The Relationship Between Engagement and High School Dropout

By R. Rumberger, S. Rotermund. 2012

216 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/55eadcb9c7879b9d89bb34d0865fa160c45d1d3d

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In Education

Citations in the corpus

Self-Efficacy Theory in Education (2016, background): “Another example involves student retention and dropout prevention (Finn & Zimmer, 2012; Rumberger, 2010, 2011; Rumberger & Rotermund, 2012).”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “…a construct grounded in educational, psychological, and sociological traditions targeting antidotes to student drop-out (Finn, 1989; Newmann, 1992; Rumberger & Rotermund, 2012), and research on achievement motivation, an area of study grounded in the older and broader field of motivation (Deci,…”
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates (2015, background): “Factors both in school (i.e., behavior and academic performance) and out of school (i.e., community factors, engagement in deviant Dropout and School Completion Interventions behaviors) can affect a student’s decision to drop out (Rumberger & Rotermund, 2012).”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “For instance, some research on behavioral engagement focuses on student conduct as a key predictor of students’ educational attainment outcomes (Finn & Zimmer, 2012; Griffiths, Liles, Furlong, & Sidhwa, 2012; Rumberger & Rotermund, 2012).”
Coding Classroom Interactions for Collective and Individual Engagement (2015, unknown): “…perspectives are increasing in number (Crick, 2012; Dockter, Haug, & Lewis, 2010; Gonz alez, Moll, & Amanti, 2013; Lawson & Lawson, 2013; Rumberger & Rotermund, 2012) as sociocultural views on learning become more appreciated (Barab & Plucker, 2002; Chaiklin, 1993; Engestr€om, 1999;…”
Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education (2018, background): “Engagement is seen as strongly linked to school retention because it encompasses persistence, “responsiveness to teachers’ and schools’ practices, allowing the possibility of improving achievement and attainment for those students experiencing difficulties along the way” [7] (p.”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “According to one path focused on disengagement, student engagement is viewed as an intervention or “antidote” for students showing overt signs of low engagement, such as disruptive behaviors, reduced attendance, academic failure, and dropout (Finn, 1989; Marks, 2000; Rumberger & Rotermund, 2012).”
School burnout, depressive symptoms and engagement: Their combined effect on student achievement (2017, background): “…as well as low levels of engagement, predict poor long-term educational attainment (Neild, Stoner-Eby, & Furstenberg, 2008; OECD, 2009, 2012; Rumberger & Rotermund, 2012), it is crucial that student outcomes flagging an increased risk of maladjustment be identified early and teachers…”