共查询到20条相似文献，搜索用时 31 毫秒
1.
Enrique Fernández-Macías José-Ignacio Antón Francisco-Javier Braña Rafael Muñoz De Bustillo 《European Journal of Education》2013,48(1):150-164
Spain has one of the highest levels of early school leaving and educational failure of the European Union. The purpose of this paper is to analyse the anatomy of early school leaving in Spain and its characteristics. In order to do so, in the first part we discuss the measurement problems related with this concept and the evolution of drop-out rates in Spain. We argue that the published figures of early school leaving slightly underestimate the phenomenon, and discuss the impact of the increase in immigration rates on the level of educational failure and its very unequal distribution in terms of gender. In a second part, using data from the Labour Force Surveys of 2000 and 2007, we explore the factors behind educational failure by means of a logistic regression. The results of this model confirm the explanatory power of social reproduction hypotheses, but also show that there are important aspects of the patterns and recent evolution of early school leaving which cannot be explained by a single theoretical approach. 相似文献
2.
Anthea Taylor 《教育政策杂志》2013,28(5):677-699
Concern about poor school attendance and participation, particularly of Indigenous children, is a key issue in Australian education; however, strategies to address this issue have been piecemeal and have met with limited success. While much has been written about the issue of school attendance, little attention has been given to absenteeism in early childhood education or its effects at this level. Drawing on data from a longitudinal ethnographic study of Indigenous children in early childhood education in an Australian city, this paper examines the impact of intermittent attendance on the academic, social and personal wellbeing of young Aboriginal children. Explanations for non‐attendance, particularly in the non‐compulsory pre‐school, are considered, and the efficacy of current policy trends to coerce parents to deliver children to school by withholding welfare income is challenged. It is argued that because absenteeism in the Indigenous context is part of the broader complex of social exclusion and disadvantage, policy‐makers and service providers, such as the school, are presented particular challenges involving the balancing of competing principles. 相似文献
3.
Kristof De Witte Ides Nicaise Jeroen Lavrijsen Georges Van Landeghem Carl Lamote Jan Van Damme 《European Journal of Education》2013,48(3):331-345
This article presents a comparative analysis of the determinants of early school leaving (ESL) at the country level. We decompose ESL rates into two components: a ‘primary’ rate reflecting unqualified school leaving from initial education, and a second component accounting for early school leavers who participate in training programmes. Both may be influenced by structural and policy determinants. We examine how the ESL rate is affected by macro-economic and social context variables such as GDP/capita, growth, poverty, and youth unemployment, as well as system characteristics of the education system (such as legal school leaving age, grade retention, early tracking, and size of vocational education) and the labour market and social protection systems (minimum wages, unemployment insurance). 相似文献
4.
Studies on early school leaving (ESL) from countries such as Bosnia and Herzegovina, Croatia, Montenegro, Serbia and Slovenia have been missing from the international early school leaving research map. As a contribution to remedying this, the article reviews research papers and strategic documents from these countries, guided by the general question whether there is anything specific about ESL in this region in comparison to the wider European research and policy context. The aspects of ESL examined include definitional similarities and differences, extent of ESL, dominant theoretical and methodological approaches, factors identified as impacting ESL as well as policy solutions. We find that Croatia and Slovenia are among the countries which have the lowest ESL rates in Europe. The findings of the reviewed research studies correspond to international research papers in terms of the following frequent risk factors for ESL: low economic and cultural family background, ethnic minority and migration status, type of school enrolled and motivation and academic achievement. There is a strong focus on Roma children early school leavers in all of the countries examined and Bosnia and Herzegovina stands out in the broader European context with the finding that girls from large, low socio-economic status families, who live more than three kilometres away from school, are at particular risk of ESL. In discussing ESL, the reviewed studies tend to emphasise individual and family characteristics rather than also broader social constraints as ESL determinants, a practice also reflected in policy documents which do not mention the role of broader social and economic conditions shaping early school leaving. 相似文献
5.
The persistent achievement gaps among children of different race/ethnicity and socioeconomic status in the United States represent an issue that has commanded public, policy, and research attention on and off for about 100 years now, and it is once again in the forefront of policy-making agendas. Debates nevertheless abound on the most promising and cost-effective strategies to address the problem. We examine critically the available evidence on the benefits and costs of early childhood education and conclude that early, vigorous interventions targeted at disadvantaged children offer the best chance to substantially reduce gaps in school readiness and increase the productivity of our educational systems. The available evidence fails to provide a complete road map for future investments, however. Hence, we propose a program of challenge grants to states and their subunits, coupled with waivers from regulation, to spur innovation and experimentation within this important research area. We provide examples of the types of experiments that could be funded and discuss important considerations in the development and implementation of such a research grants program. 相似文献
6.
