Page 14 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 14
nal comparisons and relevant European benchmarks). In facing the chal-
lenges, the focus was mainly on identifying individual factors as well as those
related to the family, school and wider social environments, which are associ-
ated with student achievement as suggested by the findings of internation-
al comparative assessment studies and other education-related studies. In
addition to theoretical backgrounds resulting from research work and con-
necting different sciences, special attention has been devoted to developing
approaches whose ultimate goal is oriented towards improving individuals’
learning achievement. Simultaneously these approaches are also efficient at
addressing all the participants directly or indirectly involved in the education-
al process (i.e. teachers, adolescents and their parents) at different education-
al levels and through different content-related and interactive means. The ap-
proaches for encouraging students’ high learning achievement presented in
the monograph may serve as a challenge and encouragement for the profes-
sional public, improvement of educational policies and development of the
practice of schools (not only in Slovenia) and as a contribution towards the
success of both individuals and society as a whole.
student (under)achievement: perspectives, approaches, challenges
lenges, the focus was mainly on identifying individual factors as well as those
related to the family, school and wider social environments, which are associ-
ated with student achievement as suggested by the findings of internation-
al comparative assessment studies and other education-related studies. In
addition to theoretical backgrounds resulting from research work and con-
necting different sciences, special attention has been devoted to developing
approaches whose ultimate goal is oriented towards improving individuals’
learning achievement. Simultaneously these approaches are also efficient at
addressing all the participants directly or indirectly involved in the education-
al process (i.e. teachers, adolescents and their parents) at different education-
al levels and through different content-related and interactive means. The ap-
proaches for encouraging students’ high learning achievement presented in
the monograph may serve as a challenge and encouragement for the profes-
sional public, improvement of educational policies and development of the
practice of schools (not only in Slovenia) and as a contribution towards the
success of both individuals and society as a whole.
student (under)achievement: perspectives, approaches, challenges
