Bibliographie

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

  Mots clés : UE 
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11 février 2015, par Urška Štremfel

• 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

• 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 
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12 novembre 2015, par Polona Kelava

• 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

• ESL situation in Switzerland

  Switzerland does not officially define early school leavers ; however the rate reported by Eurostat is low. National programmes and initiatives do not typically aim at reducing ESL, but they make an important contribution to preventing and tackling ESL. Multi-agency partnerships at local/institutional level are well established.

  Mots clés : statistiques du décrochage scolaire 
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12 novembre 2015

• Teacher-teacher and teacher-student cooperation : link to achievement (evidence from international studies)

  The international comparative assessments such as PIRLS, TIMSS, ICCS, PISA and TALIS provide rich sources of data on teaching and learning practices in participating countries. Their data can also help us to identify teaching practices that have the potential of fostering communication, interaction and engagement among students as important factors of early school leaving.

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12 novembre 2015