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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Narratives of Student Engagement in an Alternative Learning Context
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Narratives of Student Engagement in an Alternative Learning Context

机译：替代学习语境中的学生参与叙事

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摘要

The concept of student engagement is critical in the discussion of school reform. This issue is particularly important in dropout prevention programs such as the alternative high school, although little empirical work guides intervention efforts. In this qualitative research, ethnographic observations were combined with interviews with 24 students and 12 teachers to examine how the offerings of the learning environment interact with the processes of engagement through the perspective of students in a high-functioning alternative high school. Youth narratives provide an account of the development of engagement in the context of supportive relationships and a caring school community. Findings suggest that affective engagement precedes school identification and behavioral commitments to learning. Their narratives aid in understanding how students construct stories of transition in the schooling process, and help to contextualize current theories that describe engagement in learning for youth placed at risk.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10824669.2011.586299
机译：在学校改革的讨论中，学生参与的概念至关重要。尽管很少有经验工作可以指导干预工作，但这个问题在诸如替代高中这样的辍学预防计划中尤其重要。在这项定性研究中，将人种学观察与对24名学生和12名教师的访谈相结合，以从功能强大的替代性高中学生的角度考察学习环境的提供与交往过程之间的相互作用。青年叙事说明了在支持性关系和有爱心的学校社区背景下参与度的发展。研究结果表明，情感参与要先于学校认同和对学习的行为承诺。他们的叙述有助于理解学生如何在学习过程中构建过渡故事，并有助于将当前描述处于危险中的青年参与学习的理论进行情境化。查看全文下载全文相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线” ，services_compact：“ citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/10824669.2011.586299

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