Modeling Success: Using Preenrollment Data to Identify Academically At-Risk Students

2015 ◽  
Vol 3 (2) ◽  
pp. 109-131 ◽  
Author(s):  
Ann M. Gansemer-Topf ◽  
Jonathan Compton ◽  
Darin Wohlgemuth ◽  
Greg Forbes ◽  
Ekaterina Ralston
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Academically At Risk

Towards a Mentoring Model That Enhances Academic, Social, and Cultural Capital in Turbulent Times

2021 ◽  
pp. 159-174
Author(s):  
M. Williams ◽  
C. Green
Keyword(s):  
At Risk ◽  
Cultural Capital ◽  
At Risk Students ◽  
Social And Cultural Capital ◽  
Turbulent Times ◽  
Current Events ◽  
Identity Crises ◽  
Negative Messages ◽  
Mentoring Model ◽  
Academically At Risk

Academically at-risk students may doubt their ability to persist and succeed because of some or all of the following: socioeconomics, low self-esteem, identity crises, negative family histories, socio-emotional concerns, poor living situations, or negative messages about school and education. Currently, the aforementioned issues are further compounded by turbulent times, which include but are not limited to a pandemic that disproportionately affects people of color and the impoverished, along with continued civil unrest and demands for rapid societal change. Therefore, this population would benefit from the enhancement of its academic, social, and cultural capital. In order to accomplish those goals simultaneously, the authors propose a mentoring model that integrates aspects of advising, tutoring, mentoring, peer-to-peer interaction, metacognition, positive psychology, current events, and emotional wellness to support academically at-risk students in their pursuit of academic and personal excellence.

scholarly journals Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida

2017 ◽  
Vol 42 (2) ◽  
pp. 112-128 ◽  
Author(s):  
Rebecca L. Brower ◽  
Chenoa S. Woods ◽  
Tamara Bertrand Jones ◽  
Toby J. Park ◽  
Shouping Hu ◽  
...  
Keyword(s):  
At Risk ◽  
Education Reform ◽  
Developmental Education ◽  
At Risk Students ◽  
Mathematics Remediation ◽  
Academically At Risk

Blending Classroom Activities with Multi-User Virtual Environment for At-Risk Primary School Students in an After-School Program

2010 ◽  
pp. 231-249 ◽  
Author(s):  
Lee Yong Tay ◽  
Cher Ping Lim
Keyword(s):  
At Risk ◽  
Virtual Environment ◽  
At Risk Students ◽  
After School ◽  
School Program ◽  
School Students ◽  
Classroom Activities ◽  
Quest Atlantis ◽  
After School Program ◽  
Academically At Risk

This chapter documents how a group of 14 academically at-risk Primary 5 students have been engaged in academic related tasks in an after-school program mediated by a game-like 3D multi-user virtual environment (MUVE), Quest Atlantis (QA). The case study explores the possibilities and potentials of using the game-like 3D MUVE for the re-engagement of this group of academically at-risk students. From the observation notes, interviews with the students and students’ activities in the MUVE, the two main elements in the MUVE that have been found to engage the students are: ‘play and fun’ and ‘recognition and affirmation of performance.’ However, these engaging elements alone could not purposefully engage these students. Non-ICT activities such as orientation tasks, support by teachers, and the careful selection of authentic assignments are necessary to further enhance their engagement with their learning.

scholarly journals Demystifying Subjective Well‐Being of Academically At‐Risk Students: Case Study of a Chinese High School

2021 ◽  
Vol 9 (4) ◽  
pp. 36-46
Author(s):  
Tianjun Cheng ◽  
Jin Jin ◽  
Junjun Chen
Keyword(s):  
High School ◽  
At Risk ◽  
Peer Relations ◽  
Filial Piety ◽  
At Risk Students ◽  
Well Being ◽  
Subjective Well Being ◽  
Education Policies ◽  
School Factors ◽  
Academically At Risk

Student subjective well‐being (SWB) is increasingly incorporated into today’s education policies and positive education movements. There is a growing interest in how well schools promote student well‐being, especially for disadvantaged students, e.g., the academically at‐risk, and which factors affect this process. This study investigates how teachers and academically at‐risk students perceive SWB and its influential precursors in a high school in China. The influential precursors in the present research were allocated into four dimensions, namely contextual factors, school factors, family factors, and individual factors. Via semi‐structured individual interviews with 12 teachers and 18 students for about one hour and content analysis of the interview data, the responses revealed that while students tended to have a superficial understanding of well‐being, traditional concepts about studying, blind filial piety, peer relations, and self‐efficacy were important factors shaping and influencing their SWB. These findings can inform the development of inclusive education policies concerning student SWB and the intervention and prevention systems of schools in both local and international contexts. Recommendations for organising lectures for parents and implementing programs providing instruction on SWB‐related skills for students are proposed to support academically at‐risk students, aiming to achieve the educational goal of success for all.

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