Dernier ajout : 12 novembre 2015.

Articles de cette rubrique

  • Contextualizing ESL factors with the PISA results

    While the associations of socio-economic status with school achievement are well established, there is still need for investigation of interplay of additional factors playing a role in the risk of ESL. Early detection of this risk and increased effort for engagement with school are important in measures of prevention.

    Mots clés : Détection  Faible niveau  PISA 
  • 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.

  • 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 individual/family level

    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.

    Mots clés : décrochage scolaire