Title: Youth at risk in higher levels of upper secondary education : a supportive intervention to prevent school failure and drop out
Source document: Studia paedagogica. 2022, vol. 27, iss. 4, pp. [101]-114
Extent
[101]-114
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2022-4-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.77901
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
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.
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[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
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[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.
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[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
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[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