An Educational Community to Promote High School Students’ Retention and Academic Success

An Educational Community to Promote High School Students’ Retention and Academic Success

An Educational Community to Promote High School Students’ Retention and Academic Success

An Educational Community to Promote High School Students’ Retention and Academic Successs

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Référence bibliographique [11766]

Dubé, France, Bélanger, Jean, Fontan, Jean-Marc, Beaulieu, Geneviève et Lévesque, Mathieu. 2014. «An Educational Community to Promote High School Students’ Retention and Academic Success ». Journal of Cases Studies in Education, vol. 5, p. 1-17.

Fiche synthèse

1. Objectifs


Intentions :
«The purpose of this research was to mobilize the educational community of a disadvantaged Montreal high school so as to implement practices more adapted to its environmental reality by developing an approach to support the building of collaborative bridges connecting school, family, and community.» (p. 1)

Questions/Hypothèses :
«How can the members of an educational community encourage the retention and success of students from disadvantaged multi-ethnic backgrounds?» (p. 2)

2. Méthode


Échantillon/Matériau :
The sample from Montreal counts «school parents (n = 109), primary school parents (n = 381) and neighborhood families (n = 14) [it also counts some of the] school staff (n = 79) […].» (p. 1)

Instruments :
- Guide d’entretien (pour les parents des élèves au secondaire)
- Guides d’entretien semi-directif (un guide pour les parents des élèves au primaire et un autre pour les familles)
- Questionnaire (pour les professeurs et employés d’établissement scolaire)

Type de traitement des données :
Analyse de contenu

3. Résumé


The authors concluded that «[i]t is important to understand that despite certain socio-economic factors, the parents’ role in their children’s learning process as well as their support is essential. Another valuable asset to promote success is that parents and teachers work together towards a common goal. It is therefore the duty of all members of the educational community to ensure parents’ involvement. In order to achieve this, a constant and frequent communication is crucial, as it is encouraging parents’ involvement so that they should invest themselves as early and as often in their children academic life as they possibly can. Finally, it is essential to bear in mind that different or conflicting expectations from family and school may provoke anxiety and frustration and lead to a decline in the student’s motivation. By the same token, parents’ involvement depends largely on the students and teachers’ invitations […]. Based on findings from earlier research, and those from the present case study –conducted from 2010 to 2012– it is clear that the relationship family-school-community and the need for everyone to work together to encourage students to remain in school and succeed is essential.» (p. 16)