Gotowe bibliografie tematyczne / Educational disengagement

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Gotowa bibliografia na temat „Educational disengagement”

Autor: Grafiati
Data publikacji: 2 czerwca 2025
Data aktualizacji: 19 lipca 2025

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Artykuły w czasopismach na temat "Educational disengagement"

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Tomaszewska-Pękała, Hanna, Paulina Marchlik, and Anna Wrona. "Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories." European Educational Research Journal 19, no. 5 (2019): 445–62. http://dx.doi.org/10.1177/1474904119868866.

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The theoretical framework of the paper combines the notions of school disengagement and educational trajectories. Our current research has demonstrated that several trajectories of school disengagement can be distinguished: unanticipated crisis, parabola, downward spiral, boomerang, resilient route, shading out. The text focuses on two trajectory types – the parabola, when youngsters facing increasing school disengagement are provided with substantial support and their trajectory changes its direction, and the downward spiral, which despite the support leads to further school disengagement and school leaving. Analysing the educational biographies of students from secondary schools in Warsaw, we focus on their perceptions of the support provided by different formal and informal sources. Investigating the protective factors and successful interventions might thus be useful in fostering the educational success of youth at risk. An analysis of the trajectories might be treated as guidance as to how to offset the negative impact of social and educational inequalities and hence to reverse the negative direction in one’s educational trajectory. The text is based on qualitative analysis of data obtained within an international research project: individual semi-structured interviews with Polish students at risk of early school leaving and youngsters who left school early.
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Rodrigues, Ines. "Rethinking Educational Research on School Disengagement Through Students’ Voices." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (2017): 01–10. http://dx.doi.org/10.18844/prosoc.v4i6.2905.

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Several factors may lead to school disengagement and dropout. Understanding this process can help schools identify and work with young people at risk of disengaging, before this comes entrenched. This paper reports the stages and initial results of a study that used vocational school students as co-researchers to investigate the phenomenon of engagement and disengagement at a vocational school. Following the premises that young people have unique perspectives on learning, teaching and schooling, we have built a research design in which all data were collected, analysed and coded by students who were engaged in a 3-stage process of analysis: selecting, contextualising and codifying. First findings of this research show that by analysing data, students identified and critically discussed problems, naming ways to change the situation, thus showing that when they are asked to participate in their own learning process, change can happen and schools can locally work to reduce dropouts. Keywords: School dropout; disengagement; students as co-researchers; students voice; photo voice.
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Zhou, Mingming, and Jing Ren. "A self-determination perspective on Chinese fifth-graders’ task disengagement." School Psychology International 38, no. 2 (2016): 149–65. http://dx.doi.org/10.1177/0143034316684532.

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Engagement in academic tasks is important. However, compared to the large body of research on task engagement, the number of studies on task disengagement is quite limited. The aim of this study is to examine the associations between the motivational (self-determination) and attitudinal antecedents (learning orientations) of task disengagement. The sample consisted of 347 fifth-graders in China. We tested two mediation models that incorporated self-determination (autonomous versus controlled), learning orientation (collaborative versus competitive), and task disengagement among Chinese primary school students in learning English. Results showed collaborative learning orientation mediated the link between autonomous motivation and task disengagement. Collaborative learning orientation was also found to be negatively related to task disengagement.
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Fredricks, Jennifer A., Alyssa K. Parr, Jamie L. Amemiya, Ming-Te Wang, and Scott Brauer. "What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study." Journal of Adolescent Research 34, no. 5 (2019): 491–527. http://dx.doi.org/10.1177/0743558419830638.

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This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement. From these interviews, we tested whether these factors were statistically significant predictors of engagement and disengagement in a sample of 611 middle and high school students. In the majority of models, these predictors were significantly related to engagement and disengagement in the expected direction. Implications of findings for educational practice are discussed.
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Sunawan, Sunawan, Anwar Sutoyo, Imam Setyo Nugroho, and Susilawati Susilawati. "Prediction of Moral Disengagement and Incivility Against the Honesty of Junior High School Students." Bulletin of Counseling and Psychotherapy 5, no. 1 (2023): 20–29. http://dx.doi.org/10.51214/bocp.v5i1.424.

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Honesty is a significant issue being investigated in the academic world due to the prevalence of dishonesty such as cheating and plagiarism among students. This research aims to examine the relationship between students' honesty and their moral disengagement and incivility perspectives. A correlational study was conducted with 636 students from two junior high schools in Central Java using cluster sampling. Participants completed the academic integrity scale, moral disengagement scale, and incivility scale. The results indicated that moral disengagement and incivility significantly predict students' honesty, as confirmed by the significant correlation (R = .41, F (13,622) = 9.57, p < .01). The study's results suggest that factors such as euphemistic labeling, dehumanization, unintentional incivility, and intentional incivility contribute to students' honesty. The findings of this study highlight the importance of addressing moral disengagement and incivility in educational settings. To promote honesty and positive behavior among students, educational institutions may consider implementing programs that address these factors and encourage positive moral reasoning and respectful behavior. Further discussion of these results is provided in the study.
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Hosie, Alison C. S. "‘I Hated Everything About School’: An Examination of the Relationship between Dislike of School, Teenage Pregnancy and Educational Disengagement." Social Policy and Society 6, no. 3 (2007): 333–47. http://dx.doi.org/10.1017/s1474746407003661.

