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Escola e comunidade: missão ou miragem no combate ao insucesso e abandono escolares, no período 1997/2007, no Concelho do Alandroal

Barrenho, Cristina de Jesus
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Dissertação de Mestrado
Português
Relevância na Pesquisa
45.83%
Este estudo procurou conhecer a realidade do insucesso/abandono escolares no Concelho de Alandroal, no período de 1997-2007, identificando as causas das duas problemáticas e as medidas educativas de resolução, a partir de uma amostra de 41 sujeitos. Pretendemos identificar e caracterizar os episódios de insucesso e abandono escolares protagonizados por um grupo de alunos que iniciaram o seu percurso escolar em 1996/1997, no Concelho de Alandroal. No corpus teórico deste estudo, procedemos à revisão da literatura e à análise de normativos legais que abordam e regulamentam esta temática, de maneira a olhar para ela, de forma reflexiva. Ao nível do corpus empírico, utilizámos uma metodologia quantitativa/qualitativa, no sentido de obtermos o melhor conhecimento e interpretação desta realidade. Os resultados permitem concluir que existe uma relação entre as causas individuais, familiares, escolares e do meio envolvente que levaram ao insucesso e abandono escolares. Sublinhou-se a importância da implementação de medidas educativas adequadas e a sua relação com as instituições do concelho de Alandroal que levaram parte dos sujeitos a concluir o ensino obrigatório com sucesso; ABSTRACT: This study aimed to know the reality of failure / dropping out of school in the Municipality of Alandroal in the period 1997-2007...

A implementação de políticas públicas na prevenção e combate ao abandono escolar

Coimbra, Bruno Alexandre Miranda
Fonte: Instituto Superior de Ciências Sociais e Políticas Publicador: Instituto Superior de Ciências Sociais e Políticas
Tipo: Dissertação de Mestrado
Publicado em 29/06/2012 Português
Relevância na Pesquisa
66.19%
Dissertação de Mestrado em Administração Pública na Especialização em Administração da Educação; Em Janeiro de dois mil e onze a comissão europeia propôs, através de uma proposta de recomendação aos estados europeus, que os estados adoptassem políticas de prevenção de um fenómeno que apesar de ter vindo a diminuir ainda apresenta, em alguns países como Portugal e Malta, valores muito elevados. Os governos sucessivos têm vindo a promover programas nacionais de combate ao abandono escolar mas segundo Grilo (2010) os programas acima citados deveriam ser elaborados mais ao nível local e em função das exigências da comunidade educativa envolvente. De acordo com as estatísticas disponíveis, os alunos têm vindo a permanecer mais tempo na escola com ofertas educativas que vão ao encontro das suas expectativas e vivências experienciadas. Desta forma, procederemos à caracterização da organização escola, na sua relação triangular ESCOLA-ESTADO-MERCADO, reportando à missão principal da escola, tentando responder às perguntas: PARA QUEM? O QUÊ? COMO? QUANDO? COM QUEM? PARA QUÊ? (Cardim, 2010) e tentar explicar as causas do fenómeno do abandono escolar através do processo de formulação das políticas públicas...

The nature of bullying among secondary school students /

Kartasinski, Linda M.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
55.84%
The purpose of this research was to determine the prevalence and effect of bullying in a secondary school. Six hundred and fifty-nine student volunteers completed a survey which included a quantitative component of 40 questions and 3 questions which required a written response. The results suggest that approximately 1 student in 10 was involved in a bullying situation either as a bully or a victim. As age increased, physical bullying decreased whereas psychological remained high in the senior years of high school. Boys were involved more in bullying than girls, especially in the junior years. The effects of bullying could be devastating to the point of school avoidance or early school leaving. The results also indicate that much of the bullying was not being reported. The implication for the education system is that more needs to be done to prevent bullying, to encourage the reporting of bullying, and to deal with the aftermath of a bullying situation.

