Gotowe bibliografie tematyczne / Educational disengagement

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Educational disengagement”

Autor: Grafiati
Data publikacji: 2 czerwca 2025
Data aktualizacji: 31 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
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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 wh
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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
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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 fact
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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 stu
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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
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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
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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 complet
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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 gr
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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 discov
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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
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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
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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
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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
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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 stud
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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.
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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 alon
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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-)eng
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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-)eng
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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 acro
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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 s
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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.
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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
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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, acqu
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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 in
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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. Ane
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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
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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 evide
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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, demotivat
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