Institutional and Teaching Practices for Student Retention: Accounts from Four High Schools of Valparaíso, Chile

Michelle Mendoza-Lira, Emilio Ballesta-Aceved

Research output: Contribution to journalArticlepeer-review

Abstract

Although central governments, particularly in Latin America and the Caribbean, have defined reducing school dropout rates as a priority, and drawn policies accordingly, there are still young people who do not finish secondary education, and numbers are still alarming. Therefore, it is necessary to observe educational communities and analyze how they interpret and implement guidelines issued by the central government. The following study sought to describe the institutional and teaching practices deployed by four high schools in Valparaíso (Chile) in order to achieve student retention. A qualitative approach was employed. The management team, support professionals, teachers, students, and their families were interviewed. The information gathered was analyzed using the Grounded Theory. As a main finding, establishments use practices such as monitoring attendance, providing support to students facing problematic situations, and encouraging them during class, through a series of strategies. It is recommended that researchers implement this type of methodology for other study objectives, and that the central government consider these results to provide feedback on its policies.

Original languageEnglish
Pages (from-to)705-718
Number of pages14
JournalEuropean Journal of Educational Research
Volume13
Issue number2
DOIs
Publication statusPublished - Apr 2024

Keywords

  • institutional practices
  • School dropout
  • student retention
  • teaching practices

ASJC Scopus subject areas

  • Education

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