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.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
van der Velden, R. K. W.
Bibliographie
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Interplay of factors that contribute to ESL at individual/family level
Mots clés : décrochage scolaire -
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.
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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.
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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.
11 février 2015, par
12 novembre 2015, par
12 novembre 2015, par
12 novembre 2015, par