Page 77 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 77
developing healthy social and cultural capital and its effects on education
Rose, R. A., Wooley M. E., & Bowen, G. L. (2013). Social capital as a portfolio of
resources across multiple microsystems: Implications for middle-school
students. Family Relations, 62, 545–558.
Rosenfeld, L. B., Richman J. M., & Bowen, G. L. (2000). Social support net-
works and school outcomes: The centrality of the teacher. Child and
Adolescent Social Work Journal, 3(17), 205–226.
Rumberger, R. W. (2004). Why students drop out of school. In G. Orfield (Ed.),
Dropouts in America: Confronting the graduation rate crisis (pp. 131–155).
Cambridge, MA: Harvard Education Press.
Rumberger, R. W., & Lamb, S. (2003). The early employment and further ed-
ucation experiences of high school dropouts: A comparative study of
the United States and Australia. Economics of Education Review, 22(4),
353–366.
Sanders, M. G. (2009). Community involvement in school improvement: The
little extra that makes a big difference. In J. L. Epstein et al., School, family
and community partnership (pp. 31–40). London: Corwin Press.
Schargel, F. P., & Smink, J. (2004). Helping students graduate: A strategic ap-
proach to dropout prevention. Larchmont, NY: Eye on Education.
Smith, J., & Hattam, R. (2002). Early school leaving and the cultural geography
of high schools. British Educational Research Journal, 28, 375–397.
Teachman, J. D., Paasch, K., & Carver, K. (1996). Social capital and dropping
out of school early. Journal of Marriage and the Family, 58, 773–783.
Traag, T., & van der Velden, R. (2008). Early school-leaving in the Netherlands:
The role of student, family, and school factors for early school-leaving in
lower secondary education. Maastricht: Research Centre for Education
and the Labour Market.
Tukundane, C., Zeelen, J., Minnaert, A., & Kanyandago, P. (2014). I felt
very bad, I had self-rejection: Narratives of exclusion and marginaliza-
tion among early school leavers in Uganda. Journal of Youth Studies, 17,
475–419.
Wehlage, G. G., & Rutter, R. A. (1986). Dropping out: How much do schools
contribute to the problem? Teachers College Record, 87(3), 374–392.
Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling.
Cambridge, MA: Harvard University Press.
Wrona, A., Malkowska-Szkutnik, A., & Tomaszewska-Pekala, H. (2014).
Perceived support from parents, teachers, and peers as a factor of early
leaving from upper secondary schools in Poland – Faculty of Education,
Project: Reducing Early School Leaving in Europe. Poland: University of
Warsaw.
77
Rose, R. A., Wooley M. E., & Bowen, G. L. (2013). Social capital as a portfolio of
resources across multiple microsystems: Implications for middle-school
students. Family Relations, 62, 545–558.
Rosenfeld, L. B., Richman J. M., & Bowen, G. L. (2000). Social support net-
works and school outcomes: The centrality of the teacher. Child and
Adolescent Social Work Journal, 3(17), 205–226.
Rumberger, R. W. (2004). Why students drop out of school. In G. Orfield (Ed.),
Dropouts in America: Confronting the graduation rate crisis (pp. 131–155).
Cambridge, MA: Harvard Education Press.
Rumberger, R. W., & Lamb, S. (2003). The early employment and further ed-
ucation experiences of high school dropouts: A comparative study of
the United States and Australia. Economics of Education Review, 22(4),
353–366.
Sanders, M. G. (2009). Community involvement in school improvement: The
little extra that makes a big difference. In J. L. Epstein et al., School, family
and community partnership (pp. 31–40). London: Corwin Press.
Schargel, F. P., & Smink, J. (2004). Helping students graduate: A strategic ap-
proach to dropout prevention. Larchmont, NY: Eye on Education.
Smith, J., & Hattam, R. (2002). Early school leaving and the cultural geography
of high schools. British Educational Research Journal, 28, 375–397.
Teachman, J. D., Paasch, K., & Carver, K. (1996). Social capital and dropping
out of school early. Journal of Marriage and the Family, 58, 773–783.
Traag, T., & van der Velden, R. (2008). Early school-leaving in the Netherlands:
The role of student, family, and school factors for early school-leaving in
lower secondary education. Maastricht: Research Centre for Education
and the Labour Market.
Tukundane, C., Zeelen, J., Minnaert, A., & Kanyandago, P. (2014). I felt
very bad, I had self-rejection: Narratives of exclusion and marginaliza-
tion among early school leavers in Uganda. Journal of Youth Studies, 17,
475–419.
Wehlage, G. G., & Rutter, R. A. (1986). Dropping out: How much do schools
contribute to the problem? Teachers College Record, 87(3), 374–392.
Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling.
Cambridge, MA: Harvard University Press.
Wrona, A., Malkowska-Szkutnik, A., & Tomaszewska-Pekala, H. (2014).
Perceived support from parents, teachers, and peers as a factor of early
leaving from upper secondary schools in Poland – Faculty of Education,
Project: Reducing Early School Leaving in Europe. Poland: University of
Warsaw.
77
