Relevant bibliographies by topics / School Dropout and Failure

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School Dropout and Failure'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "School Dropout and Failure"

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Erktin, Emine, Rifat Okcabol, and Ozana Ural. "Examining School Related Factors Leading to Dropout Through Children's Conceptions and Experiences: Development of a Scale for Attitudes Towards Elementary School." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 109–18. http://dx.doi.org/10.1375/ajgc.20.1.109.

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AbstractDespite state support for mass education in Turkey, there are many primary school children who do not attend school or who drop out before finishing school. This study is part of a project investigating the problem of school dropout in a district of Istanbul. Factors related to school, such as failure, non-acceptance by teachers and peers, poor attendance, and low levels of involvement, have been associated with increased likelihood of dropout. Modifying the instructional environment, strengthening school membership, and creating alternative schools have been suggested as means to prevent dropout. A questionnaire assessing attitudes toward school was administered to 480 students from 13 elementary schools for the purpose of identifying the characteristics of schools that lead to dropout. Factor analysis results indicated five factors of school-related attitudes, including attitudes toward learning; toward teachers; toward school and school facilities; and students' perceptions of parent-school relationships.
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Narváez, María del Carmen, and Rafael Arredondo. "Expulsions, a risk factor for school dropout and failure." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 16 (July 5, 2021): 81–102. http://dx.doi.org/10.15257/ehquidad.2021.0015.

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The present study tries to analyze the variables influencing school dropout and failure, focusing on a specific population with the highest risk, minors expelled from schools. For this, the data collected during five school years (2014-15 to 2018-19) has been taken, through an initial questionnaire carried out in the Civic Association for Prevention (ACP), within the Project for Attention to Minors in Expulsion (PAMEX), to a total of 523 minors. It can be observed in the results obtained the determination of a profile that characterizes these students, mostly boys of the first cycle of secondary education, with similar hobbies and enjoyment of free time, as well as the consumption of addictive substances, highlighting the importance of abuse of energy drinks. This longitudinal study has made it possible to compare these variables over time and how they have been maintained. Future lines of research and intervention are also proposed after the confinement suffered by minors due to COVID-19, focused on mitigating variables such as resilience and engagement.
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Zengin, Mevsim. "Investigation of High School Students’ Dropout Risk Level." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 59–68. http://dx.doi.org/10.34293/education.v9is1-may.4000.

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The aim of this study is to determine the risk level of high school students for dropout. The sample of the research in the descriptive survey model consisted of 578 students studying in public high schools in the central districts of Mersin. The “School Dropout Risk Scale” was used as a data collection tool in the study. According to the findings obtained as a result of the research, male students are more likely to drop out of school and behave antisocial than female students. It has been observed that there are silent types who have a perception of failure, do not show that they will drop out of school, are in the risk group, and that the students expressed a “low” level of opinion regarding the total score at the risk of dropping out of school. In line with these findings, suggestions were made to prevent school dropout.
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Marquez-Vera, Carlos, Cristobal Romero Morales, and Sebastian Ventura Soto. "Predicting School Failure and Dropout by Using Data Mining Techniques." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 8, no. 1 (February 2013): 7–14. http://dx.doi.org/10.1109/rita.2013.2244695.

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Vitaro, Frank, Mara Brendgen, and Richard E. Tremblay. "Prevention of School Dropout Through the Reduction of Disruptive Behaviors and School Failure in Elementary School." Journal of School Psychology 37, no. 2 (June 1999): 205–26. http://dx.doi.org/10.1016/s0022-4405(99)00006-0.

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Vázquez Recio, Rosa, Mónica López-Gil, and Guadalupe Calvo-García. "El currículum oculto del fracaso escolar y del abandono educativo temprano. Razones interseccionadas." Revista Investigación en la Escuela, no. 98 (2019): 16–30. http://dx.doi.org/10.12795/ie.2019.i98.02.

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Anderson, Douglas K., and Sherman Dorn. "Creating the Dropout: An Institutional and Social History of School Failure." Social Forces 75, no. 4 (June 1997): 1505. http://dx.doi.org/10.2307/2580704.

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Preskill, Stephen, and Sherman Dorn. "Creating the Dropout: An Institutional and Social History of School Failure." History of Education Quarterly 37, no. 3 (1997): 331. http://dx.doi.org/10.2307/369461.

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Roderick, Melissa. "Creating the dropout: An institutional and social history of school failure." Journal of Policy Analysis and Management 16, no. 1 (1997): 188–92. http://dx.doi.org/10.1002/(sici)1520-6688(199724)16:1<188::aid-pam16>3.0.co;2-i.