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This article explores the educational experiences of 93 young women who experienced pregnancy at school in England, in order to examine the relationship between dislike of school, teenage pregnancy and educational disengagement. The article argues that a strong dislike of school, pre-pregnancy, is often at the root of disengagement before pregnancy, a situation often exacerbated when the news of pregnancy is met with prevailing negative attitudes within school. However, once pregnant, educational alternatives to school frequently provide a route back into, and a changed perception of education. Tackling pre-pregnancy dislike of school may have important implications for both the support and prevention aspects of the Government's teenage pregnancy strategy.
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Galand, Benoît, Catherine Lecocq, and Pierre Philippot. "School violence and teacher professional disengagement." British Journal of Educational Psychology 77, no. 2 (2007): 465–77. http://dx.doi.org/10.1348/000709906x114571.

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Jobin, Joelle, and Carsten Wrosch. "Goal disengagement capacities and severity of disease across older adulthood." International Journal of Behavioral Development 40, no. 2 (2015): 137–44. http://dx.doi.org/10.1177/0165025415597549.

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This study examined age-related associations between goal disengagement capacities, emotional distress, and disease severity across older adulthood. Given that an age-related increase in the experience of stressors might render important goals unattainable, it is expected that goal disengagement capacities would predict a decrease in the severity of experienced illness (i.e., the common cold) by preventing emotional distress (i.e., depressive symptoms), particularly so among individuals in advanced (as compared to early) old age. This hypothesis was tested in a 6-year longitudinal study of 131 older adults (age range = 64 to 90). Regression analyses showed that goal disengagement capacities buffered 6-year increases in older adults’ cold symptoms, and that this effect was significantly pronounced among older-old participants. Mediation analyses further indicated that changes in depressive symptoms exerted an indirect effect on the age-related association between goal disengagement and changes in cold symptoms. The study’s findings suggest that goal disengagement capacities become increasingly important for protecting emotional well-being and physical health as older adults advance in age.
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Gini, Gianluca, Robert Thornberg, Kay Bussey, Federica Angelini, and Tiziana Pozzoli. "Longitudinal Links of Individual and Collective Morality with Adolescents’ Peer Aggression." Journal of Youth and Adolescence 51, no. 3 (2021): 524–39. http://dx.doi.org/10.1007/s10964-021-01518-9.

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AbstractAdolescents’ aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a short-term longitudinal study. The sample consisted of 1158 Italian adolescents (48.7% females; Mage = 13.6 years, SD = 1.1). Participants completed self-report measures of moral identity, moral disengagement, perceived collective moral disengagement in the fall, and reactive and proactive aggression in the fall and in the spring. Multivariate multilevel analysis indicated that, at the individual level, after controlling for the stability of aggressive behavior, T2 (Time 2) reactive aggression was higher for students who reported lower moral identity and higher moral disengagement at T1 (Time 1). For proactive aggression, a significant interaction effect indicated that the negative association between T1 moral identity and T2 aggression was apparent only at high levels of T1 moral disengagement. Moreover, proactive aggression was significantly predicted by higher perceived collective moral disengagement. At the class-level, T1 collective moral disengagement helped explain between-class variability of T2 reactive and proactive aggressive behavior. How these results expand previous research on morality and aggressive behavior and their potential implications for prevention and intervention programs is discussed.
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Myers, Carrie-Anne, and Helen Cowie. "Cyberbullying Across the Lifespan of Education: Issues and Interventions from School to University." International Journal of Environmental Research and Public Health 16, no. 7 (2019): 1217. http://dx.doi.org/10.3390/ijerph16071217.

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Rozprawy doktorskie na temat "Educational disengagement"

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Kientzler, Alesha Lynne 1970. "An empirical study exploring female students' perceptions of personal disengagement in physical activity." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291539.

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In this study, I explored reasons for fifth and seventh grade girls' personal disengagement from physical activity. Regular participants in physical activity were used as a comparison to a target group of irregular participants. One central finding was that girls who do not participate in physical activity on a regular basis demonstrated a much lower knowledge base of the benefits of physical activity than the regular participants. This suggests that the value girls place on physical activity (i.e. willingness to participate) is related to their activity level (i.e. more active girls have a greater knowledge base). The less informed one is, the less one values physical activity. New contributions to the field of girls and physical activity are made from the findings on how irregular participating girls feel about professional suggestions for increasing their participation rate in physical activity.
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Hoffman, Lisa Eileen. "ALTERNATIVE EDUCATION: ADMINISTRATOR PERCEPTIONS OF ALTERNATIVE EDUCATION AND AT-RISK YOUTH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/318169.

