Many factors at system level have been recognized to relate to ESL. Very recently, well-balanced educational systems (PPMI, 2014) or consistent educational systems (Fthenakis, 2014) emerged as highly relevant system attribute. According to the authors educational system should be diverse, but not fragmented.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Maša Vidmar
Articles by this author (24)
-
Interplay of factors that contribute to ESL at system level
-
Theoretical and empirical insight into team cooperation from the perspective of group processes
When introducing local multi-professional teams to tackle ESL thought should be devoted to team composition, training (for team- and task-related competences), and leadership. This fosters effective team processes (e.g. planning) and emergent states (e.g. team climate, cohesion). Clear shared goal is important. Supportive organizational context and financial resources are necessary prerequisites.
-
Relational expertize as ESL prerequizite for effective multi-professional collaboration
Relational expertize is capacity for working with other professionals. It involves understanding that each professional brings their professional resources which lead to enhanced understanding and enriched practice. It involves ability to align own responses to the ones made by other professionals.
-
THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF TEAM PROCESSES, part II: Team processes and emergent states
Different team processes are prominent in the forming/transition phase (e.g. planning) than in the functioning phase (e.g. team adapting) of a team’s cycle. Interpersonal processes are present throughout. Emergent states (e.g. team climate, cohesion and conflict) reflect team processes and also influence them.