Promoting School Completion of Urban Secondary Youth with Emotional or Behavioral Disabilities

By Mary F. Sinclair, S. Christenson, M. Thurlow. 2005

298 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/086597de967e2dba9be7af48761e1300053f36ed

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Citations in the corpus

Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates (2015, methodology): “In addition, one study used visual analysis (Porowski & Passa, 2011), and four studies reported effect sizes (Furstenberg & Neumark, 2007; Kahne et al., 2008, Porowski & Passa, 2011, Sinclair et al., 2005).”
A Critical Review of the Literature on School Dropout (2013, background): “…for more experimental, evidence-based research, particularly with respect to dropout prevention/intervention programmes (e.g., Plank et al., 2005; Sinclair et al., 2005), others have denounced the fact that empirical research ‘often plays it too safe and engenders more of the same [...], more…”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, methodology): “…cope with and manage day-to-day problems, works with families to navigate the secondary school systems, and monitors their progress on various indicators of engagement, including attendance, suspensions, and credit hour accrual (Sinclair et al., 1998; Sinclair et al., 2003; Sinclair et al., 2005).”
Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument (2006, methodology): “…engagement literature by providing empirical support for a self-report scale, based on previous theory (e.g., Finn, 1989; Connell & Wellborn, 1991) as well as our own ongoing work with youth (e.g., Sinclair et al., 2005) that assesses multiple components of cognitive and psychological engagement.”
Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth. Executive Summary. NCEE 2017-4017. (2017, background): “Research has linked positive attitudes toward school with better academic performance and stronger ties to classmates (Bond et al., 2007; Sinclair et al., 2005).”
Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills (2020, methodology): “Two methodologically sound group experimental studies with random assignment (Sinclair et al., 1998, 2005) were identified.”