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Educational Leadership<br>Ed.D.<br>Successful attainment of a high school diploma is essential in today's society. For some students, however, internal and external pressures present significant barriers to school completion. Disengagement from school by these at-risk students is not only detrimental to the individual students, but to the school community and society as a whole. For some students, Alternative Education placements may be a way to reengage them and aid them in school completion. This case study examined the Park Run School District, a pseudonym for the school district, to discover the perceptions of Alternative Education for Disruptive Youth (AEDY) placements by school officials responsible for making the decision to place students as well as other key educators who work directly with at-risk youth. Interviews were used to seek to determine the needs of at-risk students, why administrators choose to refer (or not to refer) students to placement, and if current programming was sufficient. The findings were categorized into three themes, people, placement, and practice. The first theme, people, looked at the concept of risk, the reasons students drop out of school, and they role key individuals play in the lives of at-risk youth. The second theme, placement, looked at the non-traditional nature of alternative education settings, the referral process itself, and the factors administrators consider prior to student outplacement. Finally, the third theme, practice, focused on the nexus of the first two, looking at the most common reasons for referral, the perceived inhibitors to student placement, and the need for additional settings to meet student need.<br>Temple University--Theses
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Blackwell, Valerie Gayle Tucker Ukpokodu Omiunota Nelly. "Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context." Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006.<br>"A dissertation in education and urban leadership and policy studies." Advisor: Omiunota Ukpokodu. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 26, 2007. Includes bibliographical references (leaves 250-280). Online version of the print edition.
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Smith, Natalie. "Determinants of disengagement of adolescent females in physical education: a grounded theory analysis." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=92231.

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This study investigated the key determinants that influence the disengagement of physical education participation among female adolescents. Harter's competence motivation theory was applied to initiate the study and guide the interview questions. Through self-identification, seven young females were asked to answer a series of open-ended questions pertaining to their high school physical education experience. Grounded theory was used as a methodological model. The following themes emerged from data analysis: (a) Social influences in physical education, (b) Teaching and Learning, (c) Perceived Competence, and (d) Out of School Environment. From these four themes determinants of disengagement included the teachers' lack of enthusiasm and caring, peers being unsupportive, a sport-based curriculum that was viewed as repetitious, lack of choice in activities, a competitive climate, negative perceptions towards physical education, peer comparison and a fear of embarrassment and humiliation. Results provide insight as to how curriculum designers and teachers can make high school physical education more appealing for all female students.<br>Cette étude a examiné les déterminants clés qui influencent le désengagement de certaines adolescentes face à la participation aux cours d'éducation physique. La théorie de la motivation par la compétence de Harter a été appliquée pour entreprendre l'étude et diriger les questions d'entrevue. Par l'auto-identification, nous avons demandé à sept adolescentes de répondre à une série de questions ouvertes se rapportant à leur expérience en éducation physique au secondaire. La théorie à base empirique a été utilisée comme modèle méthodologique. Suite à l'analyse des données, les thèmes suivants sont ressortis: (a) les influences sociales en éducation physique, (b) l'enseignement et l'apprentissage, (c) la perception de la compétence et (d) le milieu non-scolaire. Plusieurs causes de désengagement ont été ciblées, y compris: le manque d'enthousiasme et d'intérêt des enseignants, le manque de soutient des pairs, un programme d'études basé sur le sport jugé répétitif, le manque de choix dans les activités, un climat compétitif, une perception négative de l'éducation physique, la comparaison entre pairs et la crainte d'être embarrassée et humiliée. Les résultats démontrent comment les concepteurs des programmes d'études et les enseignants peuvent rendre l'éducation physique au secondaire plus intéressante pour les étudiantes.
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Mirza, Mehreen Naz. "South Asian females and technology education : a study of engagement and disengagement in Britain." Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/20339/.

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My thesis is concerned with the engagement and disengagement of South Asian girls and women with technology education in Britain. The research arose out of the need to establish whether South Asian girls and women had been included in, and benefited from, the attempts to encourage more girls and women into the fields of science, engineering and technology. Existing theoretical, especially feminist, frameworks for understanding the experiences of girls and women in science, engineering and technology, were largely silent about the experiences of minority ethnic girls and women, especially those of South Asian heritage; their experiences and perspectives were subsumed under an assumed generic female experience, which I have termed 'universal wonian' syndrome. Similarly, existing theoretical discourses for understanding the specific experiences of South Asian girls and women in education and the labour market, were too broad in focus and unable to offer any commentary about their position in relation to specific subjects and/or occupations. My thesis is intended to make a contribution towards assessing whether the initiatives to proniote girls and women into technology are of relevance and applicability to South Asian girls and women. I adopted an 'anti-oppressive' epistemological and methodological framework within which to locate the research process, from initial conceptualisation to final data analysis. In particular I focused on anti-racist, feminist, and Black feminist epistemology and methodology. I utilised both quantitative and qualitative methods, within a reflexive framework for gathering and analysing data, in order to respond better to changing research circumstances.. My thesis is intended to make a contribution to the wider understanding of epistemological and methodological research issues, especially in terms of the applicability of anti-racist, feminist and Black feminist standpoint epistemology. It is intended to contribute especially to our knowledge about ethical concerns which researchers need to be cognisant of from the outset of their research project. Data was gathered and analysed by me using a grounded theory approach, which resulted in my use of a theoretical model proposed by Anthias and Yuval-Davis (1992). This theory is intended to examine the connections between gender and ethnicity in the process of nation-building, but I felt that it could also be used to explain the ways in which gender and ethnicity acted upon the South Asian girls and women in their choice of subject of study and subsequent jobs/occupations. The data analysis revealed that many of the initiatives to encourage girls and women into fields in which they were under-represented, had had very little, if any impact upon the subject and occupational choices of South Asian girls and women in this study, as those initiatives had focused on addressing primarily, if not exclusively gender issues, whereas the lives and decision-making processes of the South Asian girls and women were informed by the experience of a particularly ethnicised-gendered experience. Consequently the thesis moves beyond focusing exclusively on the ways in which South Asian girls and women make choices about technology education and occupations, to a concern with how they make choices about education and work in general, through negotiating with various discourses around questions of gender, ethnicity/race, class and religion.
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Rodriguez, Charron. "STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/431.

