References
- Amemiya, J., Mortenson, E., & Wang, M.-T. (2020). Minor infractions are not minor: School infractions for minor misconduct may increase adolescents’ defiant behavior and contribute to racial disparities in school discipline. American Psychologist, 75(1), 23–36. DOI: 10.1037/amp0000475
- American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63(9), 852–862. DOI: 10.1037/0003-066X.63.9.852
- Attendance Works. (2017, January 10). Reducing chronic absenteeism: Why does it matter? What can Senior Corps do?
https://www.attendanceworks.org/wp-content/uploads/2017/10/CNCS-1.10.2017-v3.pdf - Attwood, G., & Croll, P. (2006). Truancy in secondary school pupils: Prevalence, trajectories and pupil perspectives. Research Papers in Education, 21(4), 467–484. DOI: 10.1080/02671520600942446
- Balfanz, R., & Byrnes, V. (2012). The importance of being in school: A report on absenteeism in the nation’s public schools. John Hopkins University Center for Social Organization of School.
https://ies.ed.gov/ncee/edlabs/regions/west/relwestFiles/pdf/508_ChronicAbsenteeism_NatlSummary_Balfanz_Byrnes_2012.pdf - Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. DOI: 10.1080/13540602.2015.1044325
- Biesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers’ talk for teacher agency. Journal of Curriculum Studies, 49(1), 38–54. DOI: 10.1080/00220272.2016.1205143
- Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement (Working Paper No. 5). The Learning Lives Project.
- Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149. DOI: 10.1080/02660830.2007.11661545
- Birioukov, A. (2015). Beyond the excused/unexcused absence binary: Classifying absenteeism through a voluntary/involuntary absence framework. Educational Review, 68(3), 340–357. DOI: 10.1080/00131911.2015.1090400
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI: 10.1191/1478088706qp063oa
- Bridwell-Mitchell, E. N. (2015). Theorizing teacher agency and reform: How institutionalized instructional practices change and persist. Sociology of Education, 88(2), 140–159. DOI: 10.1177/0038040715575559
- Bubb, S., & Jones, M.-A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3), 209–222. DOI: 10.1177/1365480220958797
- Calvert, L. (2016). The power of teacher agency: Why we must transform professional learning so that it really supports educator learning. Journal of Staff Development, 37(2), 51–56.
- Campaert, K., Nocentini, A., & Menesini, E. (2017). The efficacy of teachers’ responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying. Aggressive Behavior, 43(5), 483–492. DOI: 10.1002/ab.21706
- Cardullo, V., Wang, C., Burton, M., & Dong, J. (2021). K-12 teachers’ remote teaching self-efficacy during the pandemic. Journal of Research in Innovative Teaching & Learning, 14(1), 32–45. DOI: 10.1108/JRIT-10-2020-0055
- Cohen, J., & Freiberg, J. A. (2013). School climate and bullying prevention. National School Climate Center.
https://files.eric.ed.gov/fulltext/ED584442.pdf - Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213.
https://www.tcrecord.org/Content.asp?ContentId=15220 . DOI: 10.1177/016146810911100108 - Coker, D. (2020). Education, policy, juvenile delinquents: A mixed methods investigation during COVID-19. Journal of Educational and Learning, 10(1), 22–38. DOI: 10.5539/jel.v10n1p22
- Copeland, A. J., & Agosto, D. E. (2012). Diagrams and relational maps: The use of graphic elicitation techniques with interviewing for data collection, analysis, and display. International Journal of Qualitative Methods, 11(5). DOI: 10.1177/160940691201100501
- Creswell, J. W., & Poth, C. (2018). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
- Daniel, S. (2020). Education and the COVID-19 pandemic. PROSPECTS, 49, 91–96. DOI: 10.1007/s11125-020-09464-3
- De Luca, L., Nocentini, A., & Menesini, E. (2019). The teacher’s role in preventing bullying. Frontiers in Psychology, 10. DOI: 10.3389/fpsyg.2019.01830
- Durham, R. E., & Connolly, F. (2017, October). Strategies for student attendance and school climate in Baltimore’s community schools. Baltimore Education Research Consortium.
https://baltimoreberc.org/wp-content/uploads/2017/10/StrategiesAttendanceClimateCommunitySchoolsOctober2017.pdf - Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962–1023. DOI: 10.1086/231294
- Garry, E. M. (1996, October). Truancy: First step to a lifetime of problems. U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.
