Bibliographie

• 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 
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11 février 2015, par Maša Vidmar

• Why is ESL a problem for modern (EU) society ?

  Mots clés : UE 
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11 février 2015, par Urška Štremfel

• The importance of teachers’ relational competence in educational processes

  Mots clés : décrochage scolaire  Compétence relationnelle  enseignants 
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11 février 2015, par Maša Vidmar

• The changing purpose of education : “How is instrumentalization affecting the ESL problem ?

  Mots clés : instrumentalisation  Objectif éducatif  Demandes sociales 
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11 février 2015, par Igor Bijuklič

• 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.

  Mots clés : décrochage scolaire  Climat scolaire 
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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.

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12 novembre 2015, par Maša Vidmar

• 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 
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12 novembre 2015