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This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This study looked at students in a K-6 public school district in Southern California. This study was a qualitative study with some quantitative data to confirm observational findings. The methods included observations, observational notes, audio and video recordings. After the observations the recordings were reviewed to assure the observational notes accurately portrayed the actions of the target students. The measures included student surveys, observational data via the Behavioral Observation of Students in Schools instrument, and teacher interviews. The short response portion of the student surveys and the teacher interviews were coded and analyzed for common themes. The research questions that dictated the direction of this study included: Is student engagement altered by use of differentiated curriculum, if so is it increased or decreased with more appropriate assignments for gifted students? Do students put forth the same effort with more complex assignments as with easier assignments? Do fifth-grade gifted students show signs of a lack of student engagement? Further research may include expanding the study to include more students from various school districts to ascertain if the findings are consistent with other groups of students.
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Clement, Davis. "Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153696.

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Public support for market-based education reforms persists despite evidence that these reforms exacerbate the educational marginalization of Black and Brown students. Even among Democrats and ostensibly equity-minded policy actors, support for reforms like charter schools is widespread. How do people come to support racially stratifying policies despite their supposed commitment to ethic of social justice? The purpose of this study was to investigate the relationship between the theories of unconscious racism (Lawrence, 1995a) and moral disengagement (Bandura, 1999) in the state takeover of a majority Black school district by a majority white state government. Methods included a critical race analysis of Doe v. Arkansas Department of Education (2016) and a critical discourse study of the state takeover speech of elite white policy actors. Findings included two parallel appeals: to the legal precedent on which Lawrence based the theory of unconscious racism, from the court in Doe v. DOE; and to the mechanisms of moral disengagement, from white policy actors justifying the takeover. It is therefore plausible that public support for racist education policies is a result of morally disengaging policy rhetoric, and that these policies are protected by strict legal obstacles to discrimination claims. Recommendations include increased political involvement on the part of school leaders, including principals; further critical policy studies of pre-adoption policy discourse and policy outcomes; and deeper interdisciplinary investigation of the moral disengagement of individual policy actors and citizens in an education policy arena.
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Oliveira, Nuno Matos. "Teachers' experiences with disengagement in physical education classes at secondary school level in the Perth Metropolitan Area." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1274.

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Students’ disengagement from school has been one of the major concerns in educational research (Fredricks, Blumenfeld, & Paris, 2004). According to researchers (Alexander et al., 1997; Finn & National Center for Education Statistics, 1993; Finn & Rock, 1997; Finn & Voelkl, 1993; Fredricks & Blumenfeld et al., 2004) the more disengaged the students are, the more likely they will be to fail academically and ultimately drop out. Although researchers have already identified several risk factors that can influence students’ engagement (Fulton, 2007; Lee & Burkam, 2003; Newmann, 1992), very few studies have explored teachers’ views of this educational issue. The same seems to be the case in Physical Education where the curriculum has been identified as one of the major factors that influences students’ enagagement (Alexander, 2008; Cothran & Ennis, 1998; Garn & Cothran 2006; Rikard & Banville, 2006; Salee, 2000; Supaporn & Griffin, 1998; Smith & Parr, 2007), However, few studies have given voice to teachers in this matter. Thus, this research sought to explore the way Physical Education teachers experience students’ disengagement at the class level and to ascertain their awareness of some of the educational issues addressed in the literature. This research used a qualitative approach within an interpretivist theoretical framework, studying a total of four public schools and fourteen PE teachers. The data collection was conducted through individual semi-structured interviews which were guided by a theme list and recorded in a digital format. The data analysis consisted of coding the transcripts into different categories, identifying meaningful patterns. The analysis of the data collected resulted in three main findings. Firstly, results showed that participants failed to recognize some of the factors identified in the literature that typically influence engagement. This compromised their interventions and therefore their ability to re-engage students in PE. Secondly, participants focused their pedagogical adjustments at the lesson level and not at the curriculum level. Thirdly, teachers were more focused on the processes of learning than on learning outcomes themselves. They were aware of their short- and long-term goals but acknowledged that they could not achieve either of them due to a range of factors, including curriculum limitations.
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Nirh, Jenny L. F. "Explanations of College Students for Engaging in Hazing Activities." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/321596.