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Cutler, William, and Sherman Dorn. "Creating the Dropout: An Institutional and Social History of School Failure." Journal of American History 85, no. 3 (December 1998): 1150. http://dx.doi.org/10.2307/2567349.

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Dissertations / Theses on the topic "School Dropout and Failure"

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Maulik, Manas Kumar. "Adolescence and school failure : a comparison of school dropout in India and France." Thesis, Nice, 2015. http://www.theses.fr/2015NICE2016/document.

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Le décrochage scolaire affecte non seulement l’avenir économique et le statut social de l’individu, mais représente aussi un grave handicap pour sa famille, ses enfants et son pays. Dans cette étude nous comparons le décrochage scolaire en Inde et en France, deux pays très différents, mais concernés par le décrochage scolaire, à des degrés divers. Au ch. 1 nous comparons la structure, l’histoire et le fonctionnement des systèmes éducatifs de la France et de l’Inde, sur quelques facteurs significatifs comme le taux d’inscription des élèves, la compétence de lecture, le statut économique des familles. Nous faisons un bref rappel du développement psychologique de l’adolescent et de son impact sur l’apprentissage.Le ch. 2 est consacré à l’étude du décrochage. Nous examinons les variations de sa définition selon les pays, ses causes externes (pauvreté, analphabétisme parental, environnement culturel) et internes (redoublement, échec scolaire), ses conséquences (chômage, troubles sociaux) et ses remédiations (veille par enquêtes, formation d’adultes, politiques éducatives). Dans le ch. 3, nous présentons les enquêtes que nous avons menées dans le collège Leï Garrus(Var) et l’école Lakshmipur Shamidji Seva Sangha (Lakshmipur), sur des élèves de 15-16ans, en empruntant la méthodologie des enquêtes PISA. Nous faisons le bilan des similitudes (échec en mathématiques, désintérêt pour la langue) et des différences (causes externes du décrochage, suivi extra-scolaire, poursuite d’études envisagée). Enfin, nous insistons sur les limites mais aussi la nécessité de l’approche comparative, en nous prononçant pour une perspective interculturelle de la recherche en éducation
In last few decades priority has been given to prevention of school dropout which not only affects the future economic and social status of individual but also presents a huge problem for his family, his children and his country. In this study, we compare school drop in two countries, India and France, very different, but concerned with drop-out at various degrees.In chap. 1, we compare structure, history and functioning of education system in France and India, using significant factors like students’ enrolment, reading ability, economic status of families and resort to private tuition. We conclude with a brief reminder of the psychological development of adolescents and its impact on learning.Chapter 2 is devoted to the dropping out study. We examine the variations of its definition according to countries, its causes, external (dwelling place, cultural environment, parents’ illiteracy) and internal (basic skills deficiency, grade repetition, teacher expectation), its consequences (unemployment, illiteracy, decline of GDP, social climate disturbance) and its remedies (regular educational surveys, adult education, educational strategies).In ch. 3 we present the surveys we have carried out in collège Leï Garrus (Var) and Lakshmipur Shamidji Seva Sangha High school (Lakshmipur) with 15-16 aged students, on the basis of PISA questionnaires regarding basic skills and teacher-student relationship. We underline resemblances (failing in language and mathematics) and differences (drop out external causes, extra-school tuition). Finally, we emphasize the limits but also the need of the comparative approach, defending an intercultural perspective of education research
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Inman, Rex Wayne Sr. "Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4828.

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There has been a lack of information and research as to the reasons students did not graduate from high school with a diploma, or GED certificate, or certificate of completion, even though they were given the opportunity to attend an alternative drop-out or credit recovery program. This study identified the reasons why some students failed to complete an alternative education program in a K-12 school district in Texas. Of the 29 former PACE students failing to graduate with either a diploma or GED certificate that participated in this research, a little less than half either quit the program or were administratively dropped because they felt that earning money from their job was more important than graduating from high school. Each of the others had this excuse as well as many other excuses for not graduating. Three inter-locking conclusions were reached by the researcher after interviewing 29 of the students that did not complete the PACE program. The first conclusion was that students did not understand the value of a high school diploma at the time they were attending PACE. The second was that money, even in the form of a minimum wage job, was more important than an education. The final conclusion was that each student did not have a plan for their life beyond the coming evening or weekend. All students that failed to graduate or earn a GED had at least one of these misconceptions, while most had two, and a few had all three.
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Cain, Rashida. "A case study of the high student failure and dropout rates at FET college." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020998.

