scholarly journals The Value of Direct Instruction for At-Risk Students

2020 ◽  
Vol 4 (2) ◽  
pp. 10
Author(s):  
Kevin Butler
Keyword(s):  
At Risk ◽  
Direct Instruction ◽  
Low Income ◽  
Teaching Methods ◽  
Social Issues ◽  
At Risk Students ◽  
Drop Out ◽  
Dropping Out ◽  
Guided Instruction ◽  
Out Of School

Students of color and low-income students are at a much higher risk of dropping out of school than more privileged students. Dropping out of school can lead to severe social issues -- students who drop out of school are much more likely to end up incarcerated and to remain unemployed for long periods of time. However, strong empirical research indicates that certain teaching methods are highly beneficial for the academic achievement of at-risk students in addition to being beneficial for the achievement of all students in general. These teaching methods are based around direct, teacher-centered instruction. In contrast, teaching methods based around minimally-guided instruction tend to be ineffective (or even detrimental) for at-risk students. This text outlines the benefits of direct instruction and the potential risks of minimally-guided instruction, along with specific steps for implementing effective teaching strategies.

At-Risk Students

2019 ◽  
Author(s):  
Gary Natriello
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Individual Characteristics ◽  
Dropping Out ◽  
Community Resources ◽  
Factors Associated ◽  
School Conditions ◽  
Multiple Factors ◽  
Poor School ◽  
Out Of School

Students in danger of not completing a particular level of schooling have been termed “at-risk.” Reasons that students may be at risk include individual characteristics, family circumstances, poor school conditions, and lack of community resources. Studies of single factors, multiple factors, and programmatic interventions have all identified specific variables associated with greater risk of dropping out of school. The various factors associated with dropping out can offset one another to reduce the risk or reinforce one another to enhance the risk that students will leave school early.

scholarly journals University Drop-outs and Disparities: What’s the Relationship?

2019 ◽  
Vol 11 (1) ◽  
pp. 163 ◽  
Author(s):  
Abdelaziz Razouki ◽  
Laila Rafouk ◽  
Widad Bouab ◽  
Khadija EL Hariri ◽  
Abdelhakim Alagui ◽  
...  
Keyword(s):  
Student Affairs ◽  
Teaching Methods ◽  
Social Background ◽  
Drop Out ◽  
Dropping Out ◽  
First Year ◽  
Academic Difficulties ◽  
Drop Outs ◽  
The Relationship ◽  
Out Of School

Dropping out of school has been a major concern at the Moroccan university for several years and is apparent in several university reports.  28% to 30% of students drop out in their first year. The risk factors for dropping out are numerous. The risk of dropping out of school is higher for a student from a disadvantageous social background than for those from a privileged background, with identical academic skills. Research shows that many factors, such as anxiety, uncertainty, Lack of guidance, isolation or alienation, academic difficulties, teaching methods and the teachers’ attitude are key determinants of students’ disengagement from their studies. Actions have been taken by the Moroccan government to reduce this phenomenon; particularly in the form of the “Programme d’Urgence” launched by the Ministry (2008-2012), but the situation has not improved significantly.This publication reports the results of a research conducted at the Cadi Ayyad University since 2015. The tool used to run this investigation is a questionnaire while withdrawing their baccalaureate’s degree from the student affairs service, canceling their registration.

scholarly journals Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

scholarly journals School dropout among female learners in rural Mpumalanga, South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-9
Author(s):  
Prince Mokoena ◽  
Adrian D. van Breda
Keyword(s):  
South Africa ◽  
High School ◽  
Rural Community ◽  
High School Dropout ◽  
School Dropout ◽  
Drop Out ◽  
Health Policies ◽  
Dropping Out ◽  
Secondary Schooling ◽  
Out Of School

South Africa, like many countries, has high numbers of learners who do not complete secondary schooling. This reduces these young people’s chances of finding work or of earning a better salary. It is thus important to understand the factors that contribute to high school dropout. In the study reported on here we investigated the factors that caused a number of female learners to drop out and return to high school in a rural community in Mpumalanga. The learners provided 3 reasons for dropping out of school: pregnancy, illness and immigration. The analysis of these factors suggests 3 underlying themes that influence the ability of children to remain in school, viz. health, policies and structures, and poverty. The implications of these and recommendations to address them are discussed. The authors argue that greater interdepartmental efforts are required to support vulnerable girls to remain in school.

Academic Engagement and Dropout Intention in Undergraduate University Students

2021 ◽  
pp. 152102512110636
Author(s):  
Pedro Ricardo Álvarez-Pérez ◽  
David López-Aguilar ◽  
María Olga González-Morales ◽  
Rocío Peña-Vázquez
Keyword(s):  
University Students ◽  
Academic Engagement ◽  
Analytical Approach ◽  
Preventive Measures ◽  
Drop Out ◽  
Dropping Out ◽  
Undergraduate University Students ◽  
The Relationship ◽  
Engagement Scale ◽  
Out Of School

The relationship between engagement and the intention to drop out was the focus of this research. Following an empirical–analytical approach, a sample of 1,122 university students responded to a questionnaire designed to measure the engagement and the intention to drop out of school. The results confirmed that undergraduates who considered dropping out had lower scores on the engagement scale. These data are relevant for the adoption of preventive measures against academic dropouts.

