LEADER 00757nam0-2200277 --450 001 9910247058703321 005 20180103171502.0 010 $a978-88-7096-500-1 100 $a20180103d2007----kmuy0itay5050 ba 101 0 $aita 102 $aIT 105 $aa 001yy 200 1 $aEsperienze di analisi del jazz$fVincenzo Caporaletti 210 $aLucca$cLIM$d©2007 215 $aX, 256 p.$ces. mus.$d24 cm 225 1 $aGrooves$v1 610 0 $aJazz 676 $a781.65$v21$zita 700 1$aCaporaletti,$bVincenzo$0749126 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910247058703321 952 $a781.65 CAP 1$bBibl. 2017$fFLFBC 959 $aFLFBC 996 $aEsperienze di analisi del jazz$91508528 997 $aUNINA LEADER 03521nam 2200421z- 450 001 9910346751603321 005 20210212 035 $a(CKB)4920000000094198 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/60173 035 $a(oapen)doab60173 035 $a(EXLCZ)994920000000094198 100 $a20202102d2018 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aStudents at Risk of School Failure 210 $cFrontiers Media SA$d2018 215 $a1 online resource (594 p.) 225 1 $aFrontiers Research Topics 311 08$a2-88945-591-2 330 $aThe main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the "developed world," there is still there is a high rate of school failure. Although the term "school failure" is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct "student engagement" has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students' involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students' school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates. 606 $aPsychology$2bicssc 610 $aeducation 610 $aretention 610 $aschool failure 610 $aschools 610 $astudent performance 610 $astudents 610 $ateacher support 615 7$aPsychology 700 $aJosé Carlos Núñez$4auth$01328720 702 $aJosé Jesús Gázquez$4auth 906 $aBOOK 912 $a9910346751603321 996 $aStudents at Risk of School Failure$93038867 997 $aUNINA