Search results for: Dropouts
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Motives for Becoming a Teacher and their Relations to Academic Engagement and Dropout among Student Teachers
The purpose of this study was to examine the motives for Swedish student teachers to study to become teachers and to explore the relationship between teachers’ motives and their academic engagement and dropout rates at the end of their studies. The findings reveal that the students enrolled in teacher education due to mainly altruistic motives, such as a desire to help and support students and contribute to society, and intrinsic motives, such as perceiving teaching to be stimulating and being interested in the particular school subjects. Extrinsic motives such as reliable income and secure job conditions were not as important to them. In addition, the findings showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.
Updated: Jul. 27, 2016
“… It’s Like the Immigrants Stick Together, The Stupid Ones, and The Ones Who Want to Learn Something”: Dynamics of Peer Relations, Social Categories, and Dropout in Vocational Educational Training
This article discusses how student identities are constituted through social categories and how this affects students’ educational trajectories. It demonstrates how dropping out is a long-term process involving social interactions between the students. It is based on a field study in which the author was enrolled as a student at the car mechanic program at a vocational education and training school. The various social categories emerge in contrast with each other and have fundamental influences in defining the students’ scope of action. The discussion calls for awareness of reproducing effects of taken-for-granted logics and discriminatory practices and for including identity-related perspectives on peer relations, when studying dropout.
Updated: Aug. 18, 2015
The authors examined the effect of a new academic mentoring program on student academic integration, success and persistence. Specifically, the authors focused on the MIRES program (Mentoring for the Integration and Success of Science Students) aimed at preventing student dropout in math, science and technology. The MIRES program was implemented in two colleges in the Quebec City area. The results showed that participation in the MIRES programs had positive effects on motivation, career decision profile, college adjustment and academic success and persistence of students. The findings also revealed that the MIRES program had a greater impact on the perseverance of male, rather than female students.
Updated: Jul. 08, 2013
Teacher attrition threatens validity in research studies. In this article, the authors examine the threat of participant attrition as an example of the types of problems researchers face. The authors found that teachers left because of changes in teaching assignments, institutional challenges, and personal challenges.
Updated: Sep. 27, 2012
'Teaching Could Be a Fantastic Job but …': Three Stories of Student Teacher Withdrawal from Initial Teacher Preparation Programmes in England
This article presents new findings that focus on the experiences of three (ex-)student teachers who did not complete their ITP. Having conducted in-depth interviews, the authors attempt to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision to withdraw from ITP are numerous and complex. These three case studies provide some insights for teacher educators regarding the obstacles, both personal and course-related, that can impede successful completion of pre-service education and entry to the profession.
Updated: Sep. 19, 2010
Much of the research explains school dropout using statistical relationships between dropout rates and a variety of 'risk factors' attributed to student' such as income, race/ethnicity, academic achievement and behaviors and attitudes. In contrast, this study investigates two Latino adolescents' everyday experiences of dropping out in the context of cultural and structural aspects of school. Implications for practice and further research are examined.
Updated: May. 25, 2009
One of the main problems faced by several educational systems around the world is educational exclusion. It is recognized that those who drop out of education are at risk of social exclusion, with reduced opportunities to participate in society. In order to understand this, the authors reconceptualiszed the school as a community of practice. The paper's purpose is to better understand educational exclusion from the perspective of at-risk students.
Updated: May. 18, 2009