Can educational engagement prevent Early School Leaving? Unpacking the school's effect on educational success
Tarabini-Castellani, Aina (Universitat Autònoma de Barcelona. Departament de Sociologia)
Curran, Marta (Universitat Autònoma de Barcelona. Departament de Sociologia)
Parcerisa, Lluís (Universitat Autònoma de Barcelona. Departament de Sociologia)
Montes Ruiz, Alejandro (Universitat Autònoma de Barcelona. Departament de Sociologia)
Universitat Autònoma de Barcelona. Grup de Recerca Globalització, Educació i Politiques Socials

Date:	2019
Description:	16 pàg.
Abstract:	There is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. Drawing on data from a qualitative study in five secondary schools in Barcelona, the article discusses the role of school context in inhibiting or facilitating school engagement by exploring compositional effects, organisational and pedagogical practices, and teachers' expectations. To do so a twofold perspective is adopted: firstly, we look at the main school features and their impact on students' educational opportunities; and secondly, a systematic analysis of the dimensions of school engagement (behavioural, emotional and cognitive) is carried out. As a result, the article contributes to the identification of the most significant variables at school level that influence student engagement and their opportunities for school success.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Language:	Anglès
Document:	Article ; recerca ; Versió acceptada per publicar
Subject:	Early school leaving ; Educational inequalities ; School effect ; School engagement
Published in:	Educational Studies, Vol. 45 Núm. 2 (2019) , p. 226-241, ISSN 1465-3400

DOI: 10.1080/03055698.2018.1446327

Postprint 24 p, 434.1 KB

The record appears in these collections:
Research literature > UAB research groups literature > Research Centres and Groups (research output) > Social and Legal Sciences > Globalisation, Education and Social Policies (GEPS)
Articles > Research articles
Articles > Published articles