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• SOCIOCULTURAL CHARACTERISTICS OF THE ROMA COMMUNITY OF TISZABERCEL AND PATTERNS OF BEHAVIOR RELATED TO SCHOOLING

  133-149

  Norbert Tóth

  Views:

  321

  The current paper intends to present the empirical results related to one element of a complex pedagogical anthropological research. In the course of our research, we analyzed how the educational characteristics of Roma families in the Romungro community of Tiszabercel interact with other factors influencing school progress. We tried to map the extent to which certain sociocultural factors (educational level, workplace, housing conditions, gender and age) influence parents' attitudes towards school. Regarding the methodological apparatus of our research, we relied on qualitative research methods. In addition to field research and participant observation, we conducted semi-structured interviews (n=12) with parents belonging to the local Roma community.

• Factors Responsible for Dropout as Perceived by Secondary School Students in Kwara State, Nigeria

  85-93

  Falilat Anike Okesina

  Views:

  95

  The increasing rate of school dropout among secondary school students in Kwara State has become a critical concern, impacting educational outcomes and future opportunities for students. This study investigated factors responsible for dropout as perceived by secondary school students in Kwara State. The population of this study comprised all secondary school students in Kwara state while a sample size of 200 respondents was used in the study. A questionnaire entitled “Factors Responsible for Drop-Out Questionnaire (FRDQ) was used to collect data for the study. Mean and rank order analysis was used to answer the research question while the null hypotheses formulated were tested using t-test and ANOVA at 0.05 level of significance. The findings of the study revealed that low parental income; lack of interest in schooling; and high cost of education are the main perceived factors responsible for school dropout. The study further revealed that there was no significant difference in the factors responsible for dropout as perceived by secondary school students in Kwara state based on gender and school type but a significant difference was found based on age and religion.

• Parental Involvement in the Schooling of Children with Special Educational Needs

  17-27

  Katinka Bacskai

  Anikó Varga Nagy

  Views:

  382

  This study explores the association between special educational needs (SEN) and the level, mode, and intensity of parental involvement in Hungarian schools. Anchored in the principles of child-centered education and inclusive collaboration, the research investigates whether families of SEN students engage differently compared to their non-SEN counterparts, particularly when additional socio-economic disadvantages are present. A literature review revealed limited comparative analysis between SEN and non-SEN groups, prompting a focus on existing studies that examine parent-school relationships, primarily from the adult perspective. The empirical component utilizes a secondary analysis of the National Assessment of Basic Competences (NABC) database, drawing on longitudinal student-level data from the 2015 (Grade 6), 2017 (Grade 8), and 2019 (Grade 10) cohorts. A refined dataset tracks students on an uninterrupted educational path, allowing analysis of parental involvement indicators derived from five items in the background questionnaire. Findings suggest that while parental involvement generally declines over time, the decline is steeper among students with multiple disadvantages than those with SEN alone. Support with homework stands out as the most sustained form of involvement, although it remains limited for families with lower educational capital. Contrary to assumptions, SEN students receive substantial parental attention through secondary school, highlighting the potential for constructive alliances between teachers and families. However, PTA meeting attendance is markedly lower among parents of disadvantaged learners. The data also emphasize that students classified as both SEN and socioeconomically disadvantaged (LOW SES) exhibit the highest dropout risk, stressing the need for targeted interventions.