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In colleges and universities, 55% of students involved in campus organizations participate in hazing activities (Allan & Madden, 2008). While there is research on the prevalence and frequency of hazing, there is little on why students choose to participate. The purpose of this qualitative research is to understand how organizational values, formal or informal, influence hazing as well as the student's explanations for engaging in hazing activities. The theories of bystander effect and moral disengagement are used to frame why students choose to be involved in potentially harmful situations. According to research on bystander effect, when individuals are in a group setting they are less likely to intervene in a given situation (Latne & Nida, 1981; Fisher et al, 2006; Berkowitz, 2009). Moral disengagement theory tells us that most individuals are unable to engage in morally ambiguous activities until they have been able to justify those activities through a larger purpose (Bandura, 1999). Currently there is no qualitative research that examines hazing through a lens of moral disengagement or the bystander effect. Despite secrecy surrounding the topic, 23 students participated in interviews to discuss their role in hazing activities. Each of the students was involved in one of four organizations that had been found responsible for hazing activities through the same university judicial process. The 23 participants came from three fraternities that lost recognition from the host institution, as well as one women's club sport team that was sanctioned for hazing. Participants were asked about the hazing activities they participated in, their role in the activities, the organizational values, and their personal values. The participants explained their decisions to participate in hazing using the various ways outlined in moral disengagement theory, and additionally demonstrated the bystander effect through their participation.
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Bamfield, Louise. "The role of schools in combating political disengagement : the justifiability of deliberative citizenship education as a strategy for promoting political virtue." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442411.

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Książki na temat "Educational disengagement"

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Agelasto, Michael. Educational disengagement: Undermining academic quality at a Chinese university. M. Agelasto, 2001.

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Nicholas, Houghton, and Great Britain. Learning and Skills Development Agency, eds. Disengagement from secondary education: A story retold. Learning and Skills Development Agency, 2005.

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Steedman, Hilary. Disengagement 14-16: Context and evidence. Centre for Economic Performance, London School of Economics and Political Science, 2004.

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Dei, George Jerry Sefa. Drop out or push out?: The dynamics of black students' disengagement from school : a report. Dept. of Sociology in Education, Ontario Institute for Studies in Education, 1995.

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Dei, George J. Sefa. Drop out or push out?: The dynamics of black students' disengagement from school : a report. Dept. of Sociology in Education, Ontario Institute for Studies in Education, 1995.

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Bruce, Ferguson, Roth Edney Dara, Ontario Special Education Branch, and Hospital for Sick Children. Community Health Systems Resource Group., eds. Early school leavers: Understanding the lived reality of student disengagement form secondary school : final report /cprepared by Community Health Systems Resource Group, The Hospital for Sick Children ; for the Ontario Ministry of Education and Training, Special Education Branch ; investigative team/authors, Bruce Ferguson ... [et al.] ; research coordinator/author, Dara Roth Edney. Ontario Ministry of Education and Training, Special Education Branch, 2005.

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Ogbu, John U., and With the Assist Davis. Black American Students in an Affluent Suburb: A Study of Academic Disengagement. Taylor & Francis Group, 2003.

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Ogbu, John U., and With the Assist Davis. Black American Students in an Affluent Suburb: A Study of Academic Disengagement. Taylor & Francis Group, 2003.

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Ogbu, John U., and With the Assist Davis. Black American Students in an Affluent Suburb: A Study of Academic Disengagement. Taylor & Francis Group, 2003.

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Ogbu, John U., and With the Assist Davis. Black American Students in an Affluent Suburb: A Study of Academic Disengagement. Taylor & Francis Group, 2003.

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Części książek na temat "Educational disengagement"

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Magolda, Peter, and Jeffrey F. Milem. "Soiled Educational Aspirations and Civic Disengagement." In The Lives of Campus Custodians. Routledge, 2023. http://dx.doi.org/10.4324/9781003447917-13.

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af Ursin, Piia, Jenni Tikkanen, and Tero Järvinen. "Student Disengagement in Finnish Comprehensive Schooling." In Finland’s Famous Education System. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_27.

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AbstractThere is a clear consensus amongst educational researchers that school engagement contributes to students’ academic development. However, not all students share the enjoyment of learning and a sense of belonging at school, nor are all of them willing to exert effort in learning and school activities. Students who disengage from school are at risk of a range of adverse academic and social outcomes, which, at worst, culminate in students’ decisions to leave school early. Since the beginning of the 1970s, various findings about Finnish students’ school engagement have raised concerns along with the question of why Finnish students repeatedly rank lowly in international comparisons of happiness at school. This chapter provides insights into the issue of Finnish student (dis)engagement from school drawing on a range of research and survey data. In our view, student disengagement is a process that develops through an interplay between individual and contextual factors in a vicious circle of negative emotional and cognitive school and learning experiences, and is—if not reversed—rather stable or progressive. For this reason, it is crucial to identify early signs of disengagement and individual, social, and institutional factors associated with it.
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Wright, Ingram. "Educational Disengagement Following Mild Traumatic Brain Injury in Childhood." In Neuropsychological Formulation. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18338-1_12.

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Wirthová, Jitka. "Engaged Disengagement: The Dynamics of Consecration of Expert Elite in the Czech Educational Reforms." In Educational Governance Research. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-91675-5_3.

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Bond, Melissa, and Nina Bergdahl. "Student Engagement in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_79.