https://files.eric.ed.gov/fulltext/ED408666.pdf . DOI: 10.1037/e306412003-001 - Gentle-Genitty, C., Taylor, J., & Renguette, C. (2020). A change in the frame: From absenteeism to attendance. Frontiers in Education, 4. DOI: 10.3389/feduc.2019.00161
- Gottfried, M. (2014). Chronic absenteeism and its effects on students’ academic and socioemotional outcomes. Journal of Education for Students Placed at Risk (JESPAR), 19(2), 53–75. DOI: 10.1080/10824669.2014.962696
- Gottfried, M. (2015). Chronic absenteeism in the classroom context: Effects on achievement. Urban Education, 1(54), 3–34. DOI: 10.1177/0042085915618709
- Gottfried, M. A. (2010). Evaluating the relationship between student attendance and achievement in urban elementary and middle schools: An instrumental variables approach. American Educational Research Journal, 47(2), 434–465. DOI: 10.3102/0002831209350494
- Gottfried, M. A., & Hutt, E. L. (2019, February). Addressing absenteeism: Lessons for policy and practice. Policy Analysis for California Education.
https://files.eric.ed.gov/fulltext/ED594699.pdf - Grinshteyn, E., & Yang, T. (2017). The association between electronic bullying and school absenteeism among high school students in the United States. Journal of School Health, 87(2), 142–149. DOI: 10.1111/josh.12476
- Guillemin, M. (2004). Understanding illness: Using drawings as a research method. Qualitative Health Research, 14(2), 272–289. DOI: 10.1177/1049732303260445
- Havik, T., Bru, E., & Ertesvåg, S. K. (2015). School factors associated with school refusal- and truancy-related reasons for school non-attendance. Social Psychology of Education, 18, 221–240. DOI: 10.1007/s11218-015-9293-y
- Havik, T., & Ingul, J. (2021). How to understand school refusal. Frontiers in Education, 6. DOI: 10.3389/feduc.2021.715177
- Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019). Differentiation between school attendance problems: Why and how? Cognitive and Behavioral Practice, 26(1), 8–34. DOI: 10.1016/j.cbpra.2018.03.006
- Heyne, D., Sauter, F., Van Widenfelt, B., Vermeiren, R., & Westenberg, P. (2011). School refusal and anxiety in adolescence: Non-randomized trial of a developmentally sensitive cognitive behavioral therapy. Journal of Anxiety Disorders, 25(7), 870–878. DOI: 10.1016/j.janxdis.2011.04.006
- Hibbett, A., & Fogelman, K. (1990). Future lives of truants: Family formation and health-related behaviour. British Journal of Educational Psychology, 60(2), 171–179. DOI: 10.1111/j.2044-8279.1990.tb00934.x
- Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013). Rigour in qualitative case-study research. Nurse Researcher, 20(4), 12–17. DOI: 10.7748/nr2013.03.20.4.12.e326
- Hutt, E. L. (2018). Measuring missed school: The historical precedents for the measurement and use of attendance records to evaluate schools. Journal of Education for Students Placed at Risk (JESPAR), 23(1–2), 5–8. DOI: 10.1080/10824669.2018.1438899
- Iversen, A.-M., Pedersen, A. S., Krogh, L., & Jensen, A. A. (2015). Learning, leading, and letting go of control: Learner-led approaches in education. SAGE Open. DOI: 10.1177/2158244015608423
- Jenkins, G. (2019). Teacher agency: The effects of active and passive responses to curriculum change. The Australian Educational Researcher, 47, 167–181. DOI: 10.1007/s13384-019-00334-2
- Kearney, C. (2008). An interdisciplinary model of school absenteeism in youth to inform professional practice and public policy. Educational Psychology Review, 20, 257–282. DOI: 10.1007/s10648-008-9078-3
- Kearney, C., & Bensaheb, A. (2006). School absenteeism and school refusal behavior: A review and suggestions for school-based health professionals. Journal of School Health, 76(1), 3–7. DOI: 10.1111/j.1746-1561.2006.00060.x
- Kearney, C., Gonzálvez, C., Graczyk, P., & Fornander, M. (2019). Reconciling contemporary approaches to school attendance and school absenteeism: Toward promotion and nimble response, global policy review and implementation, and future adaptability (part 1). Frontiers in Psychology, 10. DOI: 10.3389/fpsyg.2019.02222
