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Students embracing change towards more powerful learning environments in vocational education.
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Catalogue Record 78649
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Catalogue Record 78649
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Catalogue Information
Field name
Details
Nuova numerazione
78649
Collocazione
UPS BIBL CENTR SL-II-647
Autore
PLACKLÉ, I.
Titolo
Students embracing change towards more powerful learning environments in vocational education. Parte componente di periodico
Descrizione fisica
pp. 26-44.
Nota generale
Estratto da: Educational Studies 2018, 44, 1.
Riassunto
Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs.
Tipo di documento
RICERCA.
Soggetto
AMBIENTE.
PREVENZIONE.
DROP-OUT.
SCUOLA SECONDARIA.
STUDENTI.
IMPEGNO.
PERCEZIONE.
SUCCESSO.
FORMAZIONE PROFESSIONALE.
BELGIO.
Ambito
Pedagogico
Psicologico
Autore Secondario
KÖNINGS, K. D.
JACQUET, W.
LIBOTTON, A.
VAN MERRIËNBOER, J.J.G.
ENGELS, N.
Titolo correlato
Educational Studies 2018, 44, 1.
Accesso online
https://www.tandfonline.com/doi/full/10.1080/03055698.2017.1331840
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