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AbstractEngaging students in their learning, and within their learning community, is a key goal of educators. However, ongoing discussions about its nature, conceptualization, and measurement have led to a diffusion of the concept’s understanding, and ability to apply it within both research and practice. This chapter draws on theoretical and empirical primary and secondary ODDE research, and provides an overview of student engagement and disengagement, particularly as they relate to educational technology. The four dimensions of behavioral, affective/emotional, cognitive, and social (dis-)engagement are presented, alongside example indicators. In addition, a bioecological model of student engagement is explored with explicit links to digital learning. The chapter concludes by providing open questions and directions for future research, including further emphasis and exploration needed on the role of social engagement in ODDE contexts, as well as disengagement as a separate construct.
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Bond, Melissa, and Nina Bergdahl. "Student Engagement in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_79-1.

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AbstractEngaging students in their learning, and within their learning community, is a key goal of educators. However, ongoing discussions about its nature, conceptualization, and measurement have led to a diffusion of the concept’s understanding, and ability to apply it within both research and practice. This chapter draws on theoretical and empirical primary and secondary ODDE research, and provides an overview of student engagement and disengagement, particularly as they relate to educational technology. The four dimensions of behavioral, affective/emotional, cognitive, and social (dis-)engagement are presented, alongside example indicators. In addition, a bioecological model of student engagement is explored with explicit links to digital learning. The chapter concludes by providing open questions and directions for future research, including further emphasis and exploration needed on the role of social engagement in ODDE contexts, as well as disengagement as a separate construct.
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Klieve, Sharon, Shelley Gillis, Kylie Smith, and Sophie Arkoudis. "The Teaching Profession: Where to from Here?" In Rethinking Higher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8951-3_7.

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AbstractDuring the health crisis in Victoria, teachers were positioned as essential workers in the media and by government. Teachers were seen to play a critical role in minimizing the impacts of the health and economic crisis. At the system level, reactionary responses targeted online platforms and structures to support remote learning. Along with supporting learning, educators’ roles broadened to encompass the additional responsibilities of social and emotional support and wellbeing for their students, particularly those at risk of disengagement. This chapter will present four vignettes across early childhood, disability, vocational education, and English as an Additional Language (EAL) delivered within school contexts. The vignettes illuminate challenges faced by the teaching profession in maintaining equitable access and learning for diverse students. Issues around equity and inclusion have long existed in education. In recent times, policies have been employed as the means of achieving an equal playing field for all students. The vignettes highlight the challenges that continue around equity and inclusion. This chapter speculates on how higher education can reposition the complex role of the teaching profession in striving for inclusivity and equity in the constantly changing educational landscape. The chapter advocates for pedagogical and funding changes to support more interconnected and collaborative approaches to teaching.
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Mcinnis, Craig. "Signs of Disengagement?" In Higher Education Dynamics. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0579-1_12.

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Ghannouchi, Rached. "Deradicalization through religious education." In Routledge Handbook of Deradicalisation and Disengagement. Routledge, 2020. http://dx.doi.org/10.4324/9781315387420-13.

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Lynch, Matthew. "Combating Anti-Intellectualism and Academic Disengagement." In Understanding Key Education Issues. Routledge, 2017. http://dx.doi.org/10.4324/9781315268811-5.

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Streszczenia konferencji na temat "Educational disengagement"

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Fomina, T. G., E. V. Filippova, N. V. Goryuk, and E. A. Maksimova. "Experience of implementing «multidimensional school engagement scale» in russian sample." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.314.325.

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The article substantiates the relevance of studying school engagement for research and practical perspectives. The authors analyze foreign psychologists’ experience of using various methods for diagnostics of school engagement, considering their advantages and disadvantages. The study presents the results of adapting “Multidimensional School Engagement Scale” (Wang et al., 2019) on the sample of Russian school students. The questionnaire is used for diagnostics of two global factors — school engagement and disengagement, each assessed by four components: behavioral, cognitive, emotional, and social. The experience of using the questionnaire adapted in Russian language demonstrated that it can be used to evaluate and comparatively analyze the general level of engagement/disengagement of different grade schoolchildren, to assess the quality of educational environment, to analyze individual manifestations of school engagement/disengagement, and identify the corresponding risk groups. The questionnaire adaptation results confirmed the relevancy of considering school engagement as a multidimensional construct, supposing assessment of its behavioral, emotional, cognitive, and social aspects. A comparative analysis of the schoolchildren’ engagement/disengagement by various components makes it possible to obtain valuable data on the peculiarities of children’s reflection of their involvement in the school life. Whereas disengagement (if found) serves as a marker of a student’s maladaptation requiring attention from the school administration. The study confirms the importance of investigating school engagement for the purposes of planning activities related to increasing academic motivation, as well as for understanding the principles and quality of educational activities organization, students’ reflection of their school activities, depending on contextual factors. The authors consider the options for using the questionnaire in the practice of a school psychologist and in the field of educational psychology research.
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Christanti, Dessi, Suryanto, and Muhammad G. B. A. Putra. "The Mechanism of Moral Disengagement on Adolescent Perpetrators of Fornication." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008591304940504.

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"Moral Disengagement and the Deviant Behaviors of Adolescent Physical Education Learning: The Moderating Effect of Learning Atmosphere." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000679.

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Milis, George, Matthew Bates, Maria Saridaki, et al. "ADDRESSING EARLY SCHOOL LEAVING AND DISENGAGEMENT FROM EDUCATION THROUGH SERIOUS GAMES' CO-DESIGN." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-101.