- Kearney, C., & Graczyk, P. (2014). A Response to Intervention model to promote school attendance and decrease school absenteeism. Child & Youth Care Forum, 43(1), 1–25. DOI: 10.1007/s10566-013-9222-1
- Keppens, G., & Spruyt, B. (2017). The development of persistent truant behaviour: An exploratory analysis of adolescents’ perspectives. Educational Research, 59(3), 353–370. DOI: 10.1080/00131881.2017.1339286
- Keppens, G., & Spruyt, B. (2020). The impact of interventions to prevent truancy: A review of the research literature. Studies in Educational Evaluation, 65. DOI: 10.1016/j.stueduc.2020.100840
- Kipp, A. L., & Clark, J. S. (2021). Student absenteeism and ecological agency. Improving Schools. DOI: 10.1177/1365480221992884
- Linneberg, M. S., & Korsgaard, S. (2019). Coding qualitative data: A synthesis guiding the novice. Qualitative Research Journal, 19(3), 259–270. DOI: 10.1108/QRJ-12-2018-0012
- Literat, I. (2013). “A pencil for your thoughts”: Participatory drawing as a visual research method with children and youth. International Journal for Qualitative Methods, 12(1), 84–98. DOI: 10.1177/160940691301200143
- Mallett, C. (2016). The school-to-prison pipeline: A comprehensive assessment. Springer Publishing Company. DOI: 10.1891/9780826194596
- Melvin, G., Heyne, D., Gray, K., Hastings, R., Totsika, V., Tonge, B., & Freeman, M. (2019). The Kids and Teens at School (KiTeS) framework: An inclusive bioecological systems approach to understanding school absenteeism and school attendance problems. Frontiers in Education, 4. DOI: 10.3389/feduc.2019.00061
- Melvin, G., & Tonge, B. (2012).
School refusal . In P. Sturmey & M. Hersen (Eds.), Handbook of evidence-based practice in clinical psychology. Wiley. DOI: 10.1002/9781118156391.ebcp001024 - Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
- Morley, A. (2019). Unraveling the “female teacher effect”: The positioning and agency of female teachers in girls’ education reform. Education Policy Analysis Archives, 27(141). DOI: 10.14507/epaa.27.4249
- Nathwani, G., Shoaib, A., Shafi, A., Furukawa, T., & Huy, N. (2021). Impact of COVID-2019 on school attendance problems. Journal of Global Health, 11. DOI: 10.7189/jogh.11.03084
- Priestley, M., Biesta, G. & Robinson, S. (2015).
Teacher agency: What is it and why does it matter? In R. Kneyber & J. Evers (Eds.), Flip the system: Changing education from the bottom up (pp. 134–148). Routledge. DOI: 10.4324/9781315678573-15 - Robinson, S. (2012). Constructing teacher agency in response to the constraints of education policy: Adoption and adaptation. The Curriculum Journal, 23(2), 231–245. DOI: 10.1080/09585176.2012.678702
- Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE Publications.
- Sobba, K. N. (2018). Correlates and buffers of school avoidance: A review of school avoidance literature and applying social capital as a potential safeguard. International Journal of Adolescence and Youth, 24(3), 380–394. DOI: 10.1080/02673843.2018.1524772
- Stake, R. E. (1995). The art of case study research. SAGE Publications.
- Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346–355. DOI: 10.1016/j.tate.2017.01.010
- Thornton, M., Darmody, M., & McCoy, S. (2013). Persistent absenteeism among Irish primary school pupils. Educational Review, 65(4), 488–501. DOI: 10.1080/00131911.2013.768599
- UNESCO (United Nations Educational, Scientific and Cultural Organization). (2020, March 19). Half of world’s student population not attending school: UNESCO launches global coalition to accelerate deployment of remote learning solutions.
https://en.unesco.org/news/half-worlds-student-population-not-attending-school-unesco-launches-global-coalition-accelerate - Wang, M., & Degol, J. (2015). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. DOI: 10.1007/s10648-015-9319-1
- Xu, M. A., & Storr, G. B. (2012). Learning the concept of researcher as instrument in qualitative research. The Qualitative Report, 17(21), 1–18. DOI: 10.46743/2160-3715/2012.1768
