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Early School Leaving in Bulgaria: Trends and Determinants. Part 1
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Effective parenting is the most powerful way to reduce adolescent problem behaviors. Dissemination of research-based family interventions has been slow, with most practitioners still implementing ineffective programs. This article reviews 2 federal studies that involved national searches for effective family interventions targeting pre-birth to adolescence: Preventing Substance Abuse Among Children and Adolescents: Family-Centered Approaches (Center for Substance Abuse Prevention, 1998) and Strengthening America's Families (R. Alvarado, K. L. Kumpfer, K. Kendall, S. Beesley, & C. Lee-Cavaness, 2000). Results identified 3 effective prevention approaches, 13 principles of effectiveness, and 35 programs. Recommendations include increased dissemination research on training and technical assistance systems, adoption with fidelity and quality, and gender-, age-, and culturally sensitive adaptations.
The school lives of 31 culturally diverse students who were identified by the school as potential dropouts were studied using ethnographic methods. Data were collected across 2 years and revealed that teachers who were identified by the students as most successful in helping them learn used practices based on two types of teacher knowledge: knowledge about the home lives and cultural backgrounds of students and knowledge about the impact of young adolescents' developmental needs on learning.
A checklist survey was completed by all the elementary schoolteachers in an urban school district in Iowa for a total of 5,270 students in Grades 1 through 5. The purpose of the survey was to determine a profile of the most significant factors that caused elementary school students to be at risk. The instrument was developed by a panel of experts within the school district. A factor analysis of this survey revealed eight interpretable factors accounting for 52% of the variance. These factors included (a) Academically At Risk, (b) Behavior and Coping Skills, (c) Socially Withdrawn, (d) Family Income, (e) Parenting, (f) Language Development, (g) Retention, and (h) Attendance. Results indicated that Factor 1, Academically at Risk, and Factor 2, Behavior and Coping Skills, accounted for over half of the variance. The overall “hit rate” for both at-risk and not-at-risk students was 90.71%, using the 8-factor solution. The profile provides educators with a pattern of the significant at-risk factors that can facilitate the process of identifying potential dropouts as early as the elementary school level. By developing a better understanding of these factors, educators can become better equipped to develop policies, to design support systems, and to develop prevention programs that positively address the factors significantly affecting at-risk elementary students. Early identification can thus assist educators to increase the number of students who ultimately graduate.
Although there is wide agreement in the United States that our society accepts and supports the fundamental value of equal opportunity, when it comes to areas of specific application there is considerable disagreement over its meaning. In this article, the author traces the evolutionary shifts in interpretation of the concept of equality of educational opportunity, not only putting into perspective the different views which form the basis for disagreement today but also indicating how the current direction of change may influence the interpretation of this concept in the future.
Equality and Achievement in Education. Boulder, San Francisco and London
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Coleman J. S. Equality and Achievement in Education. Boulder, San Francisco and London, Westview Press, 1990. 340 p.
Council Recommendation of 28 June 2011on policies to reduce early school leaving, OJ
Handbook of Adolescent Behavioral problems: evidence-based approaches to prevention and treatment
- Thomas P Gullota
- Gerald R Adams
Thomas P. Gullota, Gerald R. Adams, Jessica M. Ramos (eds.). Handbook of Adolescent
Behavioral problems: evidence-based approaches to prevention and treatment. New York,
Springer, 2005, 665 р.
Roma Dropping out. Sofia
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Tilkidjiev N., Milenkova V., Petkova K., Mileva N. Roma Dropping out. Sofia, Open
Society Institute, 2009, 327 p.
The Falmer Press, 1989. P. 34-63. Handbook of Adolescent Behavioral problems: evidence-based approaches to prevention and treatment
- J B Grissom
- L A N Y Shepard
- P Thomas
- Gerald R Gullota
- Jessica M Adams
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Grissom J. B., Shepard L. A. Repeating and dropping out of school // Flunking grades:
research and policies on retention. N. Y. : The Falmer Press, 1989. P. 34-63.
Handbook of Adolescent Behavioral problems: evidence-based approaches to prevention
and treatment / ed. by Thomas P. Gullota, Gerald R. Adams, Jessica M. Ramos. N. Y. :
Springer, 2005. 665 р.
Family-strengthing approaches for the prevention of youth problem behaviors // American Psychologist
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problem behaviors // American Psychologist. 2003. Vol. 58. P. 457-465.
Reducing early school leaving: Key messages and policy support Final Report of the
Thematic Working Group on Early School Leaving November 2013 [Electronic resource].