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Tünde Polonyi, Dániel Balajthy, Kálmán Abari, Fruzsina Szabó, Judit Pásku & Mariann Buda. (2023) Learners’ motivation at schools in low SES regions in Hungary. International Journal of Inclusive Education 27:5, pages 636-651.
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Eisuke Saito. (2023) Collateral damage in education: implications for the time of COVID-19. Discourse: Studies in the Cultural Politics of Education 44:1, pages 45-60.
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Cosmin I. Nada, Sofia A. Santos, Eunice Macedo & Helena C. Araújo. (2020) Can mainstream and alternative education learn from each other? An analysis of measures against school dropout and early school leaving in Portugal. Educational Review 72:3, pages 365-385.
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Gwyneth Allatt & Lyn Tett. (2019) Adult literacy practitioners and employability skills: resisting neo-liberalism?. Journal of Education Policy 34:4, pages 577-594.
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Nafsika Alexiadou. (2019) Framing education policies and transitions of Roma students in Europe. Comparative Education 55:3, pages 422-442.
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Emiliano Grimaldi & Paolo Landri. (2019) Tackling early school leaving and the governing of educational transitions in Italy. Comparative Education 55:3, pages 386-403.
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Catherine Doherty. (2018) Keeping doors open: transnational families and curricular nationalism. International Studies in Sociology of Education 27:2-3, pages 200-216.
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Articles from other publishers (7)
Laura Guerrero Puerta. (2023) The European Educational Policy and Early School Leaving: A Conceptual Analysis from the Perspective of the Leaving Subject. Philosophies 8:5, pages 86.
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Åsa Sundelin & Lisbeth Lundahl. (2022) Managing critical transitions: Career support to young people risking ineligibility for upper secondary education. European Educational Research Journal 22:4, pages 572-591.
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Emmeline Byl, Keith J. Topping, Katrien Struyven & Nadine Engels. 2023. The Power of Peer Learning. The Power of Peer Learning
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Pierre-Yves Bernard. (2021) La lutte contre le décrochage scolaire en Europe : une politique de la formation professionnelle. Éducation et sociétés n° 46:2, pages 95-109.
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Sofia A Santos, Cosmin Nada, Eunice Macedo & Helena C Araújo. (2020) What do young adults’ educational experiences tell us about Early School Leaving processes?. European Educational Research Journal 19:5, pages 463-481.
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Véronique Dupéré, Eric Dion, Tama Leventhal, Isabelle Archambault, Robert Crosnoe & Michel Janosz. (2017) High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events. Child Development 89:2.
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Felipe Aravena Castillo & Marta Quiroga Lobos. (2017) Early child care education: Evidence from the new law in Chile. Journal of Pedagogy 8:1, pages 121-135.
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