Égide Royer

Typology of students at risk of dropping out of school: Description by personal, family and school factors

The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups: (1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report many family organisational problems and that they obtain little emotional support from their parents. They also perceive little order or organisation in the classroom.RésuméLe but de cette étude est d’identifier les différents sous-groupes d’élèves à risque de décrochage scolaire. La typologie développée se base sur les trois principaux contextes associés au risque de décrochage scolaire: le contexte personnel, familial et scolaire. Les analyses nous permettent de classer les élèves à risque de décrochage scolaire selon quatre sous-groupes: (1) le type comportements antisociaux cachés, (2) le type peu intéressé par l’école, (3) le type présentant des difficultés d’adaptation sociales et scolaires et (4) le type dépressif. En considérant tous les contextes impliqués dans le risque de décrochage scolaire, la typologie souligne non seulement l’importance des troubles du comportement et des difficultés d’apprentissage dans le risque de décrochage scolaire mais identifie aussi la contribution importante d’une part de la dépression des élèves et, d’autre part, du contexte familial et scolaire. En effet, ces élèves rapportent qu’ils ont peu de support émotif de leurs parents et qu’ils vivent plusieurs problèmes d’organisation familiale. Enfin, ils perçoivent peu d’ordre et d’organisation dans la classe.

Academic Achievement Effects of an in-Class Service Model on Students with and without Disabilities:

This article presents the results of a study designed to evaluate the impact of an in-class service model on the achievement of students at risk of school failure. The model, which included collaborative consultation, cooperative teaching, parent involvement, and strategic and adapted instruction was implemented for 1 school year in 13 different schools. Significant effects were found on writing scores for students at risk and on reading and mathematics scores for general education students. No significant treatment effects were detected for students with learning disabilities. The findings confirm the benefits of the in-class service model for some students and the need to pursue further research in order to achieve better results for the lowest achievers in the classroom.

Risque d’abandon scolaire, style parental et participation parentale au suivi scolaire

La presente etude vise a verifier les liens entre le risque d’abandon scolaire au secondaire, le style parental et la participation parentale au suivi scolaire. L’echantillon se compose de 810 eleves de premiere secondaire (12–13 ans). Le risque d’abandon scolaire est mesure a l’aide du questionnaire Decisions (P. Quirouette, 1988); le style parental et la participation parentale au suivi scolaire sont evalues au moyen des questionnaires de L. Steinberg, S. D. Lamborn, S. M. Dornbusch et N. Darling (1992) et J. L. Epstein, L. J. Connors et K. C. Salinas (1993), traduits et valides au Quebec par R. Deslandes (1996). Les analyses de regressions multiples permettent d’identifier deux dimensions du style parental et deux dimensions de la participation parentale au suivi scolaire qui expliquent 23 % de la variance du risque d’abandon scolaire. Les dimensions les plus significatives sont, en ordre d’importance, le soutien affectif parental, l’engagement et l’encadrement parental et la communication avec les enseignants. This study analyzes the correlation of the risk of dropping out in high school with parent- ing style and parental involvement in schooling. The study sample comprised 810 adoles- cents (12–13 years old). The risk of dropping out was assessed using the questionnaire Decisions (P. Quirouette, 1988). Parenting style and parental involvement in schooling were evaluated using questionnaires developped by L. Steinberg, S. D. Lamborn, S. M. Dornbusch, and N. Darling (1992) and by J. L. Epstein, L. J. Connors, and K.C. Salinas (1993), translated and validated in Quebec by R. Deslandes (1996). Multiple-regression analyses identified two dimensions of parenting style and two dimensions of parental involvement in schooling that together explained 23% of the variance in the risk of drop- ping out. In order of importance, the most significant dimensions are parental affective support, warmth, supervision, and communication with teachers.

What Galileo knew: School violence, research, effective practices and teacher training

As a researcher and educator, the author analyses the existing gap between the available knowledge on aggressive behaviours and violence in schools and the limited integration of effective practices in teacher training programs. With the understanding that the stress experienced by some teachers is directly involved, the author proposes a sample of the knowledge and the best school practices regarding violence prevention, with emphasis on ways to bridge the chasm between research and practice, recommendations for pre‐ and in‐service teacher training and specific skills and knowledge that should be part of all initial and in‐service training curricula.

Peer Groups and Behaviour Problems: A Study of School-Based Intervention for Children with EBD.