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The aim of this case study was to investigate the key factors contributing to the high failure and high dropout rates at a FET College. The FET College selected for the purpose of this study is situated in a city in the Eastern Cape. The Minister of Labour declared in 2006 that FET Colleges in South Africa have a central role to play in assisting youth in gaining skills, in order to realise the South African Government’s goal of halving poverty and unemployment by 2014. The South African Government spent R1.9 million on the recapitalisation of colleges in 2005 to improve the FET Sector. According to the Green Paper (DHET, 2012), the FET College sector is weak and the throughput rate of the 2007 NC (V) cohort nationally was 4 percent and the dropout rate between 13 percent and 25 percent. The average pass rate for the successful completion of NC (V) students at FET Colleges in the Eastern Cape was 12 percent for 2007. The research design selected for this study was an explanatory intrinsic case study of a qualitative nature, with the aim to provide a comprehensive depiction of the case. Data was gathered from various sources and at different stages at the particular college campus. Questionnaires, semi-structured interviews and document interrogations were employed to gather descriptive qualitative data. Demographic information on the students who had dropped out assisted in the profiling of students at risk of dropping out of college. The findings derived from the data showed that multiple factors caused the high student dropout and failure rates, prominent among which was a lack of finances, impacting on accommodation and transport, which in turn impacted on student attendance. A lack of motivation and commitment from students seemed to further contribute to the high student failure and dropout rates. In addition, the students’ perceptions and expectations of the FET College, the barriers to academic success and views about support services were explored. Finally, the present circumstances and plans of students who had dropped out were investigated.
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Shirasu, Maità RimekkÃ. "Determinants of dropout and repetition rates in CearÃ." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12957.

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Tendo em vista os reconhecidos benefÃcios sociais e econÃmicos advindos da educaÃÃo, tanto em nÃvel individual quanto agregado, identificar os fatores que causam os problemas de evasÃo e repetÃncia escolar tem persistido como ponto importante na agenda de pesquisadores, seja de paÃses em desenvolvimento ou desenvolvidos. Nesse sentido, este estudo objetivou identificar os determinantes da evasÃo e da repetÃncia escolar no ensino mÃdio das escolas pÃblicas do CearÃ. Para tanto, foi utilizada a base de dados longitudinal do Sistema de AvaliaÃÃo Permanente da EducaÃÃo BÃsica (SPAECE) de 2008, acompanhada de 2009 a 2011, sobre a qual se construiu um modelo logÃstico multinÃvel que incorpora a natureza hierÃrquica dos dados, subdivididos em nÃveis de alunos e de escolas. Os resultados indicam a importÃncia do Programa Bolsa FamÃlia para a reduÃÃo da probabilidade, tanto para a ocorrÃncia de evasÃo, quanto de repetÃncia escolar. AlÃm disso, dentre os fatores que tÃm a maior influÃncia no aumento das chances de o aluno deixar a escola, estÃo o desinteresse pelos estudos e a persistÃncia de repetÃncia em anos anteriores. Sendo este Ãltimo, junto com o atraso escolar, os principais determinantes da retenÃÃo dos alunos cearenses. Uma vez que essas escolas possuem infraestruturas semelhantes, a intervenÃÃo dos educadores deve estar atrelada à motivaÃÃo dos alunos pelos estudos, atravÃs de medidas pedagÃgicas que os envolvam e os alertem efetivamente sobre os benefÃcios sociais e econÃmicos advindos pela acumulaÃÃo de educaÃÃo a mÃdio e longo prazo, tal como ocorre nos paÃses desenvolvidos.
Considering the overall benefits from education, the dropouts and school failures bring about severe consequences for economic progress and welfare of the population. The purpose of this study was to identify the determinants for the occurrence of such problems in public high schools of the State of CearÃ. For doing this, a longitudinal database of SPAECE of 2008, extended to 2009-2011, is applied to a multilevel logistic model on a hierarchical basis, which is divided in two dimensions: school and students. It is found evidence that factors associated with both the students themselves and their familiesâ status affects significantly the chances for dropouts and school failures. While the cash transfer (Bolsa FamÃlia) to studentâs household is an important mechanism to reduce the probability of dropout and school failure, the lack of students' dedications in school activities and persistency of failures are the main deficiencies for increasing the chances of dropouts from school. Since the sampled schools have similar infrastructure, the intervention of educators must be driven to student motivation in scholar activities, through educational measures that call for their attention and warn them effectively on the social and economic benefits arising from the accumulation of education in the medium and long term, as it occurs in developed countries.
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Patrick, Rikki Kenneth. "A Diagnostic Analysis of Elementary Principals' Practices which Serve Youth At-Risk of School Failure." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1199.