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The Europe 2020 strategy identifies drop out from i-VET or early school leaving (ESL) as a key challenge to meeting employment targets. The Code RED project (http://www.codered-project.eu) has been developed in response to the high levels of early school leaving, drop-out and exclusion from education that often lead to unemployment, poverty and social deprivation. In taking actions towards achieving its goals, the project has been experimenting with a (serious) games' co-design methodology [1] through a dedicated co-design workshops' series, run within 2014 in the UK, Greece, Italy and Cyprus. The objective of the workshops was to engage young people in an interactive (participatory) process of designing and implementing digital educational games' prototypes, aiming at paving the way towards adopting these paradigms in the education and skills' acquisition process, thus maximising the benefit of participants. During the four organised workshops, around 30 young students and 10 trainers (including researchers and facilitators) walked through the pre-defined co-design process, trying to maintain the facilitation at the level 6 of the Hart's ladder [2]. Participants had the opportunity to work as a team, exchange experiences, share roles and responsibilities in the team, see examples of digital (educational) games/products developed by others so as to establish expectations, learn how to deconstruct the rules of games, create and discuss their own game ideas using low-tech prototyping tools (e.g. LEGO models, pack of playing cards, paper, digital means of taking notes, etc.), and finally implement prototypes of their game ideas, using game authoring software such as "Stencyl" (http://www.stencyl.com) and ARIS (https://arisgames.org/). The experimenting offered the opportunity to researchers to collect some very interesting observations, analyse them across the four involved countries and extract useful knowledge towards expanding already available education and employability curriculums from previous projects (e.g. the GOET project, http://goet-project.eu/). References: [1] Bates, M., Brown, D., Cranton, W. and Lewis, J. (2010). Facilitating a games design project with children: a comparison of approaches. Proceedings of the 4th European Conference on Games-Based Learning (ECGBL), October 2010, Copenhagen, Denmark, pp.429-437. [2] Hart, R. (1992). Children's participation: from tokenism to citizenship. Florence: UNICEF International Child Development Centre
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ARSENE, Mihaela. "DISCRIMINATION AGAINST YOUNG LEARNERS. WITH D FROM DAMAGE, DISTORTED HOPES, AND DISENGAGEMENT WITH SCHOOL. A ROMANIAN PERSPECTIVE." In Synergies in Communication. Editura ASE, 2022. http://dx.doi.org/10.24818/sic/2021/01.06.

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The paper highlights three real-life instances of discrimination against children in the pre-school and elementary school system in Romania that are more than twenty years apart. The paper then briefly surveys the official EU perspective on the fight against discrimination in education, alongside the current EU vision for an inclusive education. The final section focuses on the practice of fighting discrimination in the Romanian schooling system, thereby emphasizing the unbridged gap yet between the humanistic vision of inclusiveness, learner diversity and mutual enrichment on the one hand and the current inadequate materialization of inclusive educational policies in Romania on the other. Suggestions for addressing the problem conclude the paper.
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Calado, Jorge, Fernando Luís-Ferreira, Joao Sarraipa, and Ricardo Jardim-Goncalves. "A Framework to Bridge Teachers, Student’s Affective State, and Improve Academic Performance." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72000.

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Some of the biggest problems tackling Higher Education Institutions (HEI) are student’s drop-out and academic disengagement. Physical or psychological disabilities, social-economic or academic marginalization, and emotional and affective problems, are some of the factors that can lead to it. This problematic is worsened by the shortage of educational resources that can bridge the communication gap between the faculty staff and the affective needs of these students. In this paper, we present a framework capable of collecting analytic data, from an array of emotions, affects and behaviours, acquired either by human observations, like a teacher in a classroom or a psychologist, or by electronic sensors and automatic analysis software, such as eye tracking devices, emotion detection through automatic facial expression recognition software, among others. This framework compiles the gathered data in an ontology, and will be able to extract patterns outliers via machine learning, enabling the profiling of the students in critical situations, such as disengagement, attention deficit, drop-out, and other sociological issues, setting real time alerts when these profiles are detected. The goal is that, by providing insightful real time cognitive data and allowing the profiling of the student’s problems, a faster personalized response to help the student is enabled, allowing academic performance improvements.
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Egorova, Natalya Nikolaevna. "Professional disengagement as a factor of legal nihilism occurrence among the students of Russian MIA educational institutions." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-81024.

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Yang, Haocheng, and Tyler Boulom. "An Interactive Role-Playing Game based Learning System for History using Artificial Intelligence and 3D Modeling." In 12th International Conference of Security, Privacy and Trust Management. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.141107.

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This paper addresses the challenge of disengagement and lack of motivation among students learning history, often attributed to traditional teaching methods that fail to captivate their interest. We propose an innovative solution through an educational roleplaying game (RPG) that integrates adaptive AI to create a personalized, immersive learning environment [1]. This game allows students to explore historical events as active participants rather than passive recipients, enhancing engagement and retention of information. Key technologies include an adaptive AI system that tailors content to individual learning styles and a game-based platform that encourages exploration and decision-making [2]. Challenges such as ensuring historical accuracy, maintaining user engagement, and addressing diverse educational needs were addressed through iterative design and testing, incorporating feedback from real-world classroom settings. Experimental application across various educational scenarios demonstrated significant improvements in student engagement and historical knowledge comprehension. Results indicated that students not only enjoyed learning about history through this interactive platform but also developed a deeper understanding of the subject matter. Ultimately, this RPG-based educational tool offers a compelling alternative to traditional history education, promoting active learning and sustained interest [3]. Its ability to adapt to individual learner profiles and engage students in meaningful ways makes it an invaluable resource in educational environments striving to enhance both learning outcomes and student motivation.
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Flowers, Angelyn Spaulding. "Using Virtual Worlds to Address Equity and Inclusion Issues in Educational Participation by University Students." In 3rd Annual Faculty Senate Research Conference. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.148.7.