The study evaluated the effect of a programme for elementary school students with behaviour problems integrated into the regular classroom. The programme combined in-class social skills training and specific educational activities with peers, namely cooperative learning and tutoring by a prosocial peer. The innovative aspect is that the social status and affiliations of children with behaviour problems are key components in the matching of children during peer support. The goal is to improve social behaviour and to change peer perception through interventional strategies, therefore improving social reputation. Pre-test/post-test control group design was used. Results from traditional analysis indicated no significant difference between treatment and control groups after the programme. A modest effect size showed a relative improvement for students with behavioural disorders who participated in social skills training. Results are discussed in terms of the role of friends in the intervention programme.

Enquête sur la collaboration famille-école

Les etudes sur la prevention de l’echec scolaire demontrent que la collaboration famille- ecole influence positivement la reussite scolaire. La presente enquete, menee aupres de 630 enseignants et 957 parents quebecois, a pour but de connaitre les pratiques, les atti- tudes, les besoins et les attentes sur le sujet. Les resultats revelent que les parents sont satisfaits des informations provenant de l’ecole, mais souhaitent plus d’information sur les programmes et le materiel. Ils desirent collaborer avec l’ecole et se disent disponibles pour aider aux travaux scolaires et suivre une formation a cet egard, surtout lors des pre- mieres annees scolaires. D’autre part, les enseignants surestiment le degre de satisfaction des parents concernant l’information provenant de l’ecole et voient moins la necessite des reunions d’information. Ils croient en la collaboration, mais leur disponibilite est limitee pour les activites hors classe. Ils croient eux aussi dans la pertinence d’une formation pour les parents. Research shows that school-family collaboration reduces the likelihood of failure in school. Our Quebec study of 630 teachers and 957 parents examines practices, attitudes, needs, and expectations concerning failure/success. Although parents are satisfied with the information schools provide, they would like to know more about curricula and material arrangements. They say they want to cooperate with the school, to help with schoolwork, and — especially in primary school — to receive training in order to do this collaborative work. Teachers meanwhile overestimate parent satisfaction about schools’ provision of information, and underplay the nedd for parent-teacher conferences. They believe in colla- boration, but limit their after-school work time. They, too, think parental training would be helpful.

Comparison of Quebec and British teachers' beliefs about, training in and experience with attention deficit hyperactivity disorder

Abstract This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective.

THE IMPACT OF A SOCIAL SKILLS TRAINING PROGRAM FOR ADOLESCENTS WITH BEHAVIOURAL DIFFICULTIES

Behaviour problems in school present a major challenge for educators. Even though many programs exist to help students with behaviour problems develop social and school related skills, many studies report the difficulties associated with maintenance and transfer of the learned skills. This study evaluated the effects of a social skills training program, used in conjunction with a teacher assistance team, to support transfer and reinforcement in the classroom of the skills learned, on the social competence, behaviours and academic achievement of secondary school students with behavioural problems. Results show a self‐reported increase of assertion and empathy for the experimental group but teachers and parents perceived no differences in behaviour problems, academic skills or social skills. Factors that may contribute to enhance the efficacy of this type of intervention are discussed.

Identification of Students with Academic Difficulties: Implications for Research and Practice

Many students with academic difficulties are not identified by schools as needing assistance. The traditional learning disabilities category appears to be less and less suitable given recent developments in special education that favor inclusion. Thus it is necessary to rethink procedures to identify students needing support and the implications of this for research and practice. This research was designed to examine the relationship between three procedures to identify students with academic difficulties in Quebec schools: teacher ratings, curriculum-based achievement tests, and identification of LD (learning disabilities) by the school. Results reveal that agreement between school identification and teacher rating is low. This agreement increased with subjects who had the lowest achievement test results. On the other hand, school identification and achievement scores are moderately associated. Finally, although achievement scores and teacher ratings are significantly correlated, only 50% of students with the lowest achievement test results are recognized by their teachers as having academic difficulties. The article concludes that further research is necessary to conceptualize in a new way the identification of students who need academic support.

Peer groups and behaviour problems

Abstract The study evaluated the effect of a programme for elementary school students with behaviour problems integrated into the regular classroom. The programme combined in-class social skills training and specific educational activities with peers, namely cooperative learning and tutoring by a prosocial peer. The innovative aspect is that the social status and affiliations of children with behaviour problems are key components in the matching of children during peer support. The goal is to improve social behaviour and to change peer perception through interventional strategies, therefore improving social reputation. Pre-test/post-test control group design was used. Results from traditional analysis indicated no significant difference between treatment and control groups after the programme. A modest effect size showed a relative improvement for students with behavioural disorders who participated in social skills training. Results are discussed in terms of the role of friends in the intervention programme.