Page 25 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 25
nitive performance (including achieving reading, mathematical and scien- 25
tific literacy assessed by PISA), in particular in underachievers. Some research-
ers believe the non-cognitive effects of schooling have an even stronger im-
pact on success in future life than the cognitive effects of schooling.1
This monograph takes into account that the analyses of the results of in-
ternational comparative assessment studies (including PISA) provide a signif-
icant insight into correlations between factors of the educational system, at
school and classroom levels, and student achievement, but affirms that re-
sults of international comparative assessment studies alone do not contain
any simple and direct policy implications for further development of educa-
tional policy and practice. The monograph simultaneously also agrees with au-
thors (Barle Lakota, 2002: 87, 88) stating that ‘a comprehensive national pro-
gramme, by means of which the activities and its operators would be defined,
can significantly contribute to greater efficiency of the fight against student
underachievement. However, there are also concerns that through formali-
sation, a number of activities (initiatives, projects etc.), variety of forms and
the ability of rapid responsiveness could be lost’. The Thematic Working Group
(TWG) report (2013, 32) points out that systematic measures for fostering stu-
dent achievement can also partly be replaced by teachers taking into consid-
eration the proposed approaches in their everyday work with underachiev-
ers. Based on research findings the monograph highlights some suggestions
for improvements within individual segments of the educational system. In re-
lation to these, initiatives of the European Commission (2007) on strengthen-
ing evidence-based education are followed; evidence-based education high-
lights close cooperation between researchers, policy makers and stakeholders,
and the role of expert data in developing and implementing educational pol-
icy and practice. Although a national strategy or programme is no prerequi-
site for improving students’ performance, suitable awareness of all policy deci-
sion-makers and everyone involved in the learning process on a daily basis is
a predisposition. Researchers can contribute to this awareness through suita-
bly identifying the issue and shedding light on it from different research per-
spectives. It is essential for all relevant participants to realise that it is possible
to reduce the share of underachievers and it is the responsibility of all of us to
achieve this. By means of diverse approaches (non-cognitive in particular) that
have previously not been scientifically addressed within the Slovenian educa-
tional space to a sufficient extent, this monograph fills the gap in this field and
1 In the TWG (2013: 22) report it has been established that in their initial education, upper-second-
ary school teachers are particularly conscious of the content of the subject they will be teaching,
however, they are less exposed to education in fields that also encompass students’ special (behav-
ioural) characteristics. As teachers they are consequently more capable of recognising and manag-
ing students’ cognitive deficit, not however students’ emotional and social deficit. The TWG report
(ibid.) highlights the need for a suitable balance between content-centred familiarity with a subject
and general pedagogical approaches for improving student achievement, which teachers are often
required to establish during the course of their professional development.
contemporary perspectives on student (under)achievement: introduction
tific literacy assessed by PISA), in particular in underachievers. Some research-
ers believe the non-cognitive effects of schooling have an even stronger im-
pact on success in future life than the cognitive effects of schooling.1
This monograph takes into account that the analyses of the results of in-
ternational comparative assessment studies (including PISA) provide a signif-
icant insight into correlations between factors of the educational system, at
school and classroom levels, and student achievement, but affirms that re-
sults of international comparative assessment studies alone do not contain
any simple and direct policy implications for further development of educa-
tional policy and practice. The monograph simultaneously also agrees with au-
thors (Barle Lakota, 2002: 87, 88) stating that ‘a comprehensive national pro-
gramme, by means of which the activities and its operators would be defined,
can significantly contribute to greater efficiency of the fight against student
underachievement. However, there are also concerns that through formali-
sation, a number of activities (initiatives, projects etc.), variety of forms and
the ability of rapid responsiveness could be lost’. The Thematic Working Group
(TWG) report (2013, 32) points out that systematic measures for fostering stu-
dent achievement can also partly be replaced by teachers taking into consid-
eration the proposed approaches in their everyday work with underachiev-
ers. Based on research findings the monograph highlights some suggestions
for improvements within individual segments of the educational system. In re-
lation to these, initiatives of the European Commission (2007) on strengthen-
ing evidence-based education are followed; evidence-based education high-
lights close cooperation between researchers, policy makers and stakeholders,
and the role of expert data in developing and implementing educational pol-
icy and practice. Although a national strategy or programme is no prerequi-
site for improving students’ performance, suitable awareness of all policy deci-
sion-makers and everyone involved in the learning process on a daily basis is
a predisposition. Researchers can contribute to this awareness through suita-
bly identifying the issue and shedding light on it from different research per-
spectives. It is essential for all relevant participants to realise that it is possible
to reduce the share of underachievers and it is the responsibility of all of us to
achieve this. By means of diverse approaches (non-cognitive in particular) that
have previously not been scientifically addressed within the Slovenian educa-
tional space to a sufficient extent, this monograph fills the gap in this field and
1 In the TWG (2013: 22) report it has been established that in their initial education, upper-second-
ary school teachers are particularly conscious of the content of the subject they will be teaching,
however, they are less exposed to education in fields that also encompass students’ special (behav-
ioural) characteristics. As teachers they are consequently more capable of recognising and manag-
ing students’ cognitive deficit, not however students’ emotional and social deficit. The TWG report
(ibid.) highlights the need for a suitable balance between content-centred familiarity with a subject
and general pedagogical approaches for improving student achievement, which teachers are often
required to establish during the course of their professional development.
contemporary perspectives on student (under)achievement: introduction
