literature review of school drop outs

Student Engagement and School Dropout: Theories, Evidence, and Future Directions

• First Online: 20 October 2022

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• Isabelle Archambault 3 ,
• Michel Janosz 3 ,
• Elizabeth Olivier 3 &
• Véronique Dupéré 3  

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15 Citations

School dropout is a major preoccupation in all countries. Several factors contribute to this outcome, but research suggests that dropouts mostly have gone through a process of disengaging from school. This chapter aims to present a synthesis of this process according to the major theories in the field and review empirical research linking student disengagement and school dropout. This chapter also presents the common risk and protective factors associated with these two issues, the profiles of students who drop out as well as the disengagement trajectories they follow and leading to their decision to quit school. Finally, it highlights the main challenges as well as the future directions that research should prioritize in the study of student engagement and school dropout.

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FACTORS CONTRIBUTING TO SCHOOL DROPOUT AMONG THE GIRLS: A REVIEW OF LITERATURE

• A. Karim , S. M. Shahidul
• Published 2015
• Education, Sociology

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FACTORS CONTRIBUTING TO SCHOOL DROPOUT AMONG THE GIRLS: A REVIEW OF LITERATURE

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Centering equity within principal preparation and development: an integrative review of the literature.

1. Introduction

• What are the key issues and actions that have been considered or received attention in the equity-centered (re)design of preparation programs in relation to program vision, curriculum, pedagogy, and assessments?
• What examples or illustrations exist of such work?

Placing the United States Preparation System within an International Context

2. conceptual framing, 2.1. program vision, 2.2. curriculum, 2.3. pedagogy, 2.4. assessment, 3. methodology, 3.1. search procedures, 3.2. analytic procedures, 3.3. state of the literature, 4. findings, 4.1. program vision, 4.1.1. sources of information for equity-centered program visions, 4.1.2. types of visions within ecppps, 4.1.3. role of vision within ecppps, 4.1.4. variability in equity-centered program visions, 4.2. curriculum, 4.2.1. sources of information for equity-centered program curriculum.

Engaging in collaborative inquiry and program redesign alongside peer institutional members of UCEA can be a powerful driver for organizational and programmatic improvement. For example, a program might identify an internal challenge within their recruitment efforts, program structure, curriculum, learning experiences, district partnerships, etc., and invite faculty colleagues from other institutions to visit and offer their expertise. In addition to having other faculty to provide feedback and support, programs may also visit peer programs with characteristics they would like to emulate. (p. 20)

4.2.2. Equity-Centered Curricular Learning Objectives

4.2.3. equity-centered curricular designs.

While the authors agree with Marshall (2004) that social justice should not be limited to discussion in one discrete course in a preparation program, it is logical to address social justice issues in our program’s required foundations course, which requires that students reflect upon history and theoretical perspectives of schooling within the context of their own cultural identity. (p. 3)

4.2.4. Equity-Centered Curricular Topics

4.3. pedagogy, 4.3.1. undergirding learning theories within ecppps.

(1) they are authentic, meaningful, relevant, problem-finding activities; (2) they involve sensemaking around critical problems of practice; (3) they involve exploration, critique, and deconstruction from an equity perspective (for example, race, culture, language); (4) they require collaboration and interdependence; (5) they develop confidence in leadership; (6) they place both the professor and the student in a learning situation; (7) they empower learners and make them responsible for their own learning; (8) they shift the perspective from classroom to school, district, or state level; and (9) they have a reflective component. [ 63 ] (p. 445)

4.3.2. Equity-Centered Readings

• The concept of social justice, broadly [ 108 ];
• The purpose of schooling [ 108 ];
• Critical frameworks for understanding oppression [ 74 , 120 ];
• Asset orientations and community cultural wealth [ 46 , 89 ];
• Family–school–community relationships [ 108 , 111 , 127 ]
• More specific discussions of issues of justice and special populations such as race [ 45 , 94 , 108 , 135 ], heterosexism [ 91 , 108 , 115 ], rurality [ 108 ], English language learners [ 46 , 88 ], poverty [ 102 , 108 ], and students with disabilities [ 72 , 91 , 118 ];
• Conceptual understandings of ethical and justice-oriented leadership [ 31 , 111 ];
• Best practices in equity-centered teaching and leading [ 20 , 31 , 72 , 86 , 87 ].

4.3.3. Critical Reflection within ECPPPs

4.3.4. rational discourse within ecppps.

It pushed my boundaries, forced me to go beyond what I am familiar with, helped me see my blind spots, tested the amount of fortitude that I had within myself, and made me have to stretch myself so thin I thought I was going to have to go into therapy just to debrief. (p. 727)

4.3.5. Classroom-Based Practice-Oriented Learning toward Equity

4.3.6. field-based practice-oriented learning toward equity, 4.3.7. interconnections amongst pedagogical approaches, 4.4. assessment, 4.4.1. assessment purposes within ecppps, 4.4.2. assessment types within ecppps, 5. conclusions, 5.1. implications for preparation and development, 5.2. implications for research, author contributions, institutional review board statement, data availability statement, acknowledgments, conflicts of interest.

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Richard, M.S.; Cosner, S. Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature. Educ. Sci. 2024 , 14 , 944. https://doi.org/10.3390/educsci14090944

Richard MS, Cosner S. Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature. Education Sciences . 2024; 14(9):944. https://doi.org/10.3390/educsci14090944

Richard, Meagan S., and Shelby Cosner. 2024. "Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature" Education Sciences 14, no. 9: 944. https://doi.org/10.3390/educsci14090944

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