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W Anna Liljestrom - Reducing dropout rates
W Anna Liljestrom - Reducing dropout rates
W Anna Liljestrom - Reducing dropout rates
W Anna Liljestrom - Reducing dropout rates
W Anna Liljestrom - Reducing dropout rates
W Anna Liljestrom - Reducing dropout rates
W Anna Liljestrom - Reducing dropout rates
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W Anna Liljestrom - Reducing dropout rates

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aterial of the 10th Annual meeting of the OECD LEED Forum on Partnerships and Local Development |23-25 April 2014 | Stockholm, Sweden …

aterial of the 10th Annual meeting of the OECD LEED Forum on Partnerships and Local Development |23-25 April 2014 | Stockholm, Sweden
More info http://www.oecd.org/cfe/leed/10th-fplg-meeting.htm

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  • Short introduction of the project and myself
  • Transcript

    • 1. Reducing dropout rates Preventative and remedial interventions utilized in a Swedish context within the Plug In project ! "#$%&'
    • 2. Risk factors described as grounds for intervention: ”disengaged” students • Low achievement • Attendance • Issues with self-esteem, confidence • Special needs (structure) • Disorders (neuropsychiatric) • Mental health problems • Physical health problems • ”Social” problems (home) • Language challenges
    • 3. Strengthening ”school connectedness”: Engaging disengaged students • Behavioral: attendance, follow-up of assignments and school work and individual study plans (including extra-curricular) • Academic: close monitoring of results, grades, learning • Cognitive: connection school and work, future objectives, dreams and plans, relevance and meaningfulness of school, interest in learning, learning strategies, problem-solving, etc. self-regulation • Psychological/affective): identification with school norms, value of school success, sense of belonging, connectedness with others (peers and staff), support, sense of safety community etc. (Fuhrlong, Christensen, 2008; Sinclair et al. 2003; Lehr et.al. 2003, 2004, 2008; Lamb, 2008 m.fl.m.fl)
    • 4. Intervention strategies Plug In • Holistic focus • Recognizing the individual within the context Collaboration, multi-skilled teams Collaboration student-coaches (case managers) Collaboration school-world of work • Strengthen connectedness (academic, cognitive, psychological) Academic support Cognitive ”tools” - mental training, CBT, MI, strengthen motivation, resiliance, Career and educational counselling ”Relational leadership” – student teacher interactions, attitudes and Values education, life skills, ”equal treatment plans”, non-discriminatory policy health promoting • Flexibility (organization, content, instruction) Individual program of study (holistic, health, life skills, career paths, internships) Academic support (based on needs, content, structure, ”pre-emptive”) Case managers/student coaches find individualized support Alternative school Student-centrerad instruction, online, set of courses (number order)
    • 5. Intervention strategies Plug In Developing effective forms for follow- up • (IT)-systems for check up (preventative and remedial) • ”right competence”: coaches, social & emotional (EQ), multi-skilled team • finding ”venues” for contact and strategies: home visits, youth clubs, societies, associations, train station, facebook, text messages • collaboration with important actors (schools employment office, social services) • preventative work with schools: transitions, check for absence, coaching • follow-up after interventions (case- management model): job offices, internships, school Developing ”effective” interventions • holistic focus • strengthen connectedness – build relationships, MI, strengthen motivation. coaching, build resiliance, cognitive tools (CBT), social/basic skills, study techniques, educational and career guidance, internships, pratical experience, study visits • health promoting: physical, mental, life skills • flexibilty (organization, content, instruction.) • individual pathways (tailor-made program with holistic focus) • flexible instruction, online, student-centrerad, practical experience, work, collaboration school-world of work, ” right” intensity, kick- start courses
    • 6. Dropout prevention: targetting the individual but aiming at system-level/policy change • How much ”flexibility” can be achieved in upper secondary school? • In cases of health problems (mental, physical) • In cases of special needs • In shaping individual programmes (number of subjects/classes/order of classes etc) • Related to changes of programme of study/school? • Education for life?: How holistic need the focus be? • How can the ”care structure” be strengthened? • How are families and communities involved as partners?
    • 7. Kontakt för PlugInnovation.se Kontakt: Anna Liljeström E-mail: anna.liljestrom@grkom.se Tele: 0709 709 304 Processledare PlugInnovation Pedagogiskt Centrum GR Utbildning

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