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

• 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.

  Mots clés : décrochage scolaire  Comportement social 
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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.

  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

• 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.

  Mots clés : décrochage scolaire  engagement scolaire  autodétermination  Relation Enseignant-élève  Style d’enseignement 
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12 novembre 2015, par Tina Rutar Leban

• Mental health as a risk factor for ESL : diagnostic, prevention, intervention

  Paper analyses psychological factors of ESL with special focus on anxiety. Anxiety is a cognitive, emotional, behavioural and physiological response with a feeling of danger that interferes significantly with overall and also school functioning and therefore can play a significant role in ESL.

  Mots clés : anxiété  Facteurs psychologiques  Climat scolaire 
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12 novembre 2015, par Ana Kozina

• 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.

  Mots clés : décrochage scolaire  relation parent-enfant  Méthodes parentales  réussite scolaire  engagement scolaire 
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12 novembre 2015, par Tina Rutar Leban

• Developing healthy social and cultural capital and effects on education

  Social and cultural capital in some neighbourhoods is low and therefore the incentives for education are weak. Stimulation of social and cultural capital through community learning (such as local actions and intergenerational learning) and support can show positive effects in preventing ESL.

  Mots clés : Capital culturel  réussite scolaire  Communauté locale  Capital social 
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12 novembre 2015, par Polona Kelava

• Support for autonomy, efficacy and relatedness using school – community collaboration as a systematic ESL prevention tool

  The paper analyzes the role of local community in ESL – with special focus on school-community collaboration and Self-Determination Theory. Our underlying assumption that is tested in the paper is that positive and ongoing school-community collaboration fosters students’ autonomy, competence and relatedness which consequently prevent ESL.

  Mots clés : Coopération intersectorielle  Communauté locale  Parenté – Relation - Dépendance  Communauté scolaire 
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12 novembre 2015, par Ana Kozina

• 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