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
Boulerice, B.
Bibliographie
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Interplay of factors that contribute to ESL at individual/family level
Mots clés : décrochage scolaire -
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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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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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.
11 février 2015, par
12 novembre 2015, par
12 novembre 2015, par
12 novembre 2015, par