Database of Publications
Listening to the Early Leavers - June 1998
Diarmuid Leonard but based on an article by Leonard and Walsh (1998) and on a research study by Walsh (1996)
Not published
Ireland June 1998
Article
English
English
This document links with a problem new teachers may encounter on Teaching Practise - how to deal with disruptive students and contests the view that such disruptive students are bound to be unsuccessful learners and certain to become early leavers.
A sample of 20 early school leavers were interviewed and these were followed up by interviews with teachers, nominated by the young people, as 'ok teachers'.
The document summarises the main findings of the interviews and then goes on to discuss their significance and to suggest actions which might help with the problem, which teachers might like to put into practise.
Although, rather frustratingly, I could not find the original research documents by Leonard and Walsh (1998), and even bearing in mind that the article is now somewhat old, nevertheless I did find the doument both interesting and highly relevant to this project.
I found the sections on 'What early leavers say about school' and 'What 'ok teachers' say about early leaving' to be both interesting and useful and the 'Discussion' and 'Reflection' sections were thought provoking.
www.ul.ie/epsresources/biblio/dlarticle.htm
Roger Murfin
Wilsthorpe Business & Enterprise College
Business Manager
Login Area
15 November 2012
Stay@School at the Future of Education Conference
The Stay@School projet will be presented at the third edition of the “Future of Education” international conference, held in Florence, Italy, on 13 - 14 June 2013. Over 250 participants from all over the world will attend the conference. The conference participants belong to the sectors of higher education, school education, vocational education and training as well as adult education, therefore representing all of the target groups of the Stay@School project.
School Inclusion - Copyright 2008 - This project has been funded with support from the European Commission