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
décrochage scolaire
Mots clés
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Interplay of factors that contribute to ESL at individual/family level
Mots clés : décrochage scolaire -
Students’ social behavior : predictor of students’ academic achievement and ESL
Early school leavers demonstrate poor social adjustment (poor social skills, being disruptive or isolated). Disruptive behavior has negative effect on academic achievement. Link between academic achievement and isolated behavior is not as clear. Supporting students’ social adjustment is warranted from the beginning of school.
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Team cooperation to tackle ESL – lessons learnt from healthcare, social work and education
Mots clés : décrochage scolaire
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The importance of teachers’ relational competence in educational processes
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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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The relationship between the teachers’ teaching styles, students’ engagement in school and ESL
Teacher’s teaching style affects students’ experience in school. It can provoke pleasant or unpleasant emotions about learning and schoolwork, thus the appropriate teaching style can serve as prevention for ESL.
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Expanding the prevention of early school leaving to home environment
The article addresses the relationship between parenting styles and ESL. It presents the possibility to expand ESL prevention to home environment by educating the parents about their role in the development of children’s self-efficacy and other factors that help prevent ESL.
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Early school leavers in their later (adult) life and social consequences
Exploring ESLrs in their later life should show the consequences of being an ESLer in sense of employability, income group, educational attainment and adult literacy level etc. With understanding the mechanisms which follow the ESL, schools could actively approach to students at risk on time.
Mots clés : décrochage scolaire -
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.
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Developing students’ emotional intelligence as prevention for ESL
Helping children develop emotionally plays an important part in preventing the ESL. Adults can help children develop the understanding of emotions from an early age. A possible method is presented.
11 février 2015, par
11 février 2015, par
11 février 2015, par
11 février 2015, par
12 novembre 2015, par
12 novembre 2015, par
12 novembre 2015, par
12 novembre 2015, par
12 novembre 2015, par
12 novembre 2015, par
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