Using Chronic Absence Data to Improve Conditions for Learning

Autor/inn/en	Chang, Hedy N.; Osher, David; Schanfield, Mara; Sundius, Jane; Bauer, Lauren
Institution	Attendance Works; American Institutes for Research (AIR)
Titel	Using Chronic Absence Data to Improve Conditions for Learning
Quelle	(2019), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; Data Collection; Educational Environment; Child Health; Physical Health; Mental Health; School Safety; Student School Relationship; Interpersonal Relationship; Learner Engagement; Social Development; Emotional Development; Competence; Stress Variables; Anxiety; Fear; Cultural Relevance; Language Usage; Relevance (Education); Student Centered Learning; Educational Quality; Teacher Behavior; Barriers; Intervention; Georgia; Ohio (Cleveland) + Suchen Sie Ihr Suchwort? Anwesenheit; Data capture; Datensammlung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gesundheitszustand; Psychohygiene; Schüler-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Entwicklung; Gefühlsbildung; Kompetenz; Angst; Furcht; Sprachgebrauch; Relevance; Relevanz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Quality of education; Bildungsqualität; Teacher behaviour; Lehrerverhalten
Abstract	This report describes how chronic absence and conditions for learning are interconnected issues that can have an impact on a child's educational success. The report identifies specific conditions for learning that can improve school experiences for students and staff and help reduce absenteeism and improve academic outcomes. It includes brief case studies from the state of Georgia and the Cleveland Metropolitan School District that help to illustrate how chronic absence and conditions for learning can be addressed through comprehensive, data informed actions. A five-point school action framework outlines how chronic absence data can be used to diagnose and address factors in a school and community that affect attendance and conditions for learning. [Additional support for this brief was provided by the United Way of Southeastern Michigan.] (ERIC).
Anmerkungen	Attendance Works. 200 Granville Way, San Francisco, CA 94127. e-mail: info@attendanceworks.org; Web site: http://www.attendanceworks.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01