Abrantes, P, Roldão, C, Amaral, P, et al. (2013) Born to fail? Some lessons from a national programme to enhance education and learning in inadequate districts. Global Experiments in Sociology of Education and learning 23(one): 17–38. Google Scholar | Crossref
Araújo, HC, Macedo, E, Bethoui, A, et al. (2018) Shaping the insurance policies in the direction of ESL in Portugal, Sweden and Poland. In: Van Praag, L, Nouwen, W, Van Caudenberg, R, et al. (eds) Comparative Perspectives on Early School Leaving in the European Union. London and New York: Routledge, 47–60. Google Scholar
D’Angelo, A, Kaye, N (2018) Disengaged students: Insights from the RESL.eu worldwide study. In: Van Praag, L, Nouwen, W, Van Caudenberg, R, et al. (eds) Comparative Perspectives on Early School Leaving in the European Union. London and New York: Routledge, 17–32. Google Scholar | Crossref
Alexander, KL, Entwisle, DR, Olson, LS (2001) Educational institutions, accomplishment, and inequality: A seasonal point of view. Instructional Analysis and Policy Assessment 23(two): 171–191. Google Scholar | SAGE Journals | ISI
Álvares, M, Calado, A (2014) Insucesso e abandono escolar: Os programas de apoio. In: Rodrigues, ML (ed.) forty Anos de políticas de educação em Portugal. Lisbon: Almedina, 197–230. Google Scholar
Angus, L (2006) Instructional leadership and the essential of which include student voices, student pursuits, and students’ life in the mainstream. Global Journal of Management in Education and learning nine(four): 369–379. Google Scholar | Crossref
Arnot, M, McIntyre, D, Peddar, D, et al. (2004) Consultation in the Classroom: Pupil Perspectives on Educating and Learning. Cambridge: Pearson Publishers. Google Scholar
Beekhoven, S, Dekkers, H (2005) The influence of participation, identification, and parental assets on the early faculty leaving of boys in the lessen educational track. European Instructional Investigate Journal (four)three: 195–207. Google Scholar | SAGE Journals
Bernstein, B (1996) Pedagogy, Symbolic Manage and Identification: Principle, Investigate and Critique. Bristol: Taylor & Francis. Google Scholar
Boutinet, JP (1989) A imaturidade da vida adulta. Lisbon: Rés Editora. Google Scholar
Clycq, N, Timmerman, C, Macedo, E, et al. (2015) Early faculty leaving and past. Educação, Sociedade and Culturas (forty five): seven–twelve. Google Scholar
Cefai, C, Cooper, P (2010) Pupils with no voices: The unheard accounts of students with social, emotional and conduct problems. European Journal of Specific Requirements Education and learning 25(two): 183–198. Google Scholar | Crossref
Cefai, C, Downes, P, Cavioni, V (2016) Breaking the cycle: A phenomenological method to broadening accessibility to post-secondary education and learning. European Journal of Psychology of Education and learning 31: 255–274. Google Scholar | Crossref
Christenson, SL, Thurlow, ML (2004). School dropouts: Avoidance issues, interventions, and troubles. Present-day Instructions in Psychological Science thirteen(one): 36–39. Google Scholar | SAGE Journals | ISI
Fee of the European Communities (2001) A new impetus for European youth. European Fee White Paper. Brussels: Fee of the European Communities. Readily available at: https://op.europa.eu/en/publication-depth/-/publication/a3fb3071-785e-4e15-a2cd-51cb40a6c06b (accessed thirteen June 2013). Google Scholar
Cook-Sather, A (2002) Authorizing students’ views: To trust, dialogue and transform in education and learning. Instructional Researcher 31(four): three–14. Google Scholar | SAGE Journals
Cornell, D, Gregory, A, Huang, F, et al. AC (2013) Perceived prevalence of teasing and bullying predicts large faculty dropout premiums. Journal of Instructional Psychology one zero five(one): 138–149. Google Scholar | Crossref
Crul, M, Keskiner, E (2017) RESL.eu Policy Transient one: Promising tactics inside of and exterior formal secondary education and learning. Rotterdam: Erasmus University Rotterdam. Readily available at: https://www.uantwerpen.be/pictures/uantwerpen/container23160/information/RESL_Policy%20Brief%201_remaining.pdf (accessed 31 Oct 2018). Google Scholar
Dale, R (2010) Early faculty leaving. Classes from study for plan makers. NESSE Report, European Fee, Brussels. Google Scholar
De Witte, K, Cabus, SJ (2013) Dropout prevention steps in the Netherlands, an explorative analysis. Instructional Critique sixty five(two): one hundred fifty five–176. Google Scholar | Crossref