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This study provides a description of the practices elementary school principals employ to reduce the likelihood that at-risk youth will actually experience school failure. The problem investigated in this study is reflected in this broad question: What is the relationship of principals' practices to the provision of service for at-risk youth? Differences in the importance and frequency of use of practices by principals were compared. Variables such as school size, percentage of students who are eligible for free lunch, percentage of students who are at-risk, student mobility, and principal's rating of how successfully their school is serving at-risk youth were also investigated. Thirty percent of the elementary principals employed in the metropolitan area of Portland, Oregon were randomly selected to participate in this study. The research design was descriptive. Data were collected from the critical Principal Practices Profile, a questionnaire developed by the researcher and five practitioners after an extensive review of related literature. Using a 4-point scale, principals indicated the importance and frequency of use of principals' practices for the provision of service for at-risk youth. Eighty-three percent of the selected principals completed and returned the survey. Of the responding principals' schools: 25.9% had a student population greater than 600 students, 27.8% had more than 50% of the student body eligible for free lunch, and 43.5% had more than 32% of the student body at-risk of school failure. A number of statistical treatments were performed in analyzing the data. According to the respondents, "Selection of Service Delivery Patterns" emerged as the most important practice (M = 3.65) and the most frequently used practice (M = 3.21) for serving at-risk youth. The practice "Selection of Service Delivery Patterns" was described by five explanatory items: identifying at-risk youth, requiring the modification of curricula, identifying suspension and expulsion alternatives, monitoring student performance, and implementing retention alternatives. The principals' practices and the school demographics were compared using an ANOVA. Associations reaching a significant level were found between the independent and dependent variables; however, the importance and frequency of use patterns reported by the principals could not be consistently explained simply by school demographics
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Vasconcelos, Maria de Deus Medeiros Costa. "Abandono e absentismo escolar no concelho de Ponta Delgada." Master's thesis, [s.n.], 2013. http://hdl.handle.net/10284/3804.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Emocional e da Personalidade
A recomendação da União Europeia, de janeiro de 2011, aos estados europeus para que adotem políticas de prevenção do abandono escolar, que apesar de ter vindo a diminuir, ainda apresentam, em alguns países como Portugal e Malta, valores muito elevados é, de uma forma genérica, o ponto de partida do nosso estudo. Os sucessivos governos têm vindo a promover programas nacionais de combate ao abandono escolar mas, segundo Grilo (2010), estes programas deveriam ser elaborados mais ao nível local e em função das exigências da comunidade educativa envolvente. De acordo com as estatísticas disponíveis, os alunos têm vindo a permanecer mais tempo na escola, com ofertas educativas que vão ao encontro das suas expetativas e experiências vivenciadas. O abandono e absentismo escolares tornaram-se prioridades do atual sistema de ensino. O presente estudo visa caracterizar a dimensão do abandono escolar e absentismo no concelho de Ponta Delgada, no período compreendido entre 2010 e 2011. A taxa de abandono escolar precoce nos Açores tem diminuído, mas é superior à taxa nacional, que, por sua vez, apesar de também estar a diminuir, é ainda muito superior à taxa europeia. A explicação para as elevadas taxas de absentismo e abandono escolar não se encontra apenas no interior do sistema educativo. Os adolescentes e jovens dificilmente permanecerão mais tempo na escola se a sociedade em geral não valorizar uma escolaridade alargada no tempo e inclusiva. A este propósito, o pouco entusiasmo com que alguns setores da sociedade portuguesa parecem ter acolhido o recente alargamento da escolaridade obrigatória para 12 anos é sugestivo. Mas isto não dispensa o próprio sistema educativo de desenvolver, no seu interior, esforços para diminuir o abandono precoce da escola por parte dos estudantes, agindo preventivamente desde os primeiros anos de escolaridade. Neste projeto de investigação pretende-se verificar se existe uma relação entre absentismo e abandono escolar e a situação socioeconómica e cultural dos seus progenitores. The recommendation of the European Union, from January 2011, to the European states for them to adopt political prevention of school dropout, has been decreasing. Yet, in some countries such as Portugal and Malta, they present very high values, which are our starting point in this project. The latest governors have been promoting drop out awareness national programs but, according to Grilo (2010), these programs should have been elaborated towards the local and in demand of the evolving community. As stated by the available statistics, students have been staying longer at school during labour hour because of the class offer, which suit them individually. The drop out and the skipping classes became priority number one to the educational system. This study will characterise the dimension of the dropouts and missing classes in Ponta Delgada County, in between 2010 and 2011. The early drop out rate, which, in turn, while also decreasing, is still well above the European rate. The explanation for those high dropouts rates does not only remain within the educational system. Adolescents and young adults hardly stay longer at school because society does not grant the appropriate importance to broad and inclusive education. Regarding this aspect, some sectors of Portuguese society have received the recent extension of compulsory schooling to 12 years with little enthusiasm, which is suggestive. But this does not relieve to education system to develop, within it, efforts to reduce school dropout, acting preventively starting from early years of schooling. In this research we seek to determine whether or not exists a link between school dropouts and economic status of their families. The relevant question is if school dropout is directly related to families with very low social, cultural an economic resources.
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Sagrilo, José Cesar. "O programa de prevenção e combate à evasão escolar (PPCEE) como agente de inclusão educacional: uma análise de resultados (2011-2014)." Universidade Estadual do Oeste do Paraná, 2016. http://tede.unioeste.br/handle/tede/3380.

