Page 158 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 158
ear ly school leaving: contempor ary european perspectives
schools within countries/districts) that enable researchers to disentangle
student-level and school-level effects. However, establishing a causal re-
lationship between the variable of interest and ESL remains problematic.
School factors belong to different levels of the school environment (the stu-
dent in the classroom, the school buildings, the school district etc.) and
the ways these levels interact also impact a student’s development (Eccles,
2004).
Different classifications of school (education institution) factors exist:
- school composition (e.g. SES intake); structure (e.g. size, sector
and location); resources (e.g. physical, financial and human re-
sources); and practices (e.g. instructional practices) (Rumberger
& Lim, 2008);
- school structure and resources; school practices (Lyche, 2010);
- structural characteristics (e.g. composition of children/students,
staff characteristics) and mediating factors (e.g. educators’ beliefs
and expectations, relationships) (Hasselhorn, Andresen, Becker,
Betz, Leuzinger-Bohleber, & Schmid, 2015).
In this article, we consider the first of these classifications and aim to
review and demonstrate the variety of classroom/school factors that may
contribute to becoming an ESLer. The article reviews empirical research in
the field.
Methodology
To conduct the scientific literature review, relevant publications were identi-
fied by using computerised searches in the Arizona State University Library
search engine (including databases such as e.g. PsycINFO, Academic
Search Premier (EBSCOhost), ERIC (Proquest), JSTOR Arts and Sciences,
ProQuest, SAGE Premier, Science Direct) and other online resources (e.g.
ResearchGate, institution or project webpages). We used the following key
words “early school leaving”, “drop out” AND “school factors/precursors/
determinants”, “institutional factors”, “curriculum”, “pedagogy”, “school
composition”, “school resources”, “school practices”, “teacher characteris-
tics”, “metaanalysis” etc. We then examined references cited in the articles
(i.e., “backward search” procedures). Original scientific articles and mon-
ographs together with reports by or for the European Commission and the
OECD are considered.
158
schools within countries/districts) that enable researchers to disentangle
student-level and school-level effects. However, establishing a causal re-
lationship between the variable of interest and ESL remains problematic.
School factors belong to different levels of the school environment (the stu-
dent in the classroom, the school buildings, the school district etc.) and
the ways these levels interact also impact a student’s development (Eccles,
2004).
Different classifications of school (education institution) factors exist:
- school composition (e.g. SES intake); structure (e.g. size, sector
and location); resources (e.g. physical, financial and human re-
sources); and practices (e.g. instructional practices) (Rumberger
& Lim, 2008);
- school structure and resources; school practices (Lyche, 2010);
- structural characteristics (e.g. composition of children/students,
staff characteristics) and mediating factors (e.g. educators’ beliefs
and expectations, relationships) (Hasselhorn, Andresen, Becker,
Betz, Leuzinger-Bohleber, & Schmid, 2015).
In this article, we consider the first of these classifications and aim to
review and demonstrate the variety of classroom/school factors that may
contribute to becoming an ESLer. The article reviews empirical research in
the field.
Methodology
To conduct the scientific literature review, relevant publications were identi-
fied by using computerised searches in the Arizona State University Library
search engine (including databases such as e.g. PsycINFO, Academic
Search Premier (EBSCOhost), ERIC (Proquest), JSTOR Arts and Sciences,
ProQuest, SAGE Premier, Science Direct) and other online resources (e.g.
ResearchGate, institution or project webpages). We used the following key
words “early school leaving”, “drop out” AND “school factors/precursors/
determinants”, “institutional factors”, “curriculum”, “pedagogy”, “school
composition”, “school resources”, “school practices”, “teacher characteris-
tics”, “metaanalysis” etc. We then examined references cited in the articles
(i.e., “backward search” procedures). Original scientific articles and mon-
ographs together with reports by or for the European Commission and the
OECD are considered.
158