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COVID-19 compelled students to participate in a curriculum delivery approach they did not voluntarily choose and therefore may have lacked the technological, logistical, or other capabilities to engage at the highest level. Equally as important, some students may lack comfort with their background surroundings leading to a consistent avoidance of the video option during class. Equity suggests that this should not be a deterrent to their class participation. The result however is often a faculty member teaching to a computer screen populated solely by black squares containing student names. Anecdotal evidence suggests that over time this can also lead to increased student disengagement, both deliberate and inadvertent. This article compares two virtual worlds, Second Life and Roblox, examining their potential for promoting student inclusion and compelling engagement in education. The article will highlight the differences between these worlds, as well as describe their utility as sites for a class activity. Actual curricular examples will be used to illustrate the use of these virtual worlds as a pedagogical tool. Situating a university class in a virtual world as distinct from a virtual classroom is not without its challenges. However, it offers several advantages in the universal effort to increase student engagement and participation coupled with addressing equity and inclusion issues in educational delivery.
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Ming, Xin, Miles MacLeod, and Jan Van der Veen. "Making sense of interdisciplinarity in challenge-based learning: a two-step co-creation approach towards educational redesign." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1195.

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Challenge-based learning gains popularity in engineering education for allowing students to transcend academic and disciplinary boundaries and to fully engage in real-world problems, but it is largely underexplored how to improve specific designs of such educational practices to promote interdisciplinary learning experiences and competencies. This paper describes two studies that together in two steps make up an evidence-based redesign of a challenged-based course featuring group-work projects in an undergraduate program combining engineering with liberal arts and sciences. A first study based on observation and interviews collects different and varying learning experiences throughout students’ learning activities. The results showed that interdisciplinary experiences are constructed in complex dynamics between students’ disciplinary identity formation and the interdisciplinary and collaborative course configuration. Such dynamics may result in positive learning experiences (engagement and interdisciplinary enrichment) as well as negative ones (disengagement and frustration). Especially regarding the discrepancy between common experiences across the three phases of tackling the challenge (mapping, mitigating, integrating), representatives of parties important for the course were invited to a roundtable session in a second study to discuss and reflect on the first study’s findings and what they can mean for the course design. Understandings achieved in the session are used as input for upcoming course redesign towards a more desirably organized challenge-based learning. The two-step approach towards redesign is an example of involving researchers and students in evidence-based educational redesign, exemplifying the value of naturalistic research and educational co-creation in understanding and optimizing students’ learning experience to achieve fruitful challenge-based learning.
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Raporty organizacyjne na temat "Educational disengagement"

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Ross, Andy. Disengagement from education among 14-16 year olds. The IFS, 2009. http://dx.doi.org/10.1920/re.ifs.2024.0723.

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School Improvement Tool elaborations: Student engagement and wellbeing. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-651-2.

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What happens in schools can have a great and lasting impact on the future wellbeing and outcomes for young people. Schools therefore play an important role in supporting students’ engagement and wellbeing. These elaborations are intended to support the work of schools by providing further specificity about the practices in each of the nine domains of the School Improvement Tool (previously National School Improvement Tool) that optimise student engagement and wellbeing and, in turn, impact on achievement. Commissioned by the Queensland Department of Education, the elaborations provide an evidence-based framework to guide practice by teachers, school leaders and education systems in ensuring equitable outcomes for all students, particularly those most at-risk of disengagement, or for whom there are wellbeing concerns. The elaborations have been developed directly from the research evidence on student engagement and wellbeing by the Australian Council for Educational Research and refined in consultation with key stakeholders.
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Rural NEET Youth Policy Brief - Challenges Associated with Formal Education in Rural Areas. COST Action 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2022. http://dx.doi.org/10.15847/cisrnyn.neetpb.2022.05.

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The youth demographic in rural areas continues to experience a global decline despite significant efforts from both national and international organisations to downturn this ne- gative trend. Such efforts aim to create conditions for learning as well as opportunities that can enable young people to develop knowledge, skills, and competencies. Despite the economic recovery trends of recent years (before the COVID-19 pandemic), young people continue to be particularly vulnerable and especially during times of crisis. Youth disengagement from the labour market can lead to economic loss, demotivation, margina- lisation, and be reflected in challenges such as a lack of qualifications, health issues, poverty, and other forms of social exclusion. To address such challenges, it is vital that a detailed understan- ding of youth needs is developed. This work should be based on heterogeneous characteristics (personal vs institutional) that include (although not limited to) socio-economic, demographic, financial, technical, and institutional perspectives. This information should subsequently inform both future policy-making and decision-making processes.
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