Transition from inside to the outside of school: Based on the experience of the workers in the institutions for school dropout adolescent

2017 ◽  
Vol 18 (6) ◽  
pp. 499-522
Author(s):  
주수산나 ◽  
Jongwoo Kim
Keyword(s):  
School Dropout ◽  
School Based

Advancing the Agency of Adolescent Girls

2021 ◽  
pp. 1-46
Author(s):  
Eric Edmonds ◽  
Ben Feigenberg ◽  
Jessica Leight
Keyword(s):  
Decision Making ◽  
Adolescent Girls ◽  
Life Skills ◽  
School Dropout ◽  
Transition To High School ◽  
School Improvements ◽  
School Based ◽  
Decision To Stay ◽  
The Impact ◽  
Percent Decline

Abstract More than 98 million adolescent girls are not in school. Can girls inuence their schooling without changes in their family's economic environment? In Rajasthan, India, we examine the impact of a school-based life skills program that seeks to address low aspirations, narrow societal roles for girls and women, restricted networks of social support, and limited decision-making power. We find the intervention causes a 25 percent decline in school dropout that persists from seventh grade through the transition to high school. Improvements in socioemotional support among girls exposed to the intervention seem especially important in their decision to stay in school.

The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication

2019 ◽  
Vol 46 (1) ◽  
pp. 42-53
Author(s):  
Nicholas A. Gage ◽  
Nicolette Grasley-Boy ◽  
Michael Lombardo ◽  
Lucas Anderson
Keyword(s):  
School Dropout ◽  
Positive Behavior ◽  
Future Research ◽  
Behavior Interventions ◽  
School Suspension ◽  
Justice Research ◽  
Positive Behavior Interventions ◽  
School Based ◽  
Increased Risk ◽  
Student Suspensions

Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.

scholarly journals Collecting, Modeling, and Visualizing Network Data from Educators: A Tutorial

2021 ◽  
Author(s):  
Jennifer Watling Neal ◽  
Zachary Neal
Keyword(s):  
High School ◽  
School Psychology ◽  
Social Relationships ◽  
School Dropout ◽  
System Level ◽  
Network Data ◽  
School Based ◽  
Network Methods ◽  
Advice Networks ◽  
Insight Into

Understanding educators’ networks can inform the field of school psychology by offering insight into how the structure of social relationships supports the implementation of school-based programs. However, the difficulties of collecting and modeling network data remain barriers to using network methods in school psychology. To overcome these barriers, we provide a step-by-step tutorial for collecting, modeling, and visualizing network data from educators. We draw on an example from a study designed to understand advice networks among middle and high school educators involved in implementing a system-level intervention to prevent school dropout.

School-Based Truancy Courts

2019 ◽  
Author(s):  
Fayneese Miller
Keyword(s):  
Criminal Behavior ◽  
Negative Impact ◽  
School Personnel ◽  
School Dropout ◽  
The United States ◽  
Mental Health Counselors ◽  
Negative Behaviors ◽  
School Based ◽  
Legal Term ◽  
Reduction Program

Truancy, or unexcused chronic absenteeism from school, has been linked to school dropout, early onset criminal behavior, drug use, and other negative behaviors. Given the negative impact of truancy on the future outlook for students and the potential costs for society, many communities have begun to identity programs or collaborations that might reduce truancy and improve academic achievement of students. An increasingly key partner in such efforts is the courts. Truancy is defined as a legal term and the role school-based or affiliated truancy courts play in truancy is significant. The Stop Truancy Reduction Program in the United States needs to be emphasized as a model for the ways in which courts can partner with school personnel, social workers, and other mental health counselors to address truancy and its associated problems.

scholarly journals Participative management in a public school of the periphery in Distrito Federal: A good way?

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Magali Fátima Evangelista Machado ◽  
Olzeni Leite Costa Ribeiro ◽  
Marcelino Tameirão-Machado
Keyword(s):  
Federal Government ◽  
Quality Indicator ◽  
Basic Education ◽  
School Dropout ◽  
Participative Management ◽  
School Teachers ◽  
Education Assessment ◽  
School Based ◽  
Distrito Federal ◽  
And Mathematics

The present article has as an aim to assess the data of a school based education on the periphery area in Distrito Federal and that has been obtaining, according to the results of the National System of Basic Education Assessment (SAEB) and Prova Brasil, successive increase in the rank of the Index of Development of Basic Education (IDEB) in the years 2005, 2007 and 2009 and that works the participative management by means of discussions among the head of the school, teachers, students and their parents. The IDEB refers to the quality indicator, created by the federal government that integrates the aims of the Development Plan of Education (PDE). The IDEB is calculated based on the performance of students in institutional evaluations of Portuguese and Mathematics, data of failure, school dropout and rates of the students passing in examinations. As a main objective, the article has a proposal to present these results and discuss the proposed actions by the head of the school and the parents’ participation, teachers, staff and students.

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