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Books on the topic 'In-school drop-out'

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Author: Grafiati

Published: 9 March 2023

Last updated: 11 March 2023

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1

Asia and the Pacific Programme of Educational Innovation for Development. and Unesco. Regional Office for Education in Asia and the Pacific., eds. Coping with drop-out: A handbook. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1987.

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2

Palme, Mikael. The meaning of school repetition and drop out in the Mozambican primary school. [Stockholm]: [SIDA], 1993.

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3

Wirths, Claudine G. I hate school: How to hang in & when to drop out. New York: Crowell, 1987.

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4

Mary, Bowman-Kruhm, and Stren Patti, eds. I hate school: How to hang in and when to drop out. New York: Crowell, 1986.

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5

Dei, George Jerry Sefa. Drop out or push out?: The dynamics of black students' disengagement from school : a report. [Toronto]: Dept. of Sociology in Education, Ontario Institute for Studies in Education, 1995.

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6

Oreopoulos, Philip. Do dropouts drop out too soon? international evidence from changes in school-leaving laws. Cambridge, Mass: National Bureau of Economic Research, 2003.

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7

Le, Thuc Duc. Why children in Vietnam drop out of school and what they do after that. Oxford, UK: Young Lives, 2013.

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8

Martin, Omondi, ed. Down the drain: Counting the costs of teenage pregnancy and school drop out in Kenya. Nairobi: Centre for the Study of Adolescence, 2008.

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9

Woldehanna, Tassew. Shocks and primary school drop-out rates: A study of 20 sentinel sites in Ethiopia. London, UK: Young Lives, Oxford Department of International Development, University of Oxford, 2012.

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10

1959-, Heinrich Randy S., ed. Do children drop out of school in kindergarten?: A reflective systems-based approach for promoting deep change. Lanham, Md: Rowman & Littlefield Education, 2011.

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11

Fowler, Timothy B. Making the decision to drop out of high school: A bi-level analysis of the process in American schools. Chicago, Ill: University of Chicago, 1991.

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12

Njau, Wangui. Ministerial Consultation on School Drop-out and Adolescent Pregnancy under the theme "Counting the cost": Background paper. [Nairobi]: Forum for African Women Educationalists, 1994.

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13

Karp, Ellen. The drop-out phenomenon in Ontario secondary schools: A report to the Ontario study of the relevance of education and the issue of dropouts. [Toronto], Ont: Ministry of Education, 1988.

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14

Hickman, Gregory P., and Randy S. Heinrich. Do Children Drop Out of School in Kindergarten? Rowman & Littlefield Education, 2011.

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15

Bowman-Kruhm, Mary, and Claudine G. Wirths. I Hate School: How to Hang in and When to Drop Out. Trophy Pr, 1986.

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16

I Hate School: How to Hang in and When to Drop Out. HarperCollins, 1992.

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17

Verner, Dorte, and Ana Rute Cardoso. School Drop-Out And Push-Out Factors In Brazil : The Role Of Early Parenthood, Child Labor, And Poverty. The World Bank, 2007. http://dx.doi.org/10.1596/1813-9450-4178.

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18

Herron, J. C. Beyond identification: Interviews with students who have been identified as learning disabled : what keeps them in school, what causes them to drop out? 1995.

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19

A study of the contributing factors relating to why former students of Frontier School Division drop out of or remain in post-secondary programs. 1985.

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20

Journals, Graceland. Child Drop off and Pick up Register: Ideal Sign in and Out Register Log Book Journal for Nannies, Childminders, Babysitters, after- School Homes and Much More. Independently Published, 2019.

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21

Blonsky, Howard M. The Dropout Prevention Specialist Workbook. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190090845.001.0001.

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This workbook is intended for school social workers and others who find themselves in positions either in a school or school district, working in the area of attendance improvement and dropout prevention and recovery. It is intended as a practical guide to going about actually doing this complex, multifaceted, and very important job. Many books and articles have been written regarding why students drop out of school, along with numerous suggestions for how to address this nationwide problem, but none has provided detailed directions for actually going into a school and beginning the task of tackling this challenging problem.

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22

Soussi, Mouez, and Donia Smaali Bouhlila. Child Labor and Schooling. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799863.003.0009.

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This chapter provides evidence on the extent of child labor in Tunisia, its determinants and its impact on schooling. It shows that 5.87 percent of the target population are involved in work, a rate which may increase in the future if policymakers and stakeholders do not take adequate measure to protect children’s rights to a decent life and better education. In this chapter, and using TLMPS data (2014), we show the “atypical” picture of Tunisia regarding this phenomenon. First, child labor is both rural and urban: the impact of poverty on child labor is more pronounced in urban areas than in rural ones. Second, most children are involved in the service sector and third, poverty does not explain child labor. We provide evidence that working-children are more likely to repeat school-grade and to lag-behind. Likewise, working-children are more at risk to drop out, with girls more affected than boys.

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23

Rosa, Jonathan. Looking like a Language, Sounding like a Race. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190634728.001.0001.

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Looking like a Language, Sounding like a Race examines the emergence of linguistic and ethnoracial categories in the context of contemporary US constructions of Latinidad. The book draws from more than 24 months of ethnographic and sociolinguistic fieldwork to analyze the racialization of language as a central form of modern governance. It focuses specifically on youth socialization to US Latinidad as a contemporary site of political anxiety, “raciolinguistic” transformation, and urban inequity. Rosa’s account studies the fashioning of Latinidad in a highly segregated Chicago high school whose student body is more than 90% Mexican and Puerto Rican. Rosa shows how anxieties surrounding language, race, and identity produce an administrative project that seeks to transform “at risk” Mexican and Puerto Rican students into “Young Latino Professionals.” This institutional effort, which requires students to learn to be—and sound like—themselves in highly studied ways, reflects administrators’ attempts to navigate a precarious urban terrain in the city grappling with some of the nation’s highest youth homicide, drop-out, and teen pregnancy rates. Rosa explores the ingenuity of his researchers participants’ creative responses to these forms of marginalization through the contestation of political, ethnoracial, and linguistic borders. The detailed engagement with the relationship between linguistic and ethnoracial category-making that develops throughout the book points to the raciolinguistic, historical, political, and economic dynamics through which people come to look like a language and sound like a race across cultural contexts.

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