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Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively towards Graduation

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Title: Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively towards Graduation
Language: English
Authors: Sumbera, Becky
Source: Educational Leadership and Administration: Teaching and Program Development. Oct 2017 28:16-27.
Availability: California Association of Professors of Education Administration. Web site: http://www.capea.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Descriptors: Continuation Students, High School Students, Academic Achievement, At Risk Students, Qualitative Research, Instructional Effectiveness, Emotional Development, Social Development, Student Improvement, Expectation, Developmentally Appropriate Practices, Success, School Policy, Educational Policy, Transformative Learning, Prior Learning, Mixed Methods Research, Content Analysis, Phenomenology, Behavior Development, Cognitive Development
Geographic Terms: California
ISSN: 1064-4474
Abstract: This three-phase, two-method qualitative study explored and identified policies, programs, and practices that school-site administrators perceived as most effective in reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). Eccles' expectancy-value theoretical framework was used to gain insight on effective school context that supported at-risk students' developmentally appropriate expectancy for success and task-value beliefs towards graduation. Results indicated that MCHS had significant policies, programs, and practices that transformed disengaged at-risk students into graduates by breaking down the barriers of students' prior negative experiences and formed new expectancy and task-value beliefs through positive learning opportunities.
Abstractor: As Provided
Number of References: 35
Entry Date: 2017
Accession Number: EJ1161902
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively towards Graduation
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  Data: <searchLink fieldCode="SO" term="%22Educational+Leadership+and+Administration%3A+Teaching+and+Program+Development%22"><i>Educational Leadership and Administration: Teaching and Program Development</i></searchLink>. Oct 2017 28:16-27.
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  Data: California Association of Professors of Education Administration. Web site: http://www.capea.org
– Name: PeerReviewed
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Continuation+Students%22">Continuation Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Improvement%22">Student Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Developmentally+Appropriate+Practices%22">Developmentally Appropriate Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22School+Policy%22">School Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Development%22">Behavior Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1064-4474
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This three-phase, two-method qualitative study explored and identified policies, programs, and practices that school-site administrators perceived as most effective in reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). Eccles' expectancy-value theoretical framework was used to gain insight on effective school context that supported at-risk students' developmentally appropriate expectancy for success and task-value beliefs towards graduation. Results indicated that MCHS had significant policies, programs, and practices that transformed disengaged at-risk students into graduates by breaking down the barriers of students' prior negative experiences and formed new expectancy and task-value beliefs through positive learning opportunities.
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  Data: 35
– Name: DateEntry
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  Data: 2017
– Name: AN
  Label: Accession Number
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  Data: EJ1161902
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1161902
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 16
    Subjects:
      – SubjectFull: Continuation Students
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Emotional Development
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Student Improvement
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Developmentally Appropriate Practices
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: School Policy
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Transformative Learning
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Behavior Development
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively towards Graduation
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            – TitleFull: Educational Leadership and Administration: Teaching and Program Development
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