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Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-21T18:09:09Z No. of bitstreams: 2 Jose_Sagrilo2016.pdf: 2648141 bytes, checksum: 90afceb4eecf678ec70d082fc99065da (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
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The present study aims to understand if the Prevention and Combat of School Dropout/ PPCEE, in the city of Cascavel-PR, Brazil, is configured as agent of educational inclusion of students, on municipal and state education networks, in school leaving and/ or drop out situation, through the actions performed regarding to the insertion, reinsertion and permanence of these students in school. The survey was conducted through a document and bibliographic research. On the document investigation, we used the program's creation project, the frames with the annual results of attending, the reports generated by this program and the records used on the attendance to students and to their legal guardians. On the other hand, the bibliographic research subsidize the analysis of these documents, providing a comprehension of the social context of the demand sent for attendance, taking into account that these students are children of workers in rural and urban areas. The study was conducted under the presuppositions of historical and dialectical materialism. On this perspective, those individuals, who drop out the school for different reasons, are part of a larger context, which is the social one. Thus, we prioritize contents such as: exclusion-inclusion, social policies, school failure, work, social inequalities and the current legislation regarding to this issue. On the analysis and discussion of data, we listed two categories; success of students who were assisted by the program and returned to school or had positive actions; failure of students considered as a repressed demand, which were not assisted by the program, and those who, even with the attendance of the program, have not returned to school. Therefore, we can ensure that the PPCEE, by their results and by the data presented, can be configured as an educational inclusion program.
O estudo apresentado tem como objetivo, compreender se o Programa de Prevenção e Combate à Evasão Escolar/PPCEE, do município de Cascavel-PR, se configura como agente de inclusão educacional de estudantes, das redes de ensino municipal e estadual, em situação de evasão e/ou de abandono escolar, pelas ações realizadas no que tange à inserção, reinserção e permanência desses estudantes na escola. A pesquisa foi realizada por meio de um estudo documental e bibliográfico. Na investigação documental, nos utilizamos do projeto de criação do programa, dos quadros com os resultados anuais de atendimento, dos relatórios gerados por esse programa e das fichas utilizadas no atendimento aos estudantes e seus responsáveis. A pesquisa bibliográfica por sua vez, subsidiou a análise desses documentos, proporcionando uma compreensão do contexto social da demanda encaminhada para atendimento, levando em consideração que esses estudantes são filhos de trabalhadores da zona rural e urbana. O estudo foi realizado sob os pressupostos do materialismo histórico-dialético. Sob essa perspectiva, esses sujeitos que se evadem da escola por diferentes motivos, fazem parte de um contexto maior, que é o social. Assim, priorizamos conteúdos tais como: exclusão-inclusão, políticas sociais, fracasso escolar, trabalho, desigualdades sociais e a legislação vigente referente à temática em questão. Na análise e na discussão dos dados, elencou-se duas categorias; êxito dos estudantes que tiveram ação do programa e retornaram à escola ou tiveram ações positivas; insucesso dos estudantes considerados como demanda reprimida, que não foram atendidos pelo programa, e os que, mesmo com a ação do programa, não retornaram à escola. Portanto, pode-se assegurar que o PPCEE, pelos seus resultados e por meio dos dados apresentados, pode ser configurado como um programa de inclusão educacional.
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Lindblad, Michael. ""De förstod aldrig min historia" : unga vuxna med migrationsbakgrund om skolmisslyckande och övergångar mellan skola och arbete." Doctoral thesis, Umeå universitet, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120220.

