Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders

被引：38

作者：

Van Houtte, Mieke ^{[1
]}

Demanet, Jannick ^{[1
]}

机构：

[1] Univ Ghent, Dept Sociol, CuDOS, Korte Meer 5, B-9000 Ghent, Belgium

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 54卷

关键词：

Dropout; Teacher beliefs; Vocational education; Teacher expectations; HIGH-SCHOOL DROPOUTS; ACADEMIC CULTURE; TRACKING; EXPECTATIONS; PERCEPTIONS; ABILITY; ACHIEVEMENT; ENGAGEMENT; FUTILITY; CLIMATE;

D O I：

10.1016/j.tate.2015.12.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Students dropping out of education with no qualifications has been an important problem in the West for decades. Little relevant research has concentrated on school characteristics, and research into the role teachers might play in students' decision to quit school is particularly scarce. Using multilevel analyses of data for 11,844 students in 84 Flemish secondary schools, we investigate whether teachers' shared expectations of students are associated with students' intention to drop out. Particularly in vocational education, teachers' beliefs about the teachability of students influence the students' intention to quit, irrespective of perceived teacher support and students' sense of futility. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：117 / 127

页数：11

共 111 条

[1] Stratification, school-work linkages and vocational education [J].