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 |
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| 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 |
| 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. |
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| ISSN: | 1064-4474 |
