Carl Lamote

TL;DR: In this paper, the authors focus on student teachers' perceptions of their professional identity and find that students with work placement experience developed a more realistic view of learning and teaching compared to students without this experience.

TL;DR: In this article, the authors examined the development of student engagement in relation to dropout, focusing on different growth trajectories of engagement between groups of students and on whether these trajectories lead to differences in the survival of the student.

TL;DR: Results show that teachers' expectations mediate the relation between children's SES and their later language and math achievement, after controlling for children's ethnicity, prior achievement and gender, and indicates that teachers may exacerbate individual differences between children.

TL;DR: In this article, a comparative analysis of the determinants of early school leaving (ESL) at the country level is presented, where the authors decompose ESL rates into two components: a primary rate reflecting unqualified school leaving from initial education, and a second component accounting for early school leavers who participate in training programmes.

TL;DR: In this paper, a multilevel discrete-time hazard model is proposed to investigate the effect of different school classifications on the school effects and compare these models with multiple membership models and cross-classified models.