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
| Autor: | Karl Ottar Ottosen, Tore Sørlie, Charlotte Bjørnskov Goll |
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| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Semi-structured interview
Secondary level 05 social sciences Social change VDP::Medical disciplines: 700::Clinical medical disciplines: 750::Psychiatry child psychiatry: 757 050301 education Norwegian VDP::Social science: 200 Focus group language.human_language Education Educational research VDP::Medisinske Fag: 700::Klinisk medisinske fag: 750::Psykiatri barnepsykiatri: 757 Pedagogy language VDP::Samfunnsvitenskap: 200 0501 psychology and cognitive sciences Psychology 0503 education Dropout (neural networks) 050104 developmental & child psychology Qualitative research |
| ISSN: | 0031-3831 |
| Popis: | Manuscript. Published version available in Scandinavian Journal of Educational Research, 2016 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. |
| Databáze: | OpenAIRE |
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