Understanding in-school truancy
The usual view is that truants are lost and troubled juveniles with psychological problems. While the authors agree that many well-known sociological and environmental factors promote truancy, they also confront more disconcerting causes: curriculum and pedagogy. Truancy is much too widespread to co...
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| Veröffentlicht in: | Phi Delta Kappan 2015-03, Vol.96 (6), p.65-68 |
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| container_title | Phi Delta Kappan |
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| creator | Shute, Jonathan W. Cooper, Bruce S. |
| description | The usual view is that truants are lost and troubled juveniles with psychological problems. While the authors agree that many well-known sociological and environmental factors promote truancy, they also confront more disconcerting causes: curriculum and pedagogy. Truancy is much too widespread to continue classifying it as the behavior of social and educational misfits. In recent years new assertions have been made that most truants aren’t social deviants; rather they’re students who become truant as a rational decision. In other words, these rational decision makers are wandering from the appointed place — the school and the classroom — because in their perceptions these places aren’t beneficial for them. |
| doi_str_mv | 10.1177/0031721715575303 |
| format | Article |
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| ispartof | Phi Delta Kappan, 2015-03, Vol.96 (6), p.65-68 |
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| language | eng |
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| source | SAGE Complete; Jstor Complete Legacy; Education Source |
| subjects | Behavior Problems Children Classification Cognitive psychology Curricula Decision Making Educational Improvement Emotional Disturbances Juvenile delinquency Learner Engagement Learning Minority group students Pedagogy Perceptions School truancy Schools Social factors Student behavior Teacher education Teacher Effectiveness Teacher Evaluation Teachers Teaching Methods Truancy |
| title | Understanding in-school truancy |
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