Page 27 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 27
cents and their success within the school environment; she highlights the 27
characteristics of parenting and teaching styles that are associated with ado-
lescents’ higher achievement. In the seventh chapter, the focus of Ana Kozina’s
chapter is on the assumption that students’ learning outcomes can be influ-
enced by encouraging students’ social and emotional learning and reducing
or eliminating their anxiety. She devotes special attention to the positive im-
pacts of the FRIENDS programme on individuals and the school as a whole.
The third part of the monograph presents some other (non-cognitive) ap-
proaches to fostering student achievement. In the eighth chapter, Janja Žmavc
sheds light on the role and significance of rhetoric and argumentation in con-
temporary education. She presents them as two (communication) activities
that have, from the start, played key roles in successful learning and teach-
ing, yet within Slovenian education they often remain overlooked. In the ninth
chapter, Blaž Zupan and Franc Cankar elaborate on how it is possible to con-
tribute to improving adolescents’ academic achievement and employability
by means of developing the competency of innovation and entrepreneurship.
In the tenth chapter, Polona Kelava addresses non-formal and informal learn-
ing, and recognition of non-formal and informal knowledge as a means of ap-
proaching adolescents with the aim of them regaining their self-confidence,
increasing their motivation for school work, and consequently also their ac-
ademic achievement. Eva Klemenčič analyses the connection between civic
knowledge and readiness to actively participate in the immediate and wid-
er social and political community, and its significance for realisation of active
citizenship in contemporary society. The concluding part summarises the key
points of individual chapters and highlights them as possible implications for
further development of educational policies and practices in the fields of fos-
tering academic achievement.
References
Barle Lakota, A. (2002). Šola in sistemski ukrepi za preprečevanje šolske neus-
pešnosti. In K. Bergant and K. Musek Lešnik (eds.), Šolska neuspešnost med
otroki in mladostniki (pp. 86–88). Ljubljana: Inštitut za psihologijo osebnos-
ti v sodelovanju z založbo EDUCY.
Bar-Tal, D. (1978). Social Outcomes of the Schooling Process and Their Taxono-
my. In D. Bar-Tal and L. Saxe (eds.), Social Psychology of Education (pp. 149–
162). London: Hemisphere Publishing Corporation.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cogni-
tive Domain. New York: David McKay Co Inc.
Cambridge Dictionary (2014). Underachievers. Retrieved from http://diction-
ary.cambridge.org/ dictionary/british/underachiever?q=underachievers.
contemporary perspectives on student (under)achievement: introduction
characteristics of parenting and teaching styles that are associated with ado-
lescents’ higher achievement. In the seventh chapter, the focus of Ana Kozina’s
chapter is on the assumption that students’ learning outcomes can be influ-
enced by encouraging students’ social and emotional learning and reducing
or eliminating their anxiety. She devotes special attention to the positive im-
pacts of the FRIENDS programme on individuals and the school as a whole.
The third part of the monograph presents some other (non-cognitive) ap-
proaches to fostering student achievement. In the eighth chapter, Janja Žmavc
sheds light on the role and significance of rhetoric and argumentation in con-
temporary education. She presents them as two (communication) activities
that have, from the start, played key roles in successful learning and teach-
ing, yet within Slovenian education they often remain overlooked. In the ninth
chapter, Blaž Zupan and Franc Cankar elaborate on how it is possible to con-
tribute to improving adolescents’ academic achievement and employability
by means of developing the competency of innovation and entrepreneurship.
In the tenth chapter, Polona Kelava addresses non-formal and informal learn-
ing, and recognition of non-formal and informal knowledge as a means of ap-
proaching adolescents with the aim of them regaining their self-confidence,
increasing their motivation for school work, and consequently also their ac-
ademic achievement. Eva Klemenčič analyses the connection between civic
knowledge and readiness to actively participate in the immediate and wid-
er social and political community, and its significance for realisation of active
citizenship in contemporary society. The concluding part summarises the key
points of individual chapters and highlights them as possible implications for
further development of educational policies and practices in the fields of fos-
tering academic achievement.
References
Barle Lakota, A. (2002). Šola in sistemski ukrepi za preprečevanje šolske neus-
pešnosti. In K. Bergant and K. Musek Lešnik (eds.), Šolska neuspešnost med
otroki in mladostniki (pp. 86–88). Ljubljana: Inštitut za psihologijo osebnos-
ti v sodelovanju z založbo EDUCY.
Bar-Tal, D. (1978). Social Outcomes of the Schooling Process and Their Taxono-
my. In D. Bar-Tal and L. Saxe (eds.), Social Psychology of Education (pp. 149–
162). London: Hemisphere Publishing Corporation.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cogni-
tive Domain. New York: David McKay Co Inc.
Cambridge Dictionary (2014). Underachievers. Retrieved from http://diction-
ary.cambridge.org/ dictionary/british/underachiever?q=underachievers.
contemporary perspectives on student (under)achievement: introduction