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This study aims to deepen knowledge of young people with a migration background in Sweden, particularly those with non-European backgrounds, and their transitions from school to work. The focus is on young people with uncompleted upper secondary education (USE), drawing on their life stories, and exploring their perceptions and experiences around school failure, entering the labour market, and/or not being in education, employment or training (NEET). Theoretically the study analyses individuals’ career decisions from an agency-structure perspective, drawing on careership theory, in particular the notions of pragmatic-rational choices, routines, turning-points and horizons of action (Hodkinson & Sparkes 1997), combined with theories on ‘otherness’ (Hall 1990; 1999, Anthias 2002, Balibar 2004, Trondman 2007), and the notion of socio-geographic space (Bourdieu 1986a; Bourdieu 1999, Bourdieu & Wacquant, 1996). Methodologically, the thesis is based on narrative research, and the empirical material comprise life stories of twenty young people (men and women) about their lives, school experiences and time after leaving school. The careers of the young people were developed in fields where they had subordinate positions, based on their family’s mostly limited social, economic and cultural capital, their own short education and limited experience, and the otherness they encoun­tered. Against this background, their educational and labour market career choices are under­stood as pragmatic-rational, enabled and limited by the resulting horizons of action. However, the collected nar­ra­tives suggest that their horizons of action developed from the time they left school when they made different pragmatic-rational choices that changed their posi­tions. Nevertheless, career choices were often made within a bounded agency and reduced op­por­tunities as a consequence of school failure and their own scarce resources. The learning and interaction taking place within the routine periods are both crucial for understanding processes that result in school failure and the subsequent extend­ed period of establishment in working and adult life, and change of horizons of action and habitus. The narratives of the young people showed that school failures and dropout are com­plex and extended processes that are related to education and family, as well as access to power and capital. They also encountered difference-making through the predominant images and discourses of 'immigration' as a social problem and by being located in a specific socio-geo­graphic space that limited their possibilities for action. The family was highly significant and, in most cases, represented security and continuity. The family’s present situation and future was crucial to the young adults, which affected their choices. Hence, their own horizon of action also included the family’s opportunities and horizon of action. The study indicates that there is sometimes reason to speak of a collective horizon of action rather than just an individual one. Institutional and informal support together with young people’s agency may enable positive career development in spite of a lack of resources provided to the young, particularly if schools and other institu­tions would provide more professional and timely support. The overall conclusion is that it would not have taken much investment of resources and effort to have prevented school failure for a large proportion of the twenty young adults in this study. That is the good news.
Osäkra övergångar. Unga utan fullständig gymnasieutbildning: vägarna och åtgärderna i longitudinellt perspektiv
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Owens, Mario Antonio. "Variables that impact high school dropout." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03312009-151116.

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Garcia, Daniel. "High School Dropout: A Study of Parental Perceptions of Dropout and Prevention Strategies." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/946.

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Dropping out from high school is becoming a growing trend that necessitates new and more powerful intervention strategies to be utilized. Large numbers of adolescents between the ages of 16- 24 have been shown to receive no high school diploma or equivalent. The effects of dropping out are far reaching, with many students who dropout facing depression and alienation that may lead to other negative consequences. This research focuses on the need for preventative action against the issue of dropout. One hypothesis to be tested is whether or not current dropout prevention techniques can be applied to students who are not at risk for dropping out. The researcher theorizes that if all students are exposed to these strategies then perhaps the overall school environment will yield less students who are at risk to begin with.
B.S.W.
Bachelors
Health and Public Affairs
Social Work
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Books on the topic "School Dropout and Failure"

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Creating the dropout: An institutional and social history of school failure. Westport, Conn: Praeger, 1996.

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Wolf-Schein, Enid G. Teacher alert system: A guide for teacher managed assessment of students who are "at risk" of school failure. Edmonton, Alta: Alberta Education Response Centre, 1991.

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Preventing school failure: Tactics for teaching adolescents. 2nd ed. Austin, Tex: Pro-Ed., 2000.

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Rezago educativo y desigualdad social en el estado de Morelos: Retos de la gestión social. México, D.F: Centro Regional de Investigaciones Multidisciplinaria, Universidad Nacional Autónoma de México, 2001.

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Rojas, Hernán Fernández. Educación, una mirada hacia dentro: Analfabetismo, repitencia y deserción. Lima: Instituto de Pedagogía Popular, 1990.

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Rojas, Hernán Fernández. Educación, una mirada hacia dentro: Analfabetismo, repitencia y deserción. Lima: Instituto de Pedagogía Popular, 1990.