De Witte, K, Cabus, S, Thyssen, G, et al. (2013) A significant evaluation of the literature on faculty dropout. Instructional Investigate Critique ten: thirteen–28. Google Scholar | Crossref | ISI
Downes, P (2011) The neglected shadow: Some European views on emotional supports for early faculty leaving prevention. Global Journal of Psychological Education and learning three(two): three–39. Google Scholar
Ecker-Lyster, M, Niileksela, C (2016) Maintaining students on track to graduate: A synthesis of faculty dropout tendencies, prevention, and intervention initiatives. Journal of At-Hazard Concerns 19(two): 24–31. Google Scholar
Elliott, J (2005) Using Narrative in Social Investigate: Qualitative and Quantitative Approaches. London: SAGE. Google Scholar | Crossref
Eşkisu, M (2014) The partnership among bullying, relatives capabilities, perceived social assistance among large faculty students. Procedia-Social and Behavioral Sciences 159: 492–496. Google Scholar | Crossref
European Fee (2013) Cutting down early faculty leaving: Crucial messages and plan assistance. Closing Report of the Thematic Doing work Team on Early School Leaving. Brussels. Google Scholar
European Fee (2014) Tackling early leaving from education and learning and education in Europe: techniques, insurance policies and steps. Brussels, Belgium: Education and learning, Audiovisual and Tradition Govt Agency. Google Scholar
European Fee (2015) A full faculty method to tackling early faculty leaving plan messages. In Directorate-Normal for Education and learning and Tradition, ET 2020 operating team colleges plan 2014–2015. Brussels: European Fee. Google Scholar
Eurostat (2020) Early leavers from education and learning and education. Readily available at: https://ec.europa.eu/eurostat/stats-defined/index.php?title=Early_leavers_from_education and learning_and_education (accessed 31 Oct 2018). Google Scholar
Eurydice (2014) Tackling early leaving from education and learning and education in Europe: Procedures, insurance policies and steps. Report, Publications Workplace of the European Union, Luxembourg. Google Scholar
Eurydice (2016) Structural indicators on early leaving from education and learning and education in Europe – 2016. Eurydice Report. Luxembourg: Publications Workplace of the European Union. Google Scholar
Ferrarotti, F (2003) On the Science of Uncertainty: The Biographical Technique in Scientific Investigate. Lanham: Lexington Guides. Google Scholar
Fielding, M, Bragg, S (2003) Pupils as Scientists: Producing a Variation. Cambridge: Pearson Publishing. Google Scholar
Flutter, J, Rudduck, J (2004) Consulting Pupils: What is in it for Educational institutions? London and New York: RoutledgeFalmer. Google Scholar | Crossref
Foody, M, Samara, M, O’Higgins Norman, J (2017) Bullying and cyberbullying research in the faculty-aged inhabitants on the island of Eire: A meta-evaluation. British Journal of Instructional Psychology 87: 535–557. Google Scholar | Crossref | Medline
Furlong, A (2013) Youth Experiments: An Introduction. Abingdon and New York: Routledge. Google Scholar
Giddens, A (1991) Modernity and Self-Identification: Self and Culture in the Late Fashionable Age. Stanford: Stanford University Press. Google Scholar
Gillies, D, Mifsud, D (2016) Policy in changeover: The emergence of tackling early faculty leaving (ESL) as EU plan priority. Journal of Education and learning Policy 31(6): 819–832. Google Scholar | Crossref
Corridor, W (2017) The efficiency of plan interventions for faculty bullying: A systematic evaluation. Journal of the Culture for Social Function and Investigate 8(one): forty five–sixty nine. Google Scholar | Crossref | Medline
Halse, C, Fox, B, Mahoney, C (2017) Critical times of intercultural mastering in young people’s life. Paper offered at the European Convention on Instructional Investigate, Copenhagen. Readily available at: http://www.eera-ecer.de/ecer-programmes/meeting/22/contribution/41666/ (accessed 31 Oct 2018). Google Scholar
Janosz, M, Archambault, I, Morizot, J, et al. (2008) School engagement trajectories and their differential predictive relations to dropout. Journal of Social Concerns sixty four(one): 21–forty. Google Scholar | Crossref | ISI
Lamb, S, Markussen, E, Teese, R, et al. (2011) (eds) School Dropout and Completion – Global Comparative Experiments in Principle and Policy. London and New York: Springer. Google Scholar | Crossref
Lieblich, A, Tuval-Mashiach, R, Zilber, T (1998) Narrative Investigate: Looking at, Assessment, and Interpretation (Vol. 47). Thousand Oaks: SAGE. Google Scholar | Crossref
