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ERIC Number: EJ1161902
Record Type: Journal
Publication Date: 2017-Oct
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1064-4474
Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively towards Graduation
Sumbera, Becky
Educational Leadership and Administration: Teaching and Program Development, v28 p16-27 Oct 2017
This three-phase, two-method qualitative study explored and identified policies, programs, and practices that school-site administrators perceived as most effective in reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). Eccles' expectancy-value theoretical framework was used to gain insight on effective school context that supported at-risk students' developmentally appropriate expectancy for success and task-value beliefs towards graduation. Results indicated that MCHS had significant policies, programs, and practices that transformed disengaged at-risk students into graduates by breaking down the barriers of students' prior negative experiences and formed new expectancy and task-value beliefs through positive learning opportunities.
California Association of Professors of Education Administration. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A