Introduction

Praag, Lore Van; Nouwen, Ward; Caudenberg, Rut Van; Clycq, Noel; Timmerman, Christiane

doi:10.4324/9781315170404-1

Cited by 4 publications

(5 citation statements)

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“…The thesis was entitled: Trajectories of students at risk of exclusion, study with life stories about their walking away and reinstatement in the school . Research on educational problems such as school dropout, the factors of situations of risk of exclusion and the reincorporation of students to their training have been widely studied throughout the previous research (Nieto Cano et al, 2018; Portela Pruaño et al, 2019; Santos et al, 2020; Van Praag et al, 2018). However, a novel perspective of addressing issues such as those mentioned is that which refers to the school trajectories of students and how they are configured throughout their life course (Crosnoe & Benner, 2016; Hutchison, 2019).…”

Section: Introductionmentioning

confidence: 99%

Study of Educational Trajectories Through Biograms and Semantic Exploration, an Approach to Narrative Studies

Gómez

Pruaño

Cano

et al. 2022

International Journal of Qualitative Methods

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The aim of this paper is to describe an approach to the study of the educational trajectories of students at risk of exclusion and to discuss the suitability of this methodological procedure for a narrative approach. In this research, the theory of the life course by reconstructing life stories has been used to observe how the different experiences in the educational trajectory of these students develop and how these affect their involvement with their studies and school. Through this paper, the research process will be exposed, from the epistemological foundation of research to the method employed for the analysis and discussion of results. A way to delve into an insufficiently explored form of research will be proposed. The application of Barton and Lazarsfeld’s qualitative analysis procedures is novel in the paper; not only for the depth achieved in the analysis of the trajectories of the subjects, but also for the possibility of its integral application in the data analysis software ATLAS.ti. The main conclusions reached in this text are: (1) the full validity of the analysis procedures established by Barton and Lazarsfeld; (2) the progress that supposes its application with the support of the software ATLAS.ti; (3) Semantic exploration through the tools available facilitates the deepening of the development of biographical-narrative research.

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Section: Introductionmentioning

confidence: 99%

Study of Educational Trajectories Through Biograms and Semantic Exploration, an Approach to Narrative Studies

Gómez

Pruaño

Cano

et al. 2022

International Journal of Qualitative Methods

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“…Over the past decade, the reduction and compensation for ESL was given high priority in Europe, and consequently by national/regional (educational) policymakers (Lamb & Markussen, 2010;Rumberger, 1995;Rumberger & Lim, 2008;van Praag, Nouwen, et al, 2018). Increasingly, attention has been given to why students leave without an educational qualification and how (educational) policies can be used to reduce this number as much as possible.…”

Section: Discussionmentioning

confidence: 99%

“…This paper centres on the staff working within the realm of adult education, which serves as a prevalent alternative learning environment across many countries. We aim to contrast their perspectives with those of staff in traditional education settings (van Praag, Nouwen, et al, 2018). Therefore, our first objective was to collect the views of staff in two different educational contexts.…”

Section: What Are the Main Insights That The Paper Provides?mentioning

confidence: 99%

School staff's views on causes of early school leaving in regular secondary and adult education: Identifying the role of individual, job‐related and school climate characteristics

De Coninck,

Clycq,

Van Praag

2023

British Educational Res J

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Understanding early school leaving (ESL) remains a key issue on political and academic agendas. Most research focuses on the experiences of young people who intend to leave or have left school early without a qualification from secondary education. In addition, most studies focus on regular secondary schools. We aim to add to this literature by studying how school staff in regular secondary and adult education schools explain ESL, and to understand how both groups' views differ. We also study whether school climate has an effect on the explanations of ESL given by staff. We analysed survey data collected in Flanders (northern part of Belgium) among 780 staff members using exploratory factor analysis and multilevel modelling. Findings indicate that staff in adult education have moderate views on the causes of ESL compared to staff in regular education. Staff in adult education have a strong focus on student‐focused explanations for ESL, rather than on contextual or systemic explanations. Future research could delve deeper into the impact of school characteristics, conduct more cross‐comparative research and/or include more views on diversity. Policymakers could prioritise the follow‐up of ESL, including feedback mechanisms to inform school staff on reasons why individual students decided to leave school early.

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“…However, when support is inefficient and negative experiences of the young people at risk determine their negative attitudes towards formal education, non-mainstream educational measures and programmes may have a particularly important role in supporting vulnerable youth (Nouwen et al, 2016; Van Praag et al, 2016). Non-mainstream/alternative measures or programmes are implemented outside mainstream schools for young people (e.g.…”

Section: Introductionmentioning

confidence: 99%

Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories

Tomaszewska-Pękała

Marchlik

Wrona

2019

European Educational Research Journal

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The theoretical framework of the paper combines the notions of school disengagement and educational trajectories. Our current research has demonstrated that several trajectories of school disengagement can be distinguished: unanticipated crisis, parabola, downward spiral, boomerang, resilient route, shading out. The text focuses on two trajectory types – the parabola, when youngsters facing increasing school disengagement are provided with substantial support and their trajectory changes its direction, and the downward spiral, which despite the support leads to further school disengagement and school leaving. Analysing the educational biographies of students from secondary schools in Warsaw, we focus on their perceptions of the support provided by different formal and informal sources. Investigating the protective factors and successful interventions might thus be useful in fostering the educational success of youth at risk. An analysis of the trajectories might be treated as guidance as to how to offset the negative impact of social and educational inequalities and hence to reverse the negative direction in one’s educational trajectory. The text is based on qualitative analysis of data obtained within an international research project: individual semi-structured interviews with Polish students at risk of early school leaving and youngsters who left school early.

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Introduction

Cited by 4 publications

References 0 publications

Study of Educational Trajectories Through Biograms and Semantic Exploration, an Approach to Narrative Studies

Study of Educational Trajectories Through Biograms and Semantic Exploration, an Approach to Narrative Studies

School staff's views on causes of early school leaving in regular secondary and adult education: Identifying the role of individual, job‐related and school climate characteristics

Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories

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