Abstract

Purpose: The article describes an evaluation study to test the effectiveness of “Storie in gioco” project (Stories in Play, Storie in gioco [SIG]), a dropout prevention intervention aimed to prevent early school leaving (ESL) in at risk students. Method: The research used a mixed-method approach: In the quantitative phase, a two-group pre-/postevaluation design involving 230 students was used to estimate SIG outcomes; in the qualitative step, stakeholders’ focus group discussions and interviews have been used to interpret results. Results: Even if SIG appears to impact scholastic self-esteem and peer relationships, no effect was found when a comparison group matched for baseline measures was used. Based on qualitative data, the article identifies mechanisms influencing SIG outcomes and provides key insights into improving it. Conclusions: The authors emphasize the priority to develop programs to reduce intergenerational transmission of educational poverty and express methodological and theoretical considerations regarding SIG effectiveness and ESL prevention interventions.

Autore Pugliese

• Balenzano Caterina , Moro Giuseppe , Cassibba Rosalinda

Tutti gli autori

• BALENZANO C.;MORO G.;CASSIBBA R.

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2018

ISSN

1049-7315

ISBN

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Numero di citazioni Wos

Nessuna citazione

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Numero di citazioni Scopus

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Ultimo Aggiornamento Citazioni

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Settori ERC

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Codici ASJC

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