Bibliography

• The relationship between teachers’ teaching styles, students’ engagement in school and ESL

  A teacher’s teaching style (authoritative, authoritarian and permissive) affects students’ experience in school. It can provoke functional or non-functional perceptions of learning, self-efficacy and schoolwork, thus an appropriate teaching style can help prevent early school leaving.

  Keywords : early school leaving  school engagement  self-determination  teacher-student relationship  teaching style 
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23 July 2015, by Tina Rutar Leban

• Learning difficulties and ESL

  Students with learning difficulties are at a greater risk for ESL than their peers since they are disproportionately more likely to experience other risk factors for ESL at the individual, family, school, community and/or system levels. Multiple and individualised approaches should be used by the system and educators to reduce the influence of these factors.

  Keywords : early school leaving 
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23 July 2015, by Tina Vršnik Perše

• Team members’ and teachers’ understanding of their own unpleasant emotions in the process of teamwork or teaching

  The Circular Emotional Reaction (CER) model helps teachers and other professionals working in schools understand their own unpleasant emotions they experience during teaching and teamwork. The knowledge about emotions helps them regulate their emotional reactions and establish better relationships with other professionals or students so as to prevent ESL.

  Keywords : emotional competencies  Model of «circular emotional reaction»  self-reflection  student-teacher relationship  teachers’ unpleasent emotions  teamwork 
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23 July 2015, by Tina Rutar Leban

• The student’s academic self-concept and its link with ESL

  Supporting the development of a positive academic self-concept is an important factor in preventing ESL. In order to support its development, teachers should pay attention to how they provide feedback to their students (i.e. negative feedback should only be directed to the behaviour/achievement/result and never to the person).

  Keywords : school achievement  self-concept 
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23 July 2015, by Tina Rutar Leban

• Neuroscientific findings concerning education and what they imply for teaching and learning

  Evidence shows that findings in the area of neuroscience can help teachers develop new ways to improve the learning process. Improving the learning process by adapting it to meet students’ neurological characteristics may help them attain higher academic achievements and self-efficiency, factors that counter ESL.

  Keywords : early school leaving 
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23 July 2015, by Tina Rutar Leban