Rogers, L.


  • Interplay of factors that contribute to ESL at individual/family level

    Many factors at individual and family level have been found to increase the risk of ESL. Most prominent factor is low socio-economic status. However, ESLs are a heterogeneous category that contains a variety of subgroups (no single ‘profile’ exists) with very different needs and trajectories which should be taken into account.

    Mots clés : décrochage scolaire 
  • 11 février 2015, par Maša Vidmar
  • Interplay of factors that contribute to ESL at school level

    Many factors at school level have been identified to relate to ESL. Classroom climate, content of curriculum, instructional practices, and assessments as well as school climate and school socio-economic status (SES) seem to be the most important. Moreover, school needs to reflect students’ increasing maturity (e.g. personal) in order to motivate them.

  • 12 novembre 2015, par Maša Vidmar
  • Interplay of factors that contribute to ESL at system level

    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.

  • 12 novembre 2015, par Maša Vidmar
  • Teacher self-reflection

    The reflection is considered as the opposition of insistence on automated, established patterns of behaviour. Self-reflection of teachers includes reflecting their day’s work as well as their social and emotional competences and responses. Teacher self-reflection is related with students’ achievements and their wellbeing in school and therefore important also for prevention of ESL.

  • 12 novembre 2015, par Tina Vršnik Perše
  • Learning difficulties and ESL

    Student with learning difficulties are often characterized as a risk group of early school leaving. Several students implied that they do not feel engaged and connected to the school since the traditional programs and teachers fail to meet their needs. Special programmes of teacher professional development and didactic approaches should be therefore developed and employed in order to prevent early school leaving of this group of students.

    Mots clés : décrochage scolaire 
  • 12 novembre 2015