Bulgaria : Improving the Quality and Relevance of Education for All

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
46.01%
Bulgaria has recently introduced sweeping reforms of its secondary education system to promote more autonomy and accountability of schools for better learning outcomes. Positive results are already showing but more remains to be done to reap the full benefits of the reforms. Per-student-financing and delegated budgets have led to a wave of school closures that had become essential in the wake of a dramatic decline in student numbers. As opposed to the previous centralized system, school-based management with a considerable degree of decision-making power of the school principal has set the stage for schools to better adjust to local needs and opportunities for a better education. External student assessments are now routinely conducted, which have substantially improved the evidence base for education policy-making. However, concerns remain as to the accountability of schools to the local community. While principals are accountable to the municipal authorities for the use of financial resources, parents have little formal ways of holding principals accountable for learning outcomes. The reform was launched in the face of dramatic challenges in terms of unsatisfactory learning outcomes...

Handbook for Improving the Living Conditions of Roma

World Bank; European Commission
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
Relevância na Pesquisa
45.81%
A disproportionately large number of Roma in Europe today face deep poverty, social exclusion, and poor living conditions. Improving these is critical to achieving the targets of the Europe 2020 Strategy, the European Union s 10-year growth strategy, which aims to reduce poverty, social exclusion, early school leaving, and increase school attainment and employment by 2020. The EU Framework for National Roma Integration Strategies (NRIS) up to 2020 calls on the European Commission and the member states to mobilize existing EU strategies and instruments in the cause of securing the socioeconomic inclusion of Roma and invites the member states to make sufficient use of EU and national funding to address Roma needs. The implementation and success of the NRIS will very much depend on an effective and sufficient allocation of national resources. EU funding alone can certainly not solve the situation of Roma, but the Commission calls on member states to make efficient use of the funds. The European Structural and Investment (ESI) Funds...

Just enough Education to Perform: The labour market integration of early school leavers in a European cross-national perspective

VAN ALPHEN, Stan
Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
66.13%
This thesis concerns the labour market outcomes of early school leavers in a European, cross-national perspective. More specifically, it deals with the way country level factors shape the disadvantages these early school leavers experience on the European labour market, when compared with those who have at least upper secondary education. To the extent that country level variation in the labour market integration of early school leavers can be attributed to specific institutional and macro-structural characteristics, it enriches the single cross-national definition of early school leaving, and points towards best practices that can be learned from. The overarching research question that runs through this thesis is twofold. To what extent is the labour market integration of early school leavers in Europe obstructed by the country-specific macro-structural factors underlying a knowledge economy? And, second, can the various education and labour market policies across the European countries help to decrease the relative labour market disadvantage of early school leavers? The concept of early school leaving, the process of ranking and rating countries on the basis of institutional and macro-structural characteristics, and the increasing availability of standardised country level indicators have all developed through a cross-fertilisation of academic research and EU policy making...

The benefit of educational inclusiveness for early school leavers in the European labour market

VAN ALPHEN, Stan
Fonte: Wiley-Blackwell Publicador: Wiley-Blackwell
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
86.05%
Previous research suggests that the ongoing educational expansion is a negative development for early school leavers (ESLrs) in the European labour market, since it increases the level and educational attainment of their competition, and in the worst case creates credential inflation. Findings from the 2005 cross-sectional EU-SILC data show, however, that the negative effect of early school leaving on income is reduced by educational inclusiveness at the country level. The explanation, it is said, is that educational expansion decreases the influence of a disadvantaged family background, which accounts for the net interacting effect of educational inclusiveness itself. Results from two-level hierarchical analyses indicate that the influence of family background is indeed conditional upon the level of educational inclusiveness at country level. This is true for all but one of the indicators of family background included in this article.

Los costes no monetarios del abandono educativo prematuro: una estimación en términos de años de buena salud.; The non-monetary costs of early school leaving: Estimation in terms of years of good health.

