Abstract
BackgroundThis study focused upon a curriculum for at-risk students in vocational education aimed at enhancing students’ motivation and engagement for learning. The study explored teachers’ view on effective curricular characteristics and teachers’ strategies to create positive learning experiences for students.MethodsQualitative research has been conducted regarding four curricula for at-risk students; data were collected and examined by means of 16 focus group interviews with teachers and analysis of relevant documents.ResultsTeachers pointed out the central position of the student, resulting in individual trajectories. Teachers used peer group dynamics, job orientation and sports as tool for student development. Teachers regarded themselves as coaches, as experts in sport activities and as group managers. For positive learning experiences two key curricular characteristics have been identified: (1) equality in the relationship between student and teacher, (2) a positive fit between the curriculum and the students.
Highlights
Students leaving school without a basic qualification has been a problem over the past few decades (Lamb et al 2011)
In the Netherlands, early school leaving occurs in all types of education, but most frequently in secondary vocational education, especially in the initial years and during school transitions (Elffers 2011; Ministry of Education, Culture & Science 2017)
The aim of this study is to examine whether dropout prevention, typically located in a regular ‘bricks and mortar’ school environment, can be extended to a soccer stadium or top sports arena and to examine whether a professional, appealing environment with well-known sportspeople and a curriculum with many “binding” learning experiences reinforces the success of the early school leaver (ESL)-programme.”
Summary
Students leaving school without a basic qualification has been a problem over the past few decades (Lamb et al 2011). In the Netherlands, early school leaving occurs in all types of education, but most frequently in secondary vocational education, especially in the initial years and during school transitions (Elffers 2011; Ministry of Education, Culture & Science 2017). A hard core of approximately 22,000 students lacks the ability to achieve certification at the required level (Ministry of Education, Culture & Science 2017). These students generally seem to be somewhat “immune” to the measures taken up till now. For positive learning experiences two key curricular characteristics have been identified: (1) equality in the relationship between student and teacher, (2) a positive fit between the curriculum and the students
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