David Hodgson 《教育政策杂志》2019,34(1):117-132
A governmental research inquiry was conducted into the policy to raise the school leaving age in Western Australia. The study aimed to problematise the policy so as to identify and examine the rationale and intervening practices with young people who were deemed to be at-risk of not meeting the new school leaving age requirements. Drawing on interviews and policy documents, this paper elaborates the concept of ‘apparatus’ as defined by Foucault and Agamben to identify the contexts and consequences of the way the policy produced and reproduced an ‘at-risk’ youth subjectivity. The paper shows how a binary between school completers and non-completers emanated from a context about a crisis in falling retention and early school leaving, myopically focusing on NEET (Not in Employment, Education or Training) subjectivities as both the cause and solution to the policy objectives. Consequently, the policy apparatus is productive of the very circumstances it seeks to address, and therefore it recursively cycles around a problem it does not solve. 相似文献
7.
Annette Braun 《教育政策杂志》2013,28(1):115-116
In this paper I outline an approach towards policy analysis that takes governmentality as its point of theoretical orientation and begin to apply this approach to my research into the recently raised compulsory school‐leaving age in Western Australia. I aim to demonstrate the methodological potentials of this approach by giving examples of the thinking and practices that shape and condition the policy. I commence by situating the school‐leaving age policy within a broader field of reforms occurring under the general banner of neoliberalism and argue that the policy is primarily concerned with the conduct of students classified at ‘educational risk’, and with transforming these students to become more visible, participative and engaged in their schooling. By focusing on the policy rationalities and technologies, and drawing on Foucault’s notion of governmentality, I explore the forms of knowledge and practical strategies that are deployed in this policy field. I contend that this particular deployment narrowly constructs young people’s experiences of schooling in ways that do not allow for a broader debate about their declining school attendance and what should be done to address it 相似文献
8.
This article describes early school leaving in Sweden, Denmark, Norway and Finland, using examples to show a complex representation of early school leaving and its consequences for young people's subsequent access to the labour market. We show how measures taken by governments and school authorities in the respective countries have resulted in improvements for students in their transition from school to work. However, we also show that an educational system per se can create problems for both individuals and groups. Early school leaving increases the risk of unemployment, and if when permanent, about two years are spent out of school unemployed between the ages 16 and -20 this, increases the risk of the young person being marginalised and having health and social problems later in life. 相似文献
9.
Marcia Invernizzi Timothy J. Landrum Avery Teichman Monika Townsend 《Early Childhood Education Journal》2010,37(6):437-446
The recent emphasis on universal prekindergarten programs, coupled with ongoing concern about children’s’ early literacy development
in the first years of school, carry significant implications for how preschool educators program for literacy and assess literacy
growth. We discuss the evolving role of literacy development in expanded preschool, examine key features of literacy assessments
with particular attention to the content that might be assessed in preschool, and provide as an example one preschool literacy
assessment tool that is in widespread use in the United States. We discuss the policy and practice implications of the growing
emphasis on literacy assessment in preschoolers. 相似文献
10.
Truancy is known to: Hamper academic achievement, predict a range of school-related problems and cause early school leaving. Hence, the development and implementation of measures to tackle truancy are considered as important strategies to prevent early school leaving in Europe. Despite this, there is almost no comparative research which studies variation in truancy rates. This article relies on PISA 2012 data from 24 European countries to empirically answer two questions: (1) To what degree do truancy rates vary cross-nationally? and (2) Do these differences in truancy rates relate to characteristics of the educational system? We found that between-country truancy rates varied more than differences in early school leaving. Moreover, even after taking into account control variables such as economic development and youth unemployment rates, the ways in which educational systems select and group pupils are closely related to truancy rates. 相似文献
11.
This paper reviews the growing literature on early school leaving. We clarify what is at stake with early school leaving, and touch upon underlying problems and methodological issues raised in the literature. The paper investigates the levels, the methods and models with which the topic has been studied, and discusses potential (dis)advantages of each of those. We focus on early school leaving in all its complexity, and on the interplay of relevant (levels of) factors, rather than on just certain factors, typically located in individual students, schools or families. The findings in the literature are discussed and placed into perspective. Finally, a wide set of policy measures are discussed. 相似文献
12.
We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be better consumers of social science research. In this article, we describe the key learning objectives of this course, the basic content areas, and some of the innovative teaching and learning strategies used in the course. We also provide empirical evidence of the effectiveness of the course in meeting its learning objectives and of student responses to the course. Finally, we discuss some of the challenges in developing interdisciplinary core courses and offer suggestions for best practices for teaching social science literacy as part of the core curriculum. 相似文献
13.
During their secondary school years, a considerable number of students seriously consider choosing between learning and leaving. Leaving school early means that students do not complete their education. Early school leaving is the last step in a process in which students gradually lose interest and develop the intention to leave school. This study focuses on students with special needs and the impact of their social relations with parents, teachers and peers on their intentions to leave school early. The sample for this study comprises 1873 typical students and 132 students with special needs aged 16 from secondary schools in a large region of Norway. The intention to leave early can be predicted by teacher support and by loneliness as an indicator for peer support. The findings suggest that especially peer support is, for all students, a key variable in staying motivated for school. For students with special needs, teacher support is also important to stay in school in the early years. Over time, however, the support from teachers becomes less important for students with special needs. They too become more dependent on support from peers. 相似文献
14.