Fernández Gutiérrez, Marcos; Calero Martínez, Jorge
Fonte: Universidad Nacional de Educación a Distancia (UNED) Publicador: Universidad Nacional de Educación a Distancia (UNED)
Tipo: info:eu-repo/semantics/article; publishedVersion
Português
Relevância na Pesquisa
65.93%
RESUMEN. El Abandono Educativo Prematuro (AEP) se ha situado en los últimos años, en España, en cifras cercanas al 30%, muy alejadas del objetivo del 10% estipulado por la UE. El AEP da lugar a importantes costes monetarios y no monetarios, de los cuales son de particular importancia los costes en términos de salud, observados tanto en hábitos y comportamientos con repercusiones sobre la misma (inputs) como en los propios resultados en salud (outputs). Las elevadas cifras de AEP han despertado la preocupación de la sociedad y de las políticas educativas; sin embargo, la evaluación de los costes del AEP y, en particular, aquellos de tipo no monetario (tales como los relativos a la salud), no ha sido apenas abordada hasta la fecha. El objetivo de este trabajo es, precisamente, evaluar y cuantificar los costes no monetarios del AEP en términos de la salud futura de la población española. Para ello, se plantea un análisis microeconométrico, que permite aislar el efecto de la educación sobre el estado de salud percibido, a partir de la información de la Encuesta Nacional de Salud; posteriormente, estos resultados se trasladan al conjunto de la población española, con un horizonte temporal de veinte años. Los resultados obtenidos reflejan los notables costes del AEP sobre la salud: las personas que han experimentado AEP muestran resultados en salud destacadamente peores...

A medição e intervenção do abandono escolar precoce: desafios na investigação de um objeto esquivo

Estêvão, Pedro; Álvares, Maria
Fonte: CIES-IUL Publicador: CIES-IUL
Tipo: Trabalho em Andamento
Publicado em //2013 Português
Relevância na Pesquisa
66.04%
O indicador de abandono escolar precoce possui uma longa tradição ao nível europeu. É utilizado pelo Eurostat para medir o fenómeno do abandono escolar e pela União Europeia no estabelecimento de metas de política de educação e formação. Corresponde, nesta aceção, à proporção de jovens que não concluíram o nível de ensino secundário (ISCED 3) e que, num dado período de tempo, não se encontram a frequentar qualquer ação formal ou informal de educação ou formação. É, pois, um indicador que tem como referência a certificação de um nível de escolaridade e por isso se trata de uma medida de sucesso escolar que se baseia numa perspetiva abrangente do que são atividades educativas/formativas, incluindo a educação não formal. Até à adoção deste indicador, o abandono escolar em Portugal era medido em função de uma idade legalmente estabelecida para a escolaridade obrigatória. Um jovem encontrava-se em situação de abandono se tivesse saído do sistema de educação/formação antes da idade de referência definida legalmente. Tratava-se, assim, de uma medida de acesso ao sistema formal e não de sucesso escolar, pois não tinha em conta nem o grau de escolaridade atingido nem reconhecia a educação/aprendizagem não formal como parte essencial da educação em geral. Consideramos tratar-se de diferenças muito relevantes que remetem para distintas conceções de educação e formação e do seu papel...

A case study that examines a number of early school leavers who did not continue their education after the Junior Certificate, analysing the causes of early leaving, the steps taken towards prevention and also looks at the impact that has been made by the introduction of departmental programmes to help prevention

Conroy, Sharon
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
Português
Relevância na Pesquisa
76.32%
non-peer-reviewed; The purpose of this case study was to investigate if early school leaving is still a problem in Ireland, and if so, what are the reasons for it and also what is being done to try and prevent the problem. The study focused on three research issues as follows: 1. Is early school leaving still a problem today as it was 10-15 years ago? 2. What are the reasons and causes identified that encourage students to leave school early? 3. What government policies are in place to help deal with the problem of early school leaving? To measure the degree of the problem of early school leaving in Ireland, this case study adopted a mixed method research methodology. Interviews and Surveys were used to collect both qualitative and quantitative data for the study. The early school leavers interviewed, were encouraged to express their true feelings and attitudes towards the problem of leaving early and the reasons which lead them to the decision to leave before completing their education. The study suggests that early school leaving still exists in Ireland, approximately 14% in 2007. It indicates that there are a number of reasons and factors that influence students to leave school early. It also identifies the government policies that are in place to deal with the problem and shows the enhancements that have being initiated to effectively address the problem.