Lourenço, LM, Pereira, B, Paiva, DP, et al. (2009) A gestão educacional e o bullying: um estudo em escolas portuguesas. Interacções five(thirteen): 208–228. Google Scholar
Macedo, E, Araújo, HC, Magalhães, A, et al. (2015) La construcción del abandono temprano de la escuela como concepto político: Un análisis en la sociología de la educación. Profesorado: Revista de Curriculum y Formación del Profesorado 19(three): 28–forty two. Google Scholar
Macedo, E, Santos, SA, Araújo, HC (2018) How can a next likelihood faculty assistance young adults’ changeover back again to education and learning? European Journal of Education and learning fifty three: 452–455. Google Scholar | Crossref
Magalhães, A, Araújo, HC, Macedo, E, et al. (2015) Early faculty leaving in Portugal: Procedures and actors’ interpretations. Educação, Sociedade & Culturas forty five: 97–119. Google Scholar
Magen-Nagar, N, Shachar, H (2017) Top quality of instructing and dropout risk: A multi-degree evaluation. Journal of Education and learning for Pupils Placed at Hazard (JESPAR) 22(one): nine–24. Google Scholar | Crossref
McCroskey, JC, Richmond, VP (1990) Willingness to connect: A cognitive view. Journal of Social Actions and Character five(two): 19–37. Google Scholar
McGregor, G, Mills, M, Te Riele, K, Hayes, D (2014) Excluded from faculty: Having a next likelihood at a ‘meaningful’ education and learning. Global Journal of Inclusive Education and learning 19(6): 608–625. Google Scholar | Crossref
Mezirow, J (1990) Fostering Critical Reflection in Adulthood: A Information to Transformative and Emancipatory Learning. San Francisco: Jossey-Bass Publishers. Google Scholar
Nada, CI, Santos, SA, Macedo, E, et al. (2018) Can mainstream and different education and learning understand from each individual other? An evaluation of steps towards faculty dropout and early faculty leaving in Portugal. Instructional Critique 72(three): 365–385. Google Scholar | Crossref
Papatheodorou, T (2002) How we like our faculty to be. . . Pupils’ voices. European Instructional Investigate Journal one(three): 445–467. Google Scholar | SAGE Journals
Plummer, K (2001) Files of Everyday living two: An Invitation to a Critical Humanism (Vol. two). London: SAGE. Google Scholar | Crossref
Santos, SA, Macedo, E, Araújo, HC (2018) Instructional trajectories of early faculty leavers in Portugal: Processes and disorders of (in)equality. In: Van Praag, L, Nouwen, W, Van Caudenberg, R, et al. (eds) Comparative Perspectives on Early School Leaving in the European Union. London and New York: Routledge, 149–163. Google Scholar
Silva, SM (2013) Younger individuals and delicate information and facts: Managing defense and dignity. In: Te Riele, K, Brooks, R (eds) Negotiating Ethical Worries in Youth Investigate. London and New York: Routledge, 96–108. Google Scholar
Silva, SM, Abrantes, P (2017) Developing up in Europe’s backyard: Looking into on education and learning and youth in Portuguese inadequate suburban configurations. In: Pink, W, Noblit, G (eds) 2nd Global Handbook of City Education and learning. London: Springer, 1335–1349. Google Scholar | Crossref
Trahar, S (2014) ‘This is Malaysia. You have to stick to the custom here’: Narratives of the student and academic working experience in worldwide better education and learning in Malaysia. Journal of Education and learning for Educating forty(three): 217–231. Google Scholar | Crossref
Tukundane, C, Zeelen, J, Minnaert, A, et al. (2014) ‘I felt quite lousy, I had self rejection’: Narratives of exclusion and marginalization among early faculty leavers in Uganda. Journal of Youth Experiments 17: 475. Google Scholar | Crossref
Van Houtte, M, Demanet, J (2016) Teachers’ beliefs about students, and the intention of students to fall out of secondary education and learning in Flanders. Educating and Teacher Education and learning 54: 117–127. Google Scholar | Crossref | ISI
Van Praag, L, Nouwen, W, Van Caudenberg, R, et al. (eds) (2018) Comparative Perspectives on Early School Leaving in the European Union. Abingdon and New York: Routledge. Google Scholar | Crossref
Van Praag, L, Van Caudenberg, R, Nouwen, W, et al. (2017) How to assistance and interact students in different types of education and learning and education? A qualitative review of faculty team users in Flanders. Journal of Education and learning and Function 30(three): one–thirteen. Google Scholar
Webster, L, Mertova, P (2007) Using Narrative Inquiry as a Investigate Technique. London and New York: Routledge. Google Scholar | Crossref