Page 151 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 151
the interplay of factors contributing to esl ...
Eurostat (n.d., a). Early leavers from education and training. Retrieved
http://ec.europa.eu/eurostat/statistics-explained/index.php/
from
Early_leavers_from_education_and_training#Analysis_by_sex
Eurostat (n.d., b). Europe 2020 indicators – education. Retrieved
http://ec.europa.eu/eurostat/statistics-explained/index.php/
from
Europe_2020_indicators_-_education#cite_note-3
Eysenck, H. J. (1994). Personality and intelligence: Psychometric and experi-
mental approaches. In R. J. Sternberg & P. Ruzgis (Eds.), Personality and
intelligence (pp. 3–31). New York: Cambridge University Press.
Eysenck, H. J., & Cookson, D. (1969). Personality in primary school children:
1. Ability and achievement. British Journal of Educational Psychology, 39,
109–122.
Fall, A., & Roberts, G. (2012). High school dropouts: Interactions between so-
cial context, self-perceptions, school engagement, and student drop-
out. Journal of Adolescence, 35(4), 787–798.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research,
59(2), 117–142.
FRA/UNDP (2012). The situation of Roma in 11 EU Member States. Luxembourg:
Publications Office of the European Union.
GHK Consulting (2011). Study on reducing early school leaving in the EU (p.
350). DGEAC. Retrieved from http://www.europarl.europa.eu/studies
Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement
as a predictor of dropout, delinquency, and problem substance use dur-
ing adolescence and early adulthood. Journal of Youth and Adolescence,
41(2), 156–166.
Houses of the Oireachtas (2010). Staying in education: A new way forward
school and out-of-school factors protecting against early school leaving.
Joint Committee on Education and Skills, First Report. Retrieved from
http://www.oireachtas.ie/documents/committees30thdail/j-educationsci-
ence/reports_2008/20100525.pdf
Hymel S., & Ford L. (2014). School completion and academic success: The
impact of early social-emotional competence. In: R. E. Tremblay,
M. Boivin, R. Peters (Eds.), F. Vitaro F. (topic ed.) Encyclopedia
on Early Childhood Development [online]. Retrieved from http://
w w w.c h i ld- enc yc lop e d i a .c om /s c ho ol- suc c e s s/a c c ord i ng- e x p er t s/
school-completion-and-academic-success-impact-early-social
151
Eurostat (n.d., a). Early leavers from education and training. Retrieved
http://ec.europa.eu/eurostat/statistics-explained/index.php/
from
Early_leavers_from_education_and_training#Analysis_by_sex
Eurostat (n.d., b). Europe 2020 indicators – education. Retrieved
http://ec.europa.eu/eurostat/statistics-explained/index.php/
from
Europe_2020_indicators_-_education#cite_note-3
Eysenck, H. J. (1994). Personality and intelligence: Psychometric and experi-
mental approaches. In R. J. Sternberg & P. Ruzgis (Eds.), Personality and
intelligence (pp. 3–31). New York: Cambridge University Press.
Eysenck, H. J., & Cookson, D. (1969). Personality in primary school children:
1. Ability and achievement. British Journal of Educational Psychology, 39,
109–122.
Fall, A., & Roberts, G. (2012). High school dropouts: Interactions between so-
cial context, self-perceptions, school engagement, and student drop-
out. Journal of Adolescence, 35(4), 787–798.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research,
59(2), 117–142.
FRA/UNDP (2012). The situation of Roma in 11 EU Member States. Luxembourg:
Publications Office of the European Union.
GHK Consulting (2011). Study on reducing early school leaving in the EU (p.
350). DGEAC. Retrieved from http://www.europarl.europa.eu/studies
Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement
as a predictor of dropout, delinquency, and problem substance use dur-
ing adolescence and early adulthood. Journal of Youth and Adolescence,
41(2), 156–166.
Houses of the Oireachtas (2010). Staying in education: A new way forward
school and out-of-school factors protecting against early school leaving.
Joint Committee on Education and Skills, First Report. Retrieved from
http://www.oireachtas.ie/documents/committees30thdail/j-educationsci-
ence/reports_2008/20100525.pdf
Hymel S., & Ford L. (2014). School completion and academic success: The
impact of early social-emotional competence. In: R. E. Tremblay,
M. Boivin, R. Peters (Eds.), F. Vitaro F. (topic ed.) Encyclopedia
on Early Childhood Development [online]. Retrieved from http://
w w w.c h i ld- enc yc lop e d i a .c om /s c ho ol- suc c e s s/a c c ord i ng- e x p er t s/
school-completion-and-academic-success-impact-early-social
151