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Aider les jeunes enfants en difficulté: Prévention et intervention. Montréal: Éditions du CHU Sainte-Justine, 2008.

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Denise, Bradby, and National Center for Education Statistics., eds. National Education Longitudinal Study of 1988: Characteristics of at-risk students in NELS:88. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1992.

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Kaufman, Phillip. National Education Longitudinal Study of 1988: Characteristics of at-risk students in NELS:88. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1992.

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Badger, Meredith. Fairy school dropout. New York, NY: Scholastic, 2010.

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Book chapters on the topic "School Dropout and Failure"

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Stewart, Latoya S., Andy V. Pham, and John S. Carlson. "School Dropout." In Encyclopedia of Child Behavior and Development, 1293–94. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2501.

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Sewell, Trevor E., Joseph P. DuCette, and Erin McNamara Horvat. "School dropout." In Encyclopedia of psychology, Vol. 7., 170–73. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-069.

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Reschly, Amy, and Karen Sandberg Patton. "School Dropout." In Encyclopedia of Quality of Life and Well-Being Research, 5692–95. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2598.

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Reschly, Amy L., and Christopher A. Pinzone. "School Dropout." In Encyclopedia of Quality of Life and Well-Being Research, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_2598-2.

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Matvya, Jennifer, Nancy Lever, and Jennifer Pitchford. "Student Dropout." In Encyclopedia of Cross-Cultural School Psychology, 936–39. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_404.

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Lamb, Stephen. "School Dropout and Inequality." In School Dropout and Completion, 369–90. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9763-7_21.

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Nicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal." In Social and Economic Vulnerability of Roma People, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.

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AbstractThe schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.
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Lamb, Stephen, and Eifred Markussen. "School Dropout and Completion: An International Perspective." In School Dropout and Completion, 1–18. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9763-7_1.

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Pagnossin, Elisabetta. "School Dropout and Completion in Switzerland." In School Dropout and Completion, 191–211. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9763-7_10.

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Markussen, Eifred. "Introduction to the Nordic Education Systems." In School Dropout and Completion, 213–14. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9763-7_11.

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Conference papers on the topic "School Dropout and Failure"

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Carmo, Shirlene, Luís Souto, and Carlos Silva. "THE INTERDISCIPLINARITY OF FORENSIC SCIENCES IN THE EDUCATIONAL SPHERE: AN ANALYSIS OF THIS CONTEXT IN SECONDARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end041.

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Many students when entering higher education, mainly in courses of exact or natural sciences and engineering, have difficulties in following the initial contents taught, due in part to the lack of knowledge arising from unique traditional methodology applied during their training. Some graduations even promote leveling courses in order to try reducing the deficits brought from previous education. Subjects such as Differential and Integral Calculus that are on the curricular basis of these courses, show high failure rates, strongly linked to gaps in previously acquired knowledge in mathematics. These factors directly contribute to the increase in retention rates and school dropout. So, there is a relentless search for improvement in the teaching-learning of these sciences, in order to motivate students, still in required education to knowledge building. It is commonly observed that young people are very attracted to the scientific disclosures broadcast by the media, as can be seen in the investigative series, which use forensic expertise for solving cases of a judiciary nature. In this sense, this work aimed to summarize studies that have been developed and implemented about the use of forensic sciences in the promotion of teaching-learning in secondary schools. The methodology was based on exploratory qualitative research. The results are based on experiences that occurred in the school context in USA, Brazil and Portugal, where it appears that students are more involved in the development of educational activities when integrated in a forensic like context, benefiting from collaborative work when trying to arrive to a common goal, similar to the assignment of a true forensic scientist. This allows them to recognize the importance of these contents, facilitates the presentation before the classroom, while improving the interaction with the social environment in which they are inserted. Teacher’s feedback confirms the beneficial implementation of these activities in the educational context and considers it with potential to attract attention and awaken the interest of these students in the sciences, thus improving the comprehension of theoretical concepts of the contents integrated in the school curriculum. The interdisciplinarity implemented on the production and socialization of knowledge is necessary and decisive to promote effective teaching and learning. The Forensic Sciences contemplate this interdisciplinarity and contribute that students feel more involved and motivated in learning, reducing retention rates and school dropout and increasing the search for science and technological careers.
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Pereira, Marina Andreia Gomes, and Luis Francisco Mendes Gabriel Pedro. "Collaborative transmedia learning environments for the promotion of students’ autonomy and motivation : A study developed with students at risk of dropout and school failure." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9140850.

