Page 74 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
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need to improve their effectiveness (Hendrick, MacMillan, Balow, &
Fellow, 1989).
We can conclude that community policy-makers, parents and teachers
need to be aware of the fact that especially individuals’ social capital can be
systematically built and strengthened. Further research in this area is also
called for. We find there is a lack of both research (also see Rosenfeld, 2000)
and theoretical conceptions that explicitly define areas and forms of so-
cio-emotional support in all social settings that promote a student’s educa-
tional outcomes and help in lowering ESL rates.
References
Alexander, K. L., Entwisle, D. R., & Kabbani, N. S. (2001). The dropout process
in life course perspective: Early risk factors at home and school. Teachers
College Record, 103(5), 760–822.
Anderman, E. M. (2002). School effects on psychological outcomes during ad-
olescence. Journal of Educational Psychology, 94, 795–809.
Anisef, P., Brown, R. S., Phythian, K., Sweet, R., & Walters, D. (2010). Early
school leaving among immigrants in Toronto secondary schools.
Canadian Review of Sociology, 47, 103–128.
Archambault I., Janosz, M., Morizot J., & Pagani L. (2009). Adolescent behav-
ioral, affective, and cognitive engagement in school: Relationship to drop-
out. Journal of School Health, 79(9), 408–415.
Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F.,
& Hawkins, J. D. (2000). Predictors of early high school dropout: A test of
five theories. Journal of Educational Psychology, 92(3), 568–582.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for inter-
personal attachments as a fundamental human motivation. Psychological
Bulletin, 117, 497–529.
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J.
Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 487–
510). New York: Oxford University Press.
Bourdieu P. (1986). The forms of capital. New York: Greenwood.
Cederberg, M., & Hartsmar, N. (2013). Some aspects of early school leaving in
Sweden, Denmark, Norway, and Finland. European Journal of Education,
48, 378–389.
Clycq N., Nouwen W., & Timmerman Ch. (2014). Theoretical and methodolog-
ical framework on early school leaving. Antwerp: CeMIS.
74
Fellow, 1989).
We can conclude that community policy-makers, parents and teachers
need to be aware of the fact that especially individuals’ social capital can be
systematically built and strengthened. Further research in this area is also
called for. We find there is a lack of both research (also see Rosenfeld, 2000)
and theoretical conceptions that explicitly define areas and forms of so-
cio-emotional support in all social settings that promote a student’s educa-
tional outcomes and help in lowering ESL rates.
References
Alexander, K. L., Entwisle, D. R., & Kabbani, N. S. (2001). The dropout process
in life course perspective: Early risk factors at home and school. Teachers
College Record, 103(5), 760–822.
Anderman, E. M. (2002). School effects on psychological outcomes during ad-
olescence. Journal of Educational Psychology, 94, 795–809.
Anisef, P., Brown, R. S., Phythian, K., Sweet, R., & Walters, D. (2010). Early
school leaving among immigrants in Toronto secondary schools.
Canadian Review of Sociology, 47, 103–128.
Archambault I., Janosz, M., Morizot J., & Pagani L. (2009). Adolescent behav-
ioral, affective, and cognitive engagement in school: Relationship to drop-
out. Journal of School Health, 79(9), 408–415.
Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F.,
& Hawkins, J. D. (2000). Predictors of early high school dropout: A test of
five theories. Journal of Educational Psychology, 92(3), 568–582.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for inter-
personal attachments as a fundamental human motivation. Psychological
Bulletin, 117, 497–529.
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J.
Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 487–
510). New York: Oxford University Press.
Bourdieu P. (1986). The forms of capital. New York: Greenwood.
Cederberg, M., & Hartsmar, N. (2013). Some aspects of early school leaving in
Sweden, Denmark, Norway, and Finland. European Journal of Education,
48, 378–389.
Clycq N., Nouwen W., & Timmerman Ch. (2014). Theoretical and methodolog-
ical framework on early school leaving. Antwerp: CeMIS.
74
