Promoting school connectedness: A critical review of definitions and theoretical models for school-based interventions

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-09-19 DOI:10.1080/1045988X.2022.2119359

Hyunhee Kim, J. V. Carney, Richard J. Hazler

引用次数: 0

Abstract

Abstract Research demonstrates that school connectedness protects students from risky behaviors and improves healthy development and academic achievement. Despite its importance, there has been little focus on how to promote school connectedness through school-based interventions. One problem with this area of practical application is that school connectedness has been discussed in various disciplines, leading to multiple definitions and theoretical inconsistency in its usage. Another problem is the limited theoretical understanding of the core components that promote school connectedness, which is crucial in implementing and evaluating school-based interventions. Our critical review of definitions and theoretical models creates a more consistent foundation for practical applications that educators can adapt in school settings to enhance school connectedness.

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促进学校连通性:校本干预的定义和理论模型的批判性审查

研究表明，学校联系可以保护学生免受危险行为的影响，促进健康发展和学业成就。尽管它很重要，但很少有人关注如何通过以学校为基础的干预来促进学校联系。这一实际应用领域的一个问题是，学校连通性已经在各个学科中进行了讨论，导致其使用中的多种定义和理论不一致。另一个问题是对促进学校连通性的核心要素的理论理解有限，而学校连通性对于实施和评估基于学校的干预措施至关重要。我们对定义和理论模型的批判性审查为实际应用创造了更一致的基础，教育工作者可以在学校环境中适应，以增强学校的联系。

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.