[12] Neuenschwander, M. P., & Hlaďo, P. (2019). Editorial: Transitions in educational contexts. Studia paedagogica, 24(2), 5–9. https://digilib.phil.muni.cz/node/9305
[13] Piopiunik, M., Schwerdt, G., & Wößmann, L. (2014). Zentrale Abschlussprüfungen, Signalwirkung von Abiturnoten und Arbeitsmarkterfolg in Deutschland [Central schoolleaving exams, signaling effects of grades and labor-market outcomes in Germany]. Zeitschrift für Erziehungswissenschaft, 17(1), 35–60. https://doi.org/10.1007/s11618-014-0487-4
[14] Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434
[15] Sahin, İ, & Gülmez, Y. (2000). Social sources of failure in education: The case in East and Southeast Turkey. Social Indicators Research, 49(1), 83–113. https://doi.org/10.1023/A:1007058421749
[16] Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Ministry of Education.
[2] Amrein, A. L., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18), 1–74. https://doi.org/10.14507/epaa.v10n18.2002
[3] Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents' educational success: The roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4
[4] Bingham, Ch., & Sidorkin, A. M. (Eds). (2004). No education without relation. Peter Lang.
[5] Haynie, D. L., & South, S. J. (2005). Residential mobility and adolescent violence. Social Forces, 84(1), 361–374. https://doi.org/10.1353/sof.2005.0104
[6] Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. https://doi.org/10.3102/00028312042002371
[7] Hoy, W. (2012). School characteristics that make a difference for the achievement of all students: A 40-year odyssey. Journal of Educational Administration, 50(1), 76–97. https://doi.org/10.1108/09578231211196078
[8] Chacón Fuertes, F., & Huertas Hurtado, C. A. (2017). The causes of school failure in secondary school students: Validation of a psychosocial model with structural equations. The Spanish Journal of Psychology, 20, E62. https://doi.org/10.1017/sjp.2017.60
[9] Kulcsár, V., Dobrean, A., & Gati, I. (2020). Challenges and difficulties in career decision making: Their causes, and their effects on the process and the decision. Journal of Vocational Behavior, 116(Part A), Article 103346. https://doi.org/10.1016/j.jvb.2019.103346
[10] Mehana, M., & Reynolds, A. J. (2004). School mobility and achievement: A meta-analysis. Children and Youth Services Review, 26(1), 93–119. https://doi.org/10.1016/j.childyouth.2003.11.004
[11] Needham, B. L., Crosnoe, R., & Muller, C. (2004). Academic failure in secondary school: The inter-related role of health problems and educational context. Social Problems, 51(4), 569–586. https://doi.org/10.1525/sp.2004.51.4.569
[12] Neuenschwander, M. P., & Hlaďo, P. (2019). Editorial: Transitions in educational contexts. Studia paedagogica, 24(2), 5–9. https://digilib.phil.muni.cz/node/9305
[13] Piopiunik, M., Schwerdt, G., & Wößmann, L. (2014). Zentrale Abschlussprüfungen, Signalwirkung von Abiturnoten und Arbeitsmarkterfolg in Deutschland [Central schoolleaving exams, signaling effects of grades and labor-market outcomes in Germany]. Zeitschrift für Erziehungswissenschaft, 17(1), 35–60. https://doi.org/10.1007/s11618-014-0487-4
[14] Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434
[15] Sahin, İ, & Gülmez, Y. (2000). Social sources of failure in education: The case in East and Southeast Turkey. Social Indicators Research, 49(1), 83–113. https://doi.org/10.1023/A:1007058421749
[16] Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Ministry of Education.