The educational quality of early school leavers and the cross-national variation of their income disadvantage

VAN ALPHEN, Stan
Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
55.91%
The average quality of available educational resources varies significantly across Europe. This not only affects school success and failure but also subsequent labour market outcomes. The main research question in this paper is to what extent this compositional variation among early school leavers (ESLrs) in particular can account for the cross-national variation of their income disadvantage relative to higher educated individuals. Findings from 3 consecutive years of cross-sectional data (EU Statistics on Income & Living Conditions [EU-SILC], 2005-2007) show that, controlling for the influence of other important country-level indicators, both educational expenditure and a country's mean PISA achievement test score interact with the effect of early school leaving on gross personal income. The income disadvantage of ESLrs is smaller in countries where the average quality of available educational resources is higher. Furthermore, this also applies to educational resources currently available to ESLrs, with the prevalence of lifelong learning yielding the same moderating effect on the income disadvantage of ESLrs.

Couch surfing on the margins: the reliance on temporary living arrangements as a form of homelessness amongst school-aged home leavers.

McLoughlin, P.
Fonte: Carfax Publishing Ltd Publicador: Carfax Publishing Ltd
Tipo: Artigo de Revista Científica
Publicado em //2012 Português
Relevância na Pesquisa
55.95%
This paper examines couch surfing as a form of youth homelessness. The focus is on adolescents who do not have support from parental homes and who frequently move from one temporary living arrangement to another, without a secure ‘place to be’. Drawing on the findings of sociological research with a group of young couch surfers in Australia, the aim is to unpack the marginalising social processes that produce this practice as an outcome of early home leaving. Contrary to the view that adolescent couch surfers are managing their living situations for the time being, this research suggests that couch surfing is in itself an experience and product of dislocation, which (re)inscribes disadvantage. Reflecting on the interview accounts, the paper first shows how the reliance on informal living arrangements is one way in which young people are contending with the risks of early home leaving ‘for themselves’ – in lieu of preferable alternatives from formalised welfare systems. Second, in bringing attention to the tenuousness attached to their reliance on informal living arrangements, this paper shows how couch surfing emerges as a form of homelessness without ‘rooflessness’: a situation in which young people's attempts to gain ontological security are consistently undermined. The findings of this research broaden our understanding of the social and political inequalities limiting young people's resources for negotiating adult life.; Pauline J. McLoughlin

Lebanon : Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
Relevância na Pesquisa
46.13%
In 2009, Lebanon spent 1.8 percent of Gross domestic product (GDP) on public education. In the same year, as a percentage of total government expenditure, Lebanon spent 7.2 percent on education. An important challenge for Lebanon is that its best-trained people migrate abroad or have to face low rates of return to schooling domestically. Lebanon is experiencing an over-supply of teachers, which provides an opportunity to be more selective and raise the bar for entering teachers. While some neighboring countries only screen teacher candidates based on test scores in the secondary school leaving examination (West Bank & Gaza, Jordan, and Yemen), applicants for teacher education programs in Lebanon are admitted based on two criteria: (i) test scores in the secondary school leaving examination, and (ii) performance in the compulsory entrance examination for teacher education programs. While there are some mechanisms in place to hold teachers accountable, their enforceability is limited. Teachers are offered few financial incentives or opportunities for public recognition to reward strong performance. There is no probationary period prior to awarding open-ended status. While the first years of teaching are among the best available predictors of a teacher's performance later on in their career...

Finishing post-primary education: a systematic review of contextual factors which contribute to student retention in alternative education.