Virtual Reality as a Tool for Enhancing Learning in At-Risk Students and Increasing School Inclusion

2017 ◽  
pp. 242-257 ◽  
Author(s):  
Silvia Panzavolta
Keyword(s):  
At Risk ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Participatory Design ◽  
At Risk Students ◽  
Academic Failure ◽  
School Failure ◽  
Drop Out ◽  
3D Virtual Worlds

The contribution aims at exploring previous and current practices of use of virtual environments, 3d Virtual Worlds also, for inclusion in education. There are many experiences of developing and using virtual environments for the inclusion of disabled and problematic students (autistic student, Asperger Syndrome students, dyslexic students, etc.). The majority of the experimentations gave important beneficial results. In particular, the essential technological characteristics of VR that are beneficial for inclusion are: immersion, presence, interaction, transduction and conceptual change. The design of those environments is sometimes conceived together with the final users, applying participatory design techniques. Virtual environments and Virtual Worlds are being used also in the management of drop-out rates and school failure, by using it for curricular diversification classroom with students in a situation of educational exclusion or academic failure. The contribution will discuss 7 cases of successful use of Virtual Reality at school, ranging from primary to secondary education.

Gender and Education in Oral Traditions, Culture, and ICTs

2011 ◽  
pp. 392-397
Author(s):  
Chetan Sharma ◽  
Y. R. Maindiratta
Keyword(s):  
Information And Communication Technologies ◽  
Low Income ◽  
Family Income ◽  
Urban Poverty ◽  
Drop Out ◽  
Capital City ◽  
Oral Traditions ◽  
Dropping Out ◽  
Education And Employment ◽  
Set Up

Seelampur, situated in the northeastern part of Delhi, the capital city of India, is characterized by low-income groups, high population density and poor civic amenities. It is a Muslim-dominated area with a high density of population and low family incomes. The average monthly family income is about 60-80 United States (U.S.) dollars, and the average family consists of eight members. Within Seelampur, the area of Zaffarabad (having approximately 90% Muslim population) stands out as a pocket of extreme urban poverty and immensely poor living conditions; open drains are clogged with sewage, power breakdowns are frequent, houses are dilapidated and people are residing in overcrowded lanes. Lack of opportunities in terms of education and employment also mark the life for people here. Formal education has become quite common, and thus, enrolment is high, but dropping out at different grades is a continuing problem. Most young women have not completed high school, as they usually drop out of the school after finishing Grade 8. Datamation Foundation initiated some work in the area, particularly with women, in 2002. At this time, UNESCO launched a pilot initiative to innovate and research social and technological strategies to put information and communication technologies (ICTs) in the hands of the poor. This seemed a good opportunity in the given context, so an ICT center was set up at Zaffarabad. The initiative seeks to deploy ICTs to address urban poverty and is designed to empower the women of Seelampur.

scholarly journals Learning to Identify At-Risk Students in Distance Education Using Interaction Counts

2016 ◽  
Vol 23 (2) ◽  
pp. 124 ◽  
Author(s):  
Douglas Detoni ◽  
Cristian Cechinel ◽  
Ricardo Araujo Matsumura ◽  
Daniela Francisco Brauner
Keyword(s):  
Machine Learning ◽  
At Risk ◽  
At Risk Students ◽  
Drop Out ◽  
Support Vector ◽  
Learning Models ◽  
Data Set ◽  
Student Dropout ◽  
Vector Machines ◽  
Machine Learning Models

Student dropout is one of the main problems faced by distance learning courses. One of the major challenges for researchers is to develop methods to predict the behavior of students so that teachers and tutors are able to identify at-risk students as early as possible and provide assistance before they drop out or fail in their courses. Machine Learning models have been used to predict or classify students in these settings. However, while these models have shown promising results in several settings, they usually attain these results using attributes that are not immediately transferable to other courses or platforms. In this paper, we provide a methodology to classify students using only interaction counts from each student. We evaluate this methodology on a data set from two majors based on the Moodle platform. We run experiments consisting of training and evaluating three machine learning models (Support Vector Machines, Naive Bayes and Adaboost decision trees) under different scenarios. We provide evidences that patterns from interaction counts can provide useful information for classifying at-risk students. This classification allows the customization of the activities presented to at-risk students (automatically or through tutors) as an attempt to avoid students drop out.

Falling Through the Cracks? Grade Retention and School Dropout among Children of Likely Unauthorized Immigrants

2015 ◽  
Vol 105 (5) ◽  
pp. 598-603 ◽  
Author(s):  
Catalina Amuedo-Dorantes ◽  
Mary J. Lopez
Keyword(s):  
Grade Retention ◽  
Residential Location ◽  
School Dropout ◽  
Drop Out ◽  
Dropping Out ◽  
Immigration Enforcement ◽  
Weighted Index ◽  
Repeating A Grade ◽  
Out Of School

We evaluate how intensified interior immigration enforcement impacts the likelihood that children of unauthorized immigrants will repeat a grade or drop out of school. Using a weighted index of the intensity of interior immigration enforcement at the MSA level, we find that increased enforcement has the largest impact on younger children ages 6 to 13. The estimates, which account for the non-random residential location of children and their families, reveal that increased enforcement raises young children's probability of repeating a grade by 6 percent and their likelihood of dropping out of school by 25.2 percent.

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