05 SES 09, Combating School Droput
The problem of adolescent early school leaving is global and strategies to tackle it vary nationally. In England services have been developed to support multiprofessional teamwork for preventive services, for instance BEST teams work in partnership with schools supporting the vulnerable young pupils and their families (Hallam & Rogers 2008, Edwards et al. 2009). Preventing early school leaving of adolescents by improving the current educational systems has been one of the main educational reforms in many European countries (e.g. Downes 2013; Spielhofer 2013). Furthermore, school engagement seems to be a central concept in most theories of school dropout (Blondal & Adalbjarnardottir 2012: Lamote et al. 2013). According to the Finnish School Health Behavior 2006 study, a large proportion of lower secondary school pupils reported negative attitudes towards school, especially concerning their school engagement, school strain and teacher-pupil relations (Haapasalo, Välimaa & Kangas 2010). In order to support demotivated pupils, the Finnish Ministry of Education launched a national Strategy of School Well-Being (2006-2011), concerning the lower secondary level pupils, as well as their parents, teachers, and schools. The strategy is called flexible basic education program (in Finland JOPO). JOPO involves the development of action-based learning methods, and on-the-job forms of learning, inter-professional cooperation both indoor and outdoor school (cp. Downes 2010; Edwards et al. 2010) and new ways to support adolescents and their families (Manninen & Luukannel 2008). The JOPO activities are organised into small groups led through work partner activities by a teacher and another professional, a coach (cp. Lewin & Colley 2011; Vulliamy & Webb 2003) and often the principles of productive learning were applied in the activities. This survey aims to describe the organization and results, and also the models of cooperation of JOPO in Finnish lower secondary schools. The framework of this study has been adapted from an approach of a quality framework developed by van Veen (2004, 2007, 2008). The research questions are: 1. How were the JOPO-pupils chosen for the program? 2. How was the JOPO organized in Finnish schools? 3. What were the qualifications of the JOPO teachers? 4. How did the action-based learning methods support the leaning process of the pupils? and 5. What models of inter-professional co-operation emerged around JOPO in the schools?
Blondal, K.S. & Adalbjarnardottir, S. 2012. Student disengagement in relation to expected and unexpected educational pathways. Scandinavian Journal of Educational Research 56 (1), 85-100. Downes, P. 2010. Multi/interdisciplinary teams for early school leaving prevention: developing a European strategy informed by international evidence and research. Research Paper for Network of Experts on Social Aspects of Education and Training (NESET). Dublin: St. Patrick’s College. Downes, P. 2013. Developing a framework and agenda for students’ voices in the school system across Europe: from diametric to concentric relational spaces for early school leaving prevention. European Journal of Education: Research, Development and Policies 48 (3), 346-362. Edwards, A., Daniels, H, Gallagher, T., Leadbetter, J. & Warmington, P. 2009. Improving inter-professional collaborations. London: Routledge. Edwards, A., Lund, I. & Stamou, E. 2010. Inter-professional work and expertise: new roles at the boundaries of schools. British Educational Research Journal 36 (1), 27-45. Engeström, Y. 2004. Ekspansiivinen oppiminen ja yhteiskehittely työssä. [Expansive learning and communication at work.] Tampere: Vastapaino. Haapasalo, I., Välimaa, R. & Kannas, L. 2010. How comprehensive school students perceive their psychosocial school environment. Scandinavian Journal of Educational Research 54 (2), 133-150. Hallam, S. & Rogers, L. 2008. Improving behavior and attendance at school. Milton Keynes: Open University Press. Lamote, C., Speybroeck, S., Van Den Noortgate, W. & Van Damme, J. 2013. Different pathways towards dropout: the role of engagement in early school leaving. Oxford Review of Education 39 (6), 739-760. Lewin, C. & Colley, H. 2011. Professional capacity for 14-19 career guidance in England: some baseline data. British Journal of Guidance & Counselling 39 (1), 1-24. Manninen, J. & Luukannel, S. 2008. Joustava perusopetus. [Flexible basic education.] JOPO-toiminnan vaikuttavuuden arviointi. [Impact analysis.] Helsinki: Opetusministeriön julkaisuja 36. Spielhofer, T. 2013. Reducing early school leaving of young people in Europe. The integrated RESLEA Model. ECER Istanbul. van Veen, D. 2008. Tackling non-attendance in schools: a practical approach. School attendance and participation: what works and why? National Educational Welfare Board. Conference report, 12-13. Vulliamy, G. & Webb, R. 2003. Reducing school exclusions: An evaluation of a multi-site development project. Oxford Review of Education 29 (1), 33-50.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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