Page 224 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 224
point of view of young people, as well as society as a whole. However, in spite
of all endeavours, the effects are commonly not as positive as one would have
liked. In numerous schools this issue is a common topic of discussion, however,
much less attention is devoted to actually solving it. Magajna et al. (2005) point
out that more than half of schools fail to define the field of learning difficulties
as the overall responsibility of the school, which includes some schools where
related problems are then successfully resolved (Glaze et al., 2011).
Although the issue of learning outcomes is often presented in relation to
various factors, such as gender, parents’ level of education and demographic
indicators, it does not have much in common with students’ abilities and mo-
tivation. Irrespective of whether boys or girls are concerned, whether they are
from this or another region, whether they are more or less capable and talent-
ed, whether their parents are more or less well-off, the fact is that young peo-
ple have roughly the same desire for a good education that will prove use-
ful in later life (Levin et al., 2000). This means that systematic classification of
students’ learning outcomes based on the aforementioned criteria does not
prove all that productive. At the same time this gives schools the opportunity
224 and responsibility to create conditions that make learning achievement pos-
sible for all students. This relates to ensuring equality and going beyond fac-
tors controlled in the assessment of student achievement. What is of particu-
lar importance in relation to this is the way in which schools present this issue
to a wider community. Diversity is a natural thing and from the point of view of
the dynamic of social interactions it enhances the community and strengthens
identity. Understandably, equality of learning outcomes also calls for teach-
ers to use different strategies. Based on these it is possible to bridge the gap
between the group of high-achieving students and students who fail to fulfil
their potential. From this point of view, excellence and equity go hand-in-hand
(Glaze et al., 2011).
Although the social status of young people and the factors associated
therewith are usually a reliable indicator of different achievements in one’s life,
this is nevertheless considered to be the sole indicator. Numerous studies (Va-
lencia, 1997; Levin, 2000) are therefore mainly focused on the following two
concepts: the first is individuals’ resilience which enables them to persevere
through difficult circumstances (Ungar, 2007); and the second is about the so-
cial capital which refers to networks or groups used by people in order to re-
spond to the challenges they are faced with in a productive way (Portes, 1998).
Both of these two concepts can be used in schools, but this calls for changes
in both teaching and learning. Magajna et al. (Magajna et al., 2008) have list-
ed some basic principles that might be of help in teaching underachieving
students. This relates mostly to the integrated approach principle, principles
of interdisciplinarity, cooperation with various partners, student participation,
action, exploration and encouragement of one’s strengths. It is possible to de-
student (under)achievement: perspectives, approaches, challenges
of all endeavours, the effects are commonly not as positive as one would have
liked. In numerous schools this issue is a common topic of discussion, however,
much less attention is devoted to actually solving it. Magajna et al. (2005) point
out that more than half of schools fail to define the field of learning difficulties
as the overall responsibility of the school, which includes some schools where
related problems are then successfully resolved (Glaze et al., 2011).
Although the issue of learning outcomes is often presented in relation to
various factors, such as gender, parents’ level of education and demographic
indicators, it does not have much in common with students’ abilities and mo-
tivation. Irrespective of whether boys or girls are concerned, whether they are
from this or another region, whether they are more or less capable and talent-
ed, whether their parents are more or less well-off, the fact is that young peo-
ple have roughly the same desire for a good education that will prove use-
ful in later life (Levin et al., 2000). This means that systematic classification of
students’ learning outcomes based on the aforementioned criteria does not
prove all that productive. At the same time this gives schools the opportunity
224 and responsibility to create conditions that make learning achievement pos-
sible for all students. This relates to ensuring equality and going beyond fac-
tors controlled in the assessment of student achievement. What is of particu-
lar importance in relation to this is the way in which schools present this issue
to a wider community. Diversity is a natural thing and from the point of view of
the dynamic of social interactions it enhances the community and strengthens
identity. Understandably, equality of learning outcomes also calls for teach-
ers to use different strategies. Based on these it is possible to bridge the gap
between the group of high-achieving students and students who fail to fulfil
their potential. From this point of view, excellence and equity go hand-in-hand
(Glaze et al., 2011).
Although the social status of young people and the factors associated
therewith are usually a reliable indicator of different achievements in one’s life,
this is nevertheless considered to be the sole indicator. Numerous studies (Va-
lencia, 1997; Levin, 2000) are therefore mainly focused on the following two
concepts: the first is individuals’ resilience which enables them to persevere
through difficult circumstances (Ungar, 2007); and the second is about the so-
cial capital which refers to networks or groups used by people in order to re-
spond to the challenges they are faced with in a productive way (Portes, 1998).
Both of these two concepts can be used in schools, but this calls for changes
in both teaching and learning. Magajna et al. (Magajna et al., 2008) have list-
ed some basic principles that might be of help in teaching underachieving
students. This relates mostly to the integrated approach principle, principles
of interdisciplinarity, cooperation with various partners, student participation,
action, exploration and encouragement of one’s strengths. It is possible to de-
student (under)achievement: perspectives, approaches, challenges
