NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1136366
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0031-3831
The Multifaceted Challenges in Teacher-Student Relationships: A Qualitative Study of Teachers' and Principals' Experiences and Views Regarding the Dropout Rate in Norwegian Upper-Secondary Education
Ottosen, Karl Ottar; Goll, Charlotte Bjørnskov; Sørlie, Tore
Scandinavian Journal of Educational Research, v61 n3 p354-368 2017
The purpose of our study was to enhance understanding of teachers' and principals' experiences and views regarding the high dropout rate in Norwegian upper secondary schools. Qualitative analysis showed that the teacher-student relationships over years had become more complicated since the implementation of a new educational reform, making the syllabus increasingly theoretical and thus reducing the practical value for many students. Limitations in students' knowledge, skills and academic interest, contributed to the creation of huge differences in academic levels within the class and thus reduced the quality of teaching. Societal changes were identified as possible factors underlying the high dropout rate. Better guidance regarding educational choices, study programs adapted to the students' interests, and actively nurturing involvement may prevent dropout.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway