School as a risk factor: considering how learning from work-based education can improve students’ experiences in school

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-08-27 DOI:10.1080/1045988X.2022.2114407

Ian A. Matheson, N. Hutchinson, Sunaira Tejpar, Peter Chin

引用次数: 0

Abstract

Abstract School-based education can be a context of adversity for some youth. Research has identified the value of work-based education in serving as a context of resilience to support individual-level factors including agency and autonomy, but researchers are increasingly highlighting the need for examining the influence of contextual factors. In this paper, we argue for a conceptual framework that integrates recent social cognitive theories focused on the individual within a person-in-context model (DeLuca et al., 2012) in order to identify why work-based education can be a context of resilience. We identify facets in the individual, social and cultural, and political and economic domains that can be applied to school-based education in order to keep students from becoming disengaged.

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学校是一个风险因素:考虑以工作为基础的教育如何改善学生在学校的经历

对一些青少年来说，校本教育可能是一种逆境。研究已经确定了以工作为基础的教育在支持个人层面因素(包括能动性和自主性)方面的价值，但研究人员越来越多地强调需要检查环境因素的影响。在本文中，我们提出了一个概念框架，该框架将最近关注个人的社会认知理论整合到一个人-情境模型中(DeLuca等人，2012)，以确定为什么以工作为基础的教育可以成为弹性的背景。我们确定了个人、社会和文化、政治和经济领域的各个方面，这些方面可以应用于学校教育，以防止学生脱节。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.