Page 282 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 282
the latter is connected to socialisation itself, of which SES forms a major part.
The results of the SES analysis for the lowest achieving group of students have
shown that they have the lowest SES. SES itself is probably less influenced by
educational rather than other policies. However, its influence is not negligible
and must also be taken into account on the level of education practice, which
means that overcoming the deficit that restrains better cognitive and other
achievements,13 presents a specific challenge for schools and teachers. In this
context it is also necessary to mention inequality, which schools must over-
come on all levels (especially when thinking about a social state in which case
the latter is imperative), be it levelling the playing field or eliminating the pro-
duction of inequality. It is also necessary to consider all other dimensions of ac-
tive citizenship and enable the development within the frame of this complex
system for all students, i.e. cognitive test results on the one hand, on the other
the importance of fostering positive attitudes, critical thinking, active partici-
pation and activities etc.
The educational context itself is also important. The lowest-achieving stu-
dents do not notice open debates in the classroom so often, however, believe
282 that their opinion on the school’s functioning is considered more often than
is the opinion of students with the highest achievements in the area of civic
knowledge. The groups do not differ in their perception of the student-teach-
er relationship. However, more civic knowledge also means higher valuation
of participation in school. In suitable structured learning interactions (in the
school), which allow exchange of opinions, equal participation in problem
solving and co-decision making in mutually appreciative and respectful rela-
tions between teachers and students, students learn tolerance (Torney-Pur-
ta et al., 2001), taking responsibility for common goals (Flanagan, Jonsson,
Botcheva, Csapo, Bowes and Macek, 1998; Torney-Purta, 2009), solidarity (Flan-
agan, Cumsille, Gill and Gallay, 2007), trust in others (Flanagan, Stoppa, Syvert-
sen and Stout, 2010; Battistich, Solomon, Watson and Schaps, 1997) as well as
developing a feeling of belonging to the school community (Vieno, Perkins,
Smith and Santinello, 2005; Gril, 2011: 159). Based on this it can be concluded
that educational context is extremely important when teaching active citizen-
ship and that it can be improved through increased inclusion of topical subject
matter, which pertains to the students in this age group, and through more ac-
tive teaching methods. The direct experience of participation will not only im-
prove the perception of positive valuation of participation but also increase
the readiness to be more engaged.
Students who failed to reach the first proficiency level of civic knowledge
are not so inclined towards common democratic values which support a dem-
ocratic society, compared to the highest-achieving students. The social move-
ment that is connected to citizenship is also not so important to them. If a con-
13 Ignoring the resilient students.
student (under)achievement: perspectives, approaches, challenges
The results of the SES analysis for the lowest achieving group of students have
shown that they have the lowest SES. SES itself is probably less influenced by
educational rather than other policies. However, its influence is not negligible
and must also be taken into account on the level of education practice, which
means that overcoming the deficit that restrains better cognitive and other
achievements,13 presents a specific challenge for schools and teachers. In this
context it is also necessary to mention inequality, which schools must over-
come on all levels (especially when thinking about a social state in which case
the latter is imperative), be it levelling the playing field or eliminating the pro-
duction of inequality. It is also necessary to consider all other dimensions of ac-
tive citizenship and enable the development within the frame of this complex
system for all students, i.e. cognitive test results on the one hand, on the other
the importance of fostering positive attitudes, critical thinking, active partici-
pation and activities etc.
The educational context itself is also important. The lowest-achieving stu-
dents do not notice open debates in the classroom so often, however, believe
282 that their opinion on the school’s functioning is considered more often than
is the opinion of students with the highest achievements in the area of civic
knowledge. The groups do not differ in their perception of the student-teach-
er relationship. However, more civic knowledge also means higher valuation
of participation in school. In suitable structured learning interactions (in the
school), which allow exchange of opinions, equal participation in problem
solving and co-decision making in mutually appreciative and respectful rela-
tions between teachers and students, students learn tolerance (Torney-Pur-
ta et al., 2001), taking responsibility for common goals (Flanagan, Jonsson,
Botcheva, Csapo, Bowes and Macek, 1998; Torney-Purta, 2009), solidarity (Flan-
agan, Cumsille, Gill and Gallay, 2007), trust in others (Flanagan, Stoppa, Syvert-
sen and Stout, 2010; Battistich, Solomon, Watson and Schaps, 1997) as well as
developing a feeling of belonging to the school community (Vieno, Perkins,
Smith and Santinello, 2005; Gril, 2011: 159). Based on this it can be concluded
that educational context is extremely important when teaching active citizen-
ship and that it can be improved through increased inclusion of topical subject
matter, which pertains to the students in this age group, and through more ac-
tive teaching methods. The direct experience of participation will not only im-
prove the perception of positive valuation of participation but also increase
the readiness to be more engaged.
Students who failed to reach the first proficiency level of civic knowledge
are not so inclined towards common democratic values which support a dem-
ocratic society, compared to the highest-achieving students. The social move-
ment that is connected to citizenship is also not so important to them. If a con-
13 Ignoring the resilient students.
student (under)achievement: perspectives, approaches, challenges