O'Gorman, Eva
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
Português
Relevância na Pesquisa
66.12%
peer-reviewed; Background: The EU set a target of reducing early school leaving to no more than 10% by the year 2020. Previous research indicates that the school context contributes to early school leaving. This systematic review aims to identify factors within the physical, social, cultural and virtual contexts which may contribute to student retention in alternative educational settings. This study contributes an important synthesis of existing evidence for policy makers, educators and other stakeholders to draw upon as they work toward achieving Ireland’s education goal for 2020. Methods: A systematic review that included mixed-methods studies was employed. Twenty-three databases and reference lists of reviews were searched, eliciting 1,586 studies which were screened. Data from 24 studies that met the inclusion criteria was extracted and synthesised. Results: Thematic analysis yielded ‘Schools as Safe Spaces’ as an over-arching concept comprised of four themes: 1) Creating a Sense of Acceptance; 2) Providing Responsive Curricula; 3) Fostering Caring Relations and 4) Establishing School Structures. These themes were underpinned by alternative education philosophy that produces sanctuary-like schools, cultural safety, learner-centred culture and reciprocal care. The philosophy and practices supported students’ success in alternative settings. Conclusion: Marginalised students provided valuable insights about contextual factors that supported or interfered with graduation. Findings from this review suggest ways to strengthen school-based interventions to ensure the EU achieves its education goal. Contextual factors which may shape student retention...

Losing Touch: The Early School Leaving of Four Young Portuguese-Canadian Men

Fonseca, Susana
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
96.32%
Early school leaving continues to be an issue that garners much attention from administrators, educators, and academics. In this study I review the existing literature on risk factors relating to early school leaving while examining the role of social context on educational aspirations and expectations. Research findings (Alberta Learning, 2001; Ferguson, Tilleczek, Boydell, & Rummens, 2005; Satchwell, 2004) show that early school leaving is a long process of disengagement that arises from multiple factors associated with experiences both inside and outside of school. In this study I carry out a qualitative analysis of both school and non-school related risk factors deemed to be significant to the early leaving of four young Portuguese-Canadian men. Their stories attest to the complexity of the phenomenon as they affirm the impact of both school and non-school related factors on early school leaving such as irrelevant curriculum, learning community, socio-economic status, and social context. In recounting their stories, and analyzing them through Bourdieu and Passeron’s (1979) understanding of “cultural capital” and “habitus,” I provide insights in this study into how administrators, educators and policymakers, alike may make learning more meaningful and authentic in order to curb early school leaving.; Thesis (Master...

O papel do projecto “Academia Escola Mais” na mediação familiar

Silva, Filomena da
Fonte: Repositório Comum de Portugal Publicador: Repositório Comum de Portugal
Tipo: Dissertação de Mestrado
Publicado em 18/07/2013 Português
Relevância na Pesquisa
45.94%
Do envolvimento dos pais na vida escolar dos filhos, depende, em boa parte, também o envolvimento e aproveitamento escolar dos alunos (Henderson, 1987, Epstein, 1987, Davies, 1993, Zenhas, 2006, Sanches, 2007). Muitas crianças e jovens imigrantes têm insucesso escolar porque os currículos e os professores não estão preparados para respeitar e valorizar as diferenças linguísticas e culturais (Marques, 1997). Como consequência dessa inadaptação escolar, surge a desmotivação, o insucesso escolar, a ausência e o abandono escolar precoce. Para que o sucesso escolar dessas crianças e jovens se concretize é necessária a intervenção e colaboração de várias parcerias no processo do desenvolvimento da aprendizagem. O presente trabalho desenvolve-se no âmbito da implementação de um projecto de mediação familiar em contexto escolar. O objecto deste estudo é a análise de um estudo de caso - um Projecto de mediação familiar em curso numa escola de Amadora, num Território Educativo de Intervenção Prioritária (TEIP) em que se enquadram alunos provenientes de famílias imigrantes de diversas nacionalidades e de vários níveis socioeconómicos e culturais -. Tem como objectivos conhecer compreender, identificar, descrever e aprofundar as estratégias e actividades desenvolvidas e implementadas com vista à promoção do maior envolvimento das famílias na vida escolar dos alunos...

The class of '81: the effects of early-career unemployment on subsequent unemployment experiences

Burgess, Simon; Propper, Carol; Rees, Hedley; Shearer, Arran
Fonte: Centre for Analysis of Social Exclusion, London School of Economics and Political Science Publicador: Centre for Analysis of Social Exclusion, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /12/1999 Português
Relevância na Pesquisa
45.81%
We examine whether unemployment early in an individual's career influences her later employment prospects. We use six years of the LFS to create pseudo-cohorts and exploit cross-cohort variation in unemployment at school-leaving age to identify this. We find heterogeneous responses: for the unskilled, there is evidence of an enduring adverse effect; for the more skilled, there is a small beneficial effect.

