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Site Map
Projet TITA
Articles
- Introduction
- Objectifs
- Approche du projet
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Partenaires
- Nouvelle traduction : 20. Lycée technique d’Ettelbruck
- Ministère de l’éducation nationale, de l’enseignement supérieur et de la recherche
- Pedagoški inštitut
- Ministerio de Educación, Cultura y Deporte
- Centre d’études et de recherches sur les qualifications
- Haute école pédagogique du Valais
- Fogyatékos Személyek Esélyegyenlőségéért Közhasznú Nonprofit Kft.
- Institut Français de l’Education (IFÉ) - ENSL
- Agenda
Brèves
- Evénement final TITA Soutenir les équipe sdans...
- Soutenir les équipes pluri catégorielles dans...
- PISA results of the 2015 assessment
- School Perseverance Week
- Collaborative work to prevent ESL in Europe, what kind of training ? 28th -29th of January 2016
TITA (sl)
Article
TITA Project
Articles
- Introduction
- Objectives
- Project approach
-
Partners
- Ministère de l’éducation nationale, de l’enseignement supérieur et de la recherche
- Lycée technique d’Ettelbruck
- Pedagoški inštitut
- Ministerio de Educación, Cultura y Deporte
- Centre d’études et de recherches sur les qualifications
- Haute école pédagogique du Valais
- Fogyatékos Személyek Esélyegyenlőségéért Közhasznú Nonprofit Kft.
- Institut Français de l’Education (IFÉ) - ENSL
- Agenda
News items
- TITA FINAL EVENT
- TITA Trainers meeting
- The PISA results of the 2015 assessment
- TITA Study Days organised by Cereq- Marseille sept. 2016
- TITAction platform Trainers Training and experimentation-Ifé
- French National ESL referent training
- School Perseverance Week Conference
- Urska Stremfel at the Conference "The primary colours of education "- Croatia
- School Perseverance Week
- European approach towards early school leaving: scientific insights
- Collaborative work to prevent ESL in Europe, what kind of training? 28th -29th of January 2016
- TITA Seminar 2
- Council conclusions on reducing early school leaving and promoting success in school
- Videoconference between the French partners (Experiments)
- Erasmus+ thematic seminar, Riga
- Symposium - Staying on track – Tackling ESL and promoting success in school
- Presentation of TITA at the Symposium Staying on Track
- Meeting at the Symposium Staying on track
- French National Seminar Erasmus+
- What kind of support for pupils’ school engagement?
- Meeting at the Rectorat
- Urska Stremfel (ERI) invited researcher at the French Institute of Education (Ifé)
- TITA Seminar
Base de données sur le décrochage scolaire
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Early School Leaving
- EU and national contexts
- Origin and interplay of factors related to ESL
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Selected ESL factors : basis for prevention activities
- The relationship between the teachers’ teaching styles, students’ engagement in school and ESL
- Students’ social behavior : predictor of students’ academic achievement and ESL
- Teacher-teacher and teacher-student cooperation : link to achievement (evidence from international studies)
- Mental health as a risk factor for ESL : diagnostic, prevention, intervention
- Expanding the prevention of early school leaving to home environment
- Learning difficulties and ESL
- Understanding problem and consequences of ESL
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Cooperation
- Cooperation at the system level
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Cooperation at the local community levelDescriptif rapide
- How does community learning work and how does it help reducing ESL ?
- Developing healthy social and cultural capital and effects on education
- Local community involvement and individual’s self-concept in relation to educational attainment
- Support for autonomy, efficacy and relatedness using school – community collaboration as a systematic ESL prevention tool
- Cooperation at the level of multi-professional teams : theoretical insights and existing pratices
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Training
- Educational staff and ESL : importance of their professional and personal development
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Contemporary pedagogical approaches for preventing ESL
- Social and emotional learning as a prevention tool in ESL
- Developing students’ emotional intelligence as prevention for ESL
- Student’s self-concept and its correlation to ESL
- Preventing ESL through resiliency enhancement
- Non-formal motivational focuses for potential early school leavers
- Andragogical knowledge and skills for teachers of youth to be working in the second-chance programmes for ESL
- Innovative trainings
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Reflection
- The changing purpose of education : “How is instrumentalization affecting the ESL problem ?
- “Knowledge society” and its conception of knowledge : “Interchangeable knowledge workers” and the redundancy of the traditional education
- Why civic education ?
- Behaviorism in education : “Engineering fundamentals of behaviourist psychology and the ESL question”
- “Entrepreneurship in education !” : From where it is spoken from and where it is headed ?
- The question of authority in education : The willingness to take responsibility for the world as a constitutive part of education
- Managerization of educational process : “Why the ESL problem cannot be addressed in terms of standardization, efficiency and specialist enclosure ?”
- The question of media and media literacy in the ESL problem : “Opening of a perspective”
ESL scientific database
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Early School Leaving
- EU and national contexts
- Origin and interplay of factors related to ESL
-
Selected ESL factors: basis for prevention activities
- The relationship between teachers’ teaching styles, students’ engagement in school and ESL
- How teacher-teacher and teacher-student cooperation link with achievement – evidence from international studies
- Students’ social and civic competencies: Predictors of ESL
- Mental health as a risk factor for ESL: diagnostics, prevention, intervention
- ESL prevention extended to the home environment: the relationship between (authoritative) parenting style and ESL
- Learning difficulties and ESL
- The role of career guidance in ESL
- The role of physical activity in ESL
- Critical media literacy: A new tool and pedagogy for tackling ESL
- Understanding problem and consequences of ESL
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Cooperation
- Cooperation at the system level
-
Cooperation at the local community level
- How does community learning work and how does it help reduce ESL?
- Developing healthy social and cultural capital and its effects on education
- Local community support in students’ self-concept development, academic achievement and ESL prevention
- Support for autonomy, competence and relatedness using school – community collaboration as a systematic ESL prevention tool
-
Cooperation at the level of multi-professional teams
- Team cooperation in addressing ESL – lessons learnt from health and social care and education
- THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF GROUP PROCESSES, part I: Factors that shape, leverage or align team processes
- THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF TEAM PROCESSES, part II: Team processes and emergent states
- Relational expertise as a prerequisite for effective multi-professional collaboration on ESL
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Training
- Training for cooperation in multi-professional teams
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Training for cooperation with students
- Social and emotional learning as a tool for preventing ESL
- Developing students’ emotional intelligence (EI) to help prevent ESL
- The student’s academic self-concept and its link with ESL
- Preventing ESL by enhancing resiliency
- Neuroscientific findings concerning education and what they imply for teaching and learning
- Non-formal motivational focuses for potential early school leavers
- Andragogical knowledge and skills for teachers in mainstream education as prevention for ESL*
- Innovative trainings for teachers and other educational staff
- Reflection
