Strength and Difficulties Questionnaire (SDQ) Score as a Predictor of Early School Dropout: Results From a Longitudinal Study in 24,988 Dutch Children

2020 ◽  
Author(s):  
Polina Putrik ◽  
IJmert Kant ◽  
Huub Hoofs ◽  
Rianne Reijs ◽  
Maria Jansen
Keyword(s):  
Longitudinal Study ◽  
School Dropout ◽  
Early School ◽  
Dutch Children

Attention Sustainability Impact on Social Status in the Class

2020 ◽  
Vol 8 (1) ◽  
pp. 37-46
Author(s):  
Stanislava Varadinova
Keyword(s):  
Social Status ◽  
Communication Skills ◽  
School Dropout ◽  
Learning Material ◽  
Early School ◽  
The Social ◽  
The Creation ◽  
The Individual ◽  
The Way ◽  
Positive Environment

The attention sustainability and its impact of social status in the class are current issues concerning the field of education are the reasons for delay in assimilating the learning material and early school dropout. Behind both of those problems stand psychological causes such as low attention sustainability, poor communication skills and lack of positive environment. The presented article aims to prove that sustainability of attention directly influences the social status of students in the class, and hence their overall development and the way they feel in the group. Making efforts to increase students’ attention sustainability could lead to an increase in the social status of the student and hence the creation of a favorable and positive environment for the overall development of the individual.

Longitudinal study of dental caries development in Dutch children aged 8-12 years

1986 ◽  
Vol 14 (1) ◽  
pp. 53-56 ◽  
Author(s):  
Ron Ruiken ◽  
Klaus Konig ◽  
Gert-Jan Truin ◽  
Fons Plasschaert
Keyword(s):  
Longitudinal Study ◽  
Dental Caries ◽  
Dutch Children

scholarly journals Determinants of High-School Dropout: A Longitudinal Study in a Deprived Area of Japan

2018 ◽  
Vol 28 (11) ◽  
pp. 458-464 ◽  
Author(s):  
Takahiro Tabuchi ◽  
Sho Fujihara ◽  
Tomohiro Shinozaki ◽  
Hiroyuki Fukuhara
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
High School Dropout ◽  
School Dropout

THE “SCHOOL. MY CHANCE!” PROJECT – A CASE STUDY FOR PREVENTING PUPILS’ SCHOOL DROPOUT IN ROMANIA

2012 ◽  
Vol 43 (1) ◽  
pp. 7-14
Author(s):  
Valentin Cosmin Blândul
Keyword(s):  
Personal Development ◽  
School Dropout ◽  
Learning System ◽  
Formal Learning ◽  
School Year ◽  
School Subjects ◽  
Early School ◽  
The University ◽  
Short Time

Pupils’ school dropout could be defined as an early and final abandonment of school before graduation, which prevents the pupil from registering in the following stage of education, losing in this way the possibility of benefiting from a proper and higher education. The statistics show that, unfortunately, in recent years school dropout rates have been increasing among secondary school pupils. The University of Oradea and The Bihor County School Inspectorate, Romania, have implemented a project called “School. My chance!” The aim of the project was to prevent and reduce the phenomenon of early school leaving by 100 pupils. The pupils attended five schools in Avram Iancu, Bogei, Carasau, Les and Suncuius, all village in Bihor, Romania, and were identified with higher school dropout risks. This paper proposes to present the partial results obtained at the end of the first period of the project implementation – the second semester of the 2010 / 2011 school year. The sample was represented by those 100 pupils from the above mentioned schools, who were included in Cognitive Therapy, implemented with the help of the project. The method consisted of analysing and comparing the pupils' school marks at the beginning and at the end of the relevant period. The results proved that, after one school semester, the pupils' marks remained rather unchanged, but in a few specific cases (schools or school subjects) small progresses were made. These results can, however, be seen as a significant success, because in education it is very difficult to obtain some spectacular improvements in such a short time and the most important aim of our project was to help those pupils to remain in the formal learning system so that that the positive conditions were created for their personal development. Key words: formal learning system, prevention, school dropout, school performance.

Conceptualization of the Premature School Exit Phenomenon in Mashonaland Region of Zimbabwe: The Voice of Early School Leavers

2020 ◽  
Vol 46 (2-3) ◽  
pp. 228-260 ◽  
Author(s):  
Roswitta Gatsi ◽  
Margaret Funke Omidire ◽  
Salome Human-Vogel
Keyword(s):  
Education System ◽  
Life Story ◽  
School Dropout ◽  
School Life ◽  
Group Discussions ◽  
Early School ◽  
Definition Of ◽  
The Voice ◽  
Collection Strategies ◽  
Professional Counselling

School dropout is a major cause of attrition in schools globally, and its implications could be far-reaching. Evidence from previous studies has shown that the voice of those who have lived experiences of the phenomenon is missing. The present study investigated early school leavers’ conceptualization of school dropout from a Zimbabwean perspective. Twenty-two early school leavers from three sites in Zimbabwe participated in the study. The data collection strategies included focus group discussions, interviews, and life-story narratives. The findings indicated the need for an expanded definition of school dropout that goes beyond physical withdrawal from school. School dropout was understood as a traumatic personal experience, with psychological implications. It entailed deprivation of a meaningful future, retrieval of painful memories of school life, and a reflection of unresolved inequity in the education system. School policies and practices in the Zimbabwean education system should, thus, be sensitive to equity needs and provide professional counselling support to those affected and their families. Furthermore, skilled and emotionally stable personnel should be responsible for the country’s education system and economy.

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