Journal ArticleDOI
Factors that influence early school leaving: a comprehensive model
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Early school leaving (ESL) is a significant and complex problem for most educational systems as mentioned in this paper, which has been analyzed from a number of different perspectives but has been mai...Abstract:
Background: Early school leaving (ESL) is a significant and complex problem for most educational systems. Research has analysed this problem from a number of different perspectives but has been mai...read more
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Global Education Digest 2018
TL;DR: The second edition of the Global Education Digest provides a reasoned bibliography of academic and research materials relevant to the field of global education that have been published in 2018 as discussed by the authors, which has been compiled by Development Education Research Centre (DERC) on behalf of Global Education Network Europe (GENE) in the framework of ANGEL activities.
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Adverse childhood experiences and trauma informed practices in second chance education settings in the Republic of Ireland: An inquiry-based study
Grainne Hickey,Stephen Smith,Lorraine O'Sullivan,Lucy McGill,Mary Kenny,Deirdre MacIntyre,Mary Gordon +6 more
TL;DR: This paper explored the facilitative and inhibitive factors which influence reengagement in education and highlighted the role of trauma-informed practice in second chance education and improving outcomes for ESLs.
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The Transformative Role of Peer Learning Projects in 21st Century Schools—Achievements from Five Portuguese Educational Institutions
TL;DR: In this paper, the authors found evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students' perceptions of these projects' purpose, implementation, and impact on the educational community, particularly on PTS.
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Preventing disengagement leading to early school leaving: pro-active practices for schools, teachers and families
TL;DR: In this paper , the authors identify the latest researched practices for preventing school disengagement resulting in Early School Leaving (ESL) within the European Union, and which are significant as we transition to a post-COVID-19 school environment.
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Collateral damage in education: implications for the time of COVID-19
TL;DR: The Coronavirus disease of 2019 (COVID-19) has impacted the world immensely in terms of both global health and economy as discussed by the authors, it has exacerbated the gap between the economically advantaged and disadvanta...
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Journal ArticleDOI
Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement
TL;DR: A structured summary is provided including, as applicable, background, objectives, data sources, study eligibility criteria, participants, interventions, study appraisal and synthesis methods, results, limitations, conclusions and implications of key findings.
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High School Dropouts: A Review of Issues and Evidence
TL;DR: In this article, the authors examine the many issues involved in trying to understand and solve this complex social and educational problem. And they discuss the important issues involved, the current state of research on the issues, and considerations for future research.
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Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure
Clancy Blair,Adele Diamond +1 more
TL;DR: In conclusion, early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success.
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Predictors of Early High School Dropout: A Test of Five Theories.
Sara Battin-Pearson,Michael D. Newcomb,Robert D. Abbott,Karl G. Hill,Richard F. Catalano,J. David Hawkins +5 more
TL;DR: The authors compared the adequacy of five theories to predict dropping out of high school before the 10th grade, including full mediation by academic achievement and direct effects related to general deviance, deviant affiliation, family socialization, and structural strains.
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Gender inequalities in education.
TL;DR: The authors reviewed the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood and recommended three directions for future research: (a) interdisciplinary efforts to understand gender differences in cognitive development and noncognitive abilities in early childhood, (b) research on the structure and practices of schooling, and (c) analyses of how gender differences might amplify other kinds of inequalities, such as racial, ethnic, class, or nativity inequalities.