Childhood poverty, early motherhood and adult social exclusion

Hobcraft, John; Kiernan, Kathleen
Fonte: Centre for Analysis of Social Exclusion, London School of Economics and Political Science Publicador: Centre for Analysis of Social Exclusion, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /07/1999 Português
Relevância na Pesquisa
45.9%
Childhood poverty and early parenthood are both high on the political agenda. The key new issue addressed in this research is the relative importance of childhood poverty and of early motherhood as correlates of outcomes later in life. How far are the 'effects' of early motherhood on later outcomes due to childhood precursors, especially experience of childhood poverty? If there are powerful associations of both childhood poverty and early parenthood with later adult outcomes, there are a number of subsidiary questions relating to the magnitude of these associations, the particular threshold levels of childhood poverty that prove most critical, and whether it is, as often assumed, only teenage mothers who are subsequently disadvantaged, or also those who have their first birth in their early twenties? The source of data for this study is the National Child Development Study. We examine a range of outcomes at age 33 in a number of domains representing different aspects of adult social exclusion, including: welfare, socio-economic, physical health, and emotional well-being, as well as demographic behaviour. We control for a wide range of childhood factors: poverty; social class of origin and of father; mother's and father's school leaving age; family structure; housing tenure; mother's and father's interest in education; personality attributes; performance on educational tests; and contact with the police by age 16. We show that there are clear associations for the adult outcomes with age at first birth...

Early, late or never? When does parental education impact child outcomes?

Dickson, Matt; Gregg, Paul; Robinson, Harriet
Fonte: Centre for Economic Performance, London School of Economics and Political Science Publicador: Centre for Economic Performance, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /09/2014 Português
Relevância na Pesquisa
45.87%
We study the intergenerational effects of parents’ education on their children’s educational outcomes. The endogeneity of parental education is addressed by exploiting the exogenous shift in education levels induced by the 1972 Raising of the School Leaving Age (RoSLA) from age 15 to 16 in England and Wales. Using data from the Avon Longitudinal Study of Parents and Children – a rich cohort dataset of children born in the early 1990s in Avon, England – allows us to examine the timing of impacts throughout the child’s life, from pre-school assessments through the school years to the final exams at the end of the compulsory schooling period. We also determine whether there are differential effects for literacy and numeracy. We find that increasing parental education has a positive causal effect on children’s outcomes that is evident at age 4 and continues to be visible up to and including the high stakes exams taken at age 16. Children of parents affected by the reform gain results just under 0.1 standard deviations higher than those whose parents were not impacted. The effect is focused on the lower educated parents where we would expect there to be more of an impact: children of these parents gaining results approximately 0.2 standard deviations higher. The effects appear to be broadly equal across numeracy and literacy test scores.

Space and place in researching male early high school leaving in Orange Farm Township

Bingma,Vangile
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 Português
Relevância na Pesquisa
56.14%
I reflect on the methodological processes underpinning a dissertation that investigated male learners' reasons for leaving high school early and the strategies they employed to negotiate everyday life. A qualitative case study was conducted with nine male early high school leavers between the ages of 18 and 25, as well as 12 stakeholders involved in the Orange Farm Township, south of Johannesburg. Purposive and snowball sampling techniques were used. Data were collected through in-depth interviews, document reviews, and observations. Narrative analysis revealed complications related to the notions of space and place of the potential participants and the researcher. In the first place, the difficulty was not in identifying participants, but in establishing rapport to the extent that they agreed to participate in the research. Assumptions about space and place gave rise to expectations that had to be managed, and consequently the researcher had to rethink the methodological choices. In particular, participants' perceived real social positions and their relation to different social spaces had to be negotiated. It is suggested that relatively novice researchers, researching male early high school leaving in familiar spaces, can mitigate complications of space...