Per Frostad Sip Jan Pijl Per Egil Mjaavatn 《Scandinavian Journal of Educational Research》2013,57(1):110-122
Early school leaving in upper secondary education is a serious problem for both students and society. Several reviews have shown that there is no simple cause of early school leaving, but it seems to relate to demographic variables, social factors, academic achievement, and school factors. In this study, data from 2,045 students aged 16 from upper secondary schools in Norway were analyzed using a hierarchical regression model. Their intention to leave school was the dependent variable. Our analyses found that teacher support and loneliness in the school context were strong predictors of such intension. The effects of peer acceptance and friendship were minimal. 相似文献
15.
Maturity and citizenship in a democracy require that laypersons are able to critically evaluate experts’ use of mathematics. Learning to critically reflect on the use of mathematics, including the acquisition of the mathematical knowledge and skills required to that end, has been repeatedly postulated as an indispensable goal of compulsory education in mathematics. However, it remained unclear in how far such reflection is possible, even for the well-educated layperson in mathematics. We use different discussions in German mass media on the pandemic policy in the SARS-CoV-2 crisis in 2020 as examples with far-reaching individual and social consequences. The selected discussions build heavily on mathematical concepts such as mortality rates, casualty numbers, reproduction numbers, and exponential growth. We identify the concepts and discuss how far they can be understood by laypersons. On the one hand, we found that some mathematical models are inappropriate, which can also be determined by laypersons. On the other hand, we found uses of mathematics where ideal concepts are intermingled with complex statistical concepts. While only the ideal concepts can be understood by laypersons, only the statistical concepts lead to actual data. The identification of both types of concepts leads to a situation where the use of mathematics evades social control and opens spaces for misconceptions and manipulation. We conclude that the evaluation of experts’ use of mathematics by laypersons is not possible in all relevant cases, and we discuss possible implications of this result.
相似文献16.
Carolyn Jackson 《Gender and education》2010,22(5):505-519
Concerns about schoolboy ‘laddish’ anti‐learning and/or anti‐school cultures are pervasive in current education discourses. Mandates to tackle laddishness frequently assume that there is a common understanding of what laddishness means, and also that teachers will know how to tackle it. This article explores these assumptions, drawing upon data generated during interviews with 30 secondary school teachers working in England. First, it maps out the key features of laddishness identified by the secondary school teachers. Second, it explores and critically evaluates the strategies that these teachers use, or advocate, for tackling laddishness, focusing particularly on the ways in which these are gendered. The paper closes with a discussion of the different agendas that may underpin attempts to tackle laddishness, and the pitfalls to avoid if teachers are to enhance learning and promote social justice. 相似文献
17.
This paper critically evaluates the Hong Kong government's recent attempt to introduce cross-curricular themes into the school curriculum. It is argued that the policy failed to have a significant impact because many of its key elements defined the themes as marginal and dispensable. Moreover, the policy embodied a discourse which portrayed teachers as empowered and, consequently, as the primary source of problems of its implementation. 相似文献
18.
This article examines the definitions of literacy in operation in secondary schools, and the relationship between official literacy policy and the practices of the agents responsible for implementing this policy. We trace the history of national 'policy' back to the Language Across the Curriculum movement of the 1970s as it provides an illustrative point of comparison with the first five years of the National Literacy Strategy. Drawing on empirical data which illuminate the views, perceptions and practices of key agents on a number of levels, we critically review the concept of 'school literacy' promoted in government policy, defining it as 'school–centric literacy' and question its ability to facilitate participation in the practices associated with the media and technological literacies which are increasingly a feature of school life. There is evidence of some unplanned effects of the current national policy but also that levels of agency, for literacy teachers in particular, may be rapidly diminishing. 相似文献
19.
This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies. 相似文献
20.
Middle attainers and 14–19 progression in England: half‐served by New Labour and now overlooked by the Coalition? 
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下载免费PDF全文 In the context of the international problem of ‘early school leaving’, this paper explores the issue of sustained participation in upper secondary education in England. It focuses in particular on the position of middle attainers, who constitute a large proportion of the cohort and whose progress will be vital in realising the government's goal of ‘Raising the Participation Age’ to 18 by 2015. The paper draws on evidence from national research undertaken as part of the Nuffield Review of 14–19 Education and Training in England and Wales and analysis of New Labour and Coalition policy between 2000–2012. It uses a three‐year local study of 2400 14‐ and 16‐year‐olds in an established school/college consortium to illustrate the effects of policy and practice on middle attainers. We argue that this important group of young people was ‘half‐served’ by New Labour, because of its incomplete and contradictory 14–19 reforms, and is now being ‘overlooked’ by Coalition policy because of its emphasis on high attainers. We conclude by suggesting a range of measures to support the 14+ participation, progression and transition of middle attainers in the English education and training system. 相似文献