Page 168 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 168
ear ly school leaving: contempor ary european perspectives
Downes, P. (2013b). Holistic Approach to Early School Leaving Prevention in
Europe: Key Strategic Priorities for System Level Development. Keynote
presentation, European Commission, EUNEC (European Network of
Education Councils), Lithuanian EU Presidency Conference on Early
School Leaving, Seimas (Parliament) of the Republic of Lithuania, 17–19
November.
Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit.
In R. Lerner, & L. Steinberg (Eds), Handbook of adolescent psychology
(2nd ed., pp. 125–153). Hoboken, NJ: John Wiley & Sons.
Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school gradua-
tion or dropout: A longitudinal study of a first-grade cohort. Sociology of
Education, 65(2), 95–113.
European Commission (2014). Study on the effective use of early childhood ed-
ucation and care in preventing early school leaving: Annex 1. Literature re-
view (N° EAC/17/2012). Luxembourg: Publications Office of the European
Union.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research,
59(2), 117–142.
Finn, J. D., Gerber, S. B., & Boyd-Zaharias, J. (2005). Small classes in the early
grades, academic achievement, and graduating from high school. Journal
of Educational Psychology, 97, 214–223.
Finn, J., Pannozzo, G., & Achilles, C. (2003). The “why’s” of class size: Student
behavior in small classes. Review of Educational Research, 73(3), 321–368.
Freeman, J., & Simonsen, B. (2015). Examining the impact of policy and prac-
tice interventions on high school dropout and school completion rates: A
systematic review of the literature. Review of Educational Research, 85(2),
205–248.
Haahr, J. H., Nielsen, T. K., Hansen, M. E., & Jakobsen, S. T. (2005). Explaining
Student Performance Evidence from the international PISA, TIMSS and
PIRLS surveys. Final report. Taastrup: Danish Technological Institute.
Retrieved from https://www.oecd.org/edu/school/programmeforinterna-
tionalstudentassessmentpisa/35920726.pdf
Hasselhorn, M., Andresen, S., Becker, B., Betz, T., Leuzinger-Bohleber, M., &
Schmid, J. (2015). Children at risk of poor educational outcomes: In search
of a transdisciplinary theoretical framework. Child Indicators Research,
8(2), 425–438.
Hattie, J. A. C. (2009). Visible learning: A synthesis of 800+ meta-analyses on
achievement. Oxford, UK: Routledge.
168
Downes, P. (2013b). Holistic Approach to Early School Leaving Prevention in
Europe: Key Strategic Priorities for System Level Development. Keynote
presentation, European Commission, EUNEC (European Network of
Education Councils), Lithuanian EU Presidency Conference on Early
School Leaving, Seimas (Parliament) of the Republic of Lithuania, 17–19
November.
Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit.
In R. Lerner, & L. Steinberg (Eds), Handbook of adolescent psychology
(2nd ed., pp. 125–153). Hoboken, NJ: John Wiley & Sons.
Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school gradua-
tion or dropout: A longitudinal study of a first-grade cohort. Sociology of
Education, 65(2), 95–113.
European Commission (2014). Study on the effective use of early childhood ed-
ucation and care in preventing early school leaving: Annex 1. Literature re-
view (N° EAC/17/2012). Luxembourg: Publications Office of the European
Union.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research,
59(2), 117–142.
Finn, J. D., Gerber, S. B., & Boyd-Zaharias, J. (2005). Small classes in the early
grades, academic achievement, and graduating from high school. Journal
of Educational Psychology, 97, 214–223.
Finn, J., Pannozzo, G., & Achilles, C. (2003). The “why’s” of class size: Student
behavior in small classes. Review of Educational Research, 73(3), 321–368.
Freeman, J., & Simonsen, B. (2015). Examining the impact of policy and prac-
tice interventions on high school dropout and school completion rates: A
systematic review of the literature. Review of Educational Research, 85(2),
205–248.
Haahr, J. H., Nielsen, T. K., Hansen, M. E., & Jakobsen, S. T. (2005). Explaining
Student Performance Evidence from the international PISA, TIMSS and
PIRLS surveys. Final report. Taastrup: Danish Technological Institute.
Retrieved from https://www.oecd.org/edu/school/programmeforinterna-
tionalstudentassessmentpisa/35920726.pdf
Hasselhorn, M., Andresen, S., Becker, B., Betz, T., Leuzinger-Bohleber, M., &
Schmid, J. (2015). Children at risk of poor educational outcomes: In search
of a transdisciplinary theoretical framework. Child Indicators Research,
8(2), 425–438.
Hattie, J. A. C. (2009). Visible learning: A synthesis of 800+ meta-analyses on
achievement. Oxford, UK: Routledge.
168