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Abdurrohman, Nurun Sholeh, Hanapi, and Baiq Liana Widiyanti. "Dropout School Children in Coastal Communities." In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.016.

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Taru, Zismeda, and Suyanto. "Adjustments of School Cultures to Prevent Students’ Dropout." In Proceedings of the 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.062.

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Mayoral-Valdivia, Pedro José, Evangelina Flores-Hernández, Carmen Alicia Magaña-Figueroa, and Rosa María Pelaez-Carmona. "SCHOOL DROPOUT: A CASE STUDY IN COLIMA, MEXICO." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0885.

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Nasrullah, Wildan Adji, Judi Prajetno Sugiono, Joan Santoso, and Agus Djaja Gunawan. "Predicting Student’s Failure in Education Based on Dropout Status." In 2021 3rd East Indonesia Conference on Computer and Information Technology (EIConCIT). IEEE, 2021. http://dx.doi.org/10.1109/eiconcit50028.2021.9431905.

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Gorghiu, Laura Monica, Roxana Constanta Enache, Ana-Maria Aurelia Petrescu, and Gabriel Gorghiu. "Several Causes and Sustainable Solutions of School Dropout in Romania." In International Conference Globalization, Innovation and Development. Trends and Prospects (G.I.D.T.P.). LUMEN Publishing House, 2020. http://dx.doi.org/10.18662/lumproc/gidtp2018/37.

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Orooji, Marmar, and Jianhua Chen. "Predicting Louisiana Public High School Dropout through Imbalanced Learning Techniques." In 2019 18th IEEE International Conference On Machine Learning And Applications (ICMLA). IEEE, 2019. http://dx.doi.org/10.1109/icmla.2019.00085.

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Elbir, Ahmet, Egehan Gündüz, and Banu Diri. "Estimating the School Dropout Trend by Using Data Mining Methods." In 2018 Innovations in Intelligent Systems and Applications Conference (ASYU). IEEE, 2018. http://dx.doi.org/10.1109/asyu.2018.8554022.

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Nagy, Marcell, and Roland Molontay. "Predicting Dropout in Higher Education Based on Secondary School Performance." In 2018 IEEE 22nd International Conference on Intelligent Engineering Systems (INES). IEEE, 2018. http://dx.doi.org/10.1109/ines.2018.8523888.

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Reports on the topic "School Dropout and Failure"

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Chatterji, Pinka, and Jeff DeSimone. Adolescent Drinking and High School Dropout. Cambridge, MA: National Bureau of Economic Research, May 2005. http://dx.doi.org/10.3386/w11337.

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Grant, Monica, and Kelly Hallman. Pregnancy-related school dropout and prior school performance in South Africa. Population Council, 2006. http://dx.doi.org/10.31899/pgy2.1042.

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Tofaris, Elizabeth, and Catherine Jere. Reducing School Dropout Rates in Malawi and Lesotho. The Impact Initiative / Institute of Development Studies, November 2017. http://dx.doi.org/10.35648/20.500.12413/11781/ii289.

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McCaffrey, Daniel, Rosalie Liccardo Pacula, Bing Han, and Phyllis Ellickson. Marijuana Use and High School Dropout: The Influence of Unobservables. Cambridge, MA: National Bureau of Economic Research, June 2008. http://dx.doi.org/10.3386/w14102.

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Mensch, Barbara, Wesley Clark, Cynthia Lloyd, and Annabel Erulkar. Premarital sex and school dropout in Kenya: Can schools make a difference? Population Council, 1999. http://dx.doi.org/10.31899/pgy6.1025.

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Hanushek, Eric, Victor Lavy, and Kohtaro Hitomi. Do Students Care about School Quality? Determinants of Dropout Behavior in Developing Countries. Cambridge, MA: National Bureau of Economic Research, December 2006. http://dx.doi.org/10.3386/w12737.

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Lovenheim, Michael, Randall Reback, and Leigh Wedenoja. How Does Access to Health Care Affect Teen Fertility and High School Dropout Rates? Evidence from School-based Health Centers. Cambridge, MA: National Bureau of Economic Research, February 2016. http://dx.doi.org/10.3386/w22030.

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Anderson, Virginia. The Overage Student: Candidate for School Failure. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1269.

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Mejdalani, Alexandre, Roberta Mendes e Costa, Michelle Hallack, David Daniel Lopez Soto, and Miguel Vázquez. A Brighter Future: The Impact of Rural School Electrification Programs on the Dropout Rate in Primary Education in Brazil. Inter-American Development Bank, December 2018. http://dx.doi.org/10.18235/0001468.

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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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