Bibliography

• Interplay of factors contributing to ESL at the levels of the individual, the family and social background

  Individual cognitive factors, especially low-achievement patterns, increase the risk for ESL, but non-cognitive factors (e.g. personality traits, problem behaviour) also play a role. At the level of the family and social background, the most prominent risk factor is low socio-economic status. However, it is noted that ESLers comprise a heterogeneous group.

  Keywords : early school leaving 
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11 February 2015, by Maša Vidmar

• Teachers’ professional development

  The continuing professional development (CDP) of teachers is one of the most important approaches for preventing ESL. Improving educators’ competencies (e.g. communication, discipline management and cooperation competencies) implies improving students’ educational experience and reducing their risk for ESL. CPD should intertwine the different modes (e.g. study groups, self-reflection etc.) taking teachers’ motivation, interests and their stage of professional development into account.

  Keywords : early school leaving  educators  professional development  teachers 
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23 July 2015, by Tina Vršnik Perše