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.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Eccles, J. S.
Bibliographie
-
Students’ social behavior : predictor of students’ academic achievement and ESL
-
How does community learning work and how does it help reducing ESL ?
-
The importance of teachers’ relational competence in educational processes
-
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.
-
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.
-
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.
-
Local community involvement and individual’s self-concept in relation to educational attainment
If the family environment fails to support a young person to develop adequately, the community can step into family’s place. Some ways of supporting youth through including them in community learning are presented which are aiming at helping them find their way to education through building their positive self-concept.
-
Student’s self-concept and its correlation to ESL
There is theoretical and empirical evidence that student’s self-concept/self-image, especially academic self-image correlates with their engagement in school and ESL. Helping students develop a positive self-concept may help them stay more engaged in school and less inclined to leave it.
-
Non-formal motivational focuses for potential early school leavers
Teachers could use some basic principles of non–formal and informal learning, such as introducing unconventional learning environments, methods, topics, sources of knowledge and others, to enhance learning and increase motivation in potential ESLrs.
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