Page 166 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 166
ear ly school leaving: contempor ary european perspectives
To sum up, the specific characteristics of school composition (e.g.
mean SES, share of students with a minority/migrant background) were
found to impact ESL, but these effects are likely confounded with other
school characteristics (e.g. school practices). Something similar could be
established for school size and public/private sector. The findings regard-
ing school location (urban/rural) were inconsistent. As stated by Audas and
Willms (2001), the effects of school composition and structure are impor-
tant because they are the main areas attracting governmental attempts to
tackle ESL; yet, understanding the impact of schools’ policies and prac-
tices on the risk of ESL is important – as these have holding power over
individuals.
In relation to school practices, a mismatch between the (provision of
the) curriculum and a student’s interest and aspirations was a primary fac-
tor identified by ESLers (or those at risk). Innovative delivery of the curric-
ulum is warranted – different pedagogic approaches, including a personal-
ised curriculum, the recognition of informal learning, the use of technology,
collaborative approaches via outdoor activities, as well as teaching through
arts and sports (Rogers, 2016). Embedded (into the more real-life context
of other subjects) approaches to teaching Maths and the mother tongue are
suggested to increase the relevance and authenticity of the subjects (ibid.).
All of these characteristics were also identified in Hattie’s (2009) metaanal-
ysis as being relevant for enhancing student learning (e.g. teachers know
how to introduce new content knowledge in a way that integrates it with
students’ prior knowledge, they can relate the current lesson to other sub-
ject areas, and they can adapt the lessons according to students’ needs). The
findings indicate the need to strengthen teacher’s initial and continuous
education in this respect.
With regard to school climate, caring, supportive and respectful teach-
ers (and other school staff) who believed in the students’ ability to succeed
at school have a significant impact on students and them staying in school.
Often this does not require financial resources or time outside of the class-
room; instead, students found important support or discouragement in
everyday school activities and interactions. In order to better understand
the roles played by schools and teachers in ESL, it is necessary to listen to
the voices of the youngsters themselves. Yet, as Downes (2013a) states, such
“dialogue with students arguably comes too late in the process and needs
systematic expression at a range of earlier stages as part of prevention fo-
cus” (p. 346) at the European level (Downes, 2013b).
166
To sum up, the specific characteristics of school composition (e.g.
mean SES, share of students with a minority/migrant background) were
found to impact ESL, but these effects are likely confounded with other
school characteristics (e.g. school practices). Something similar could be
established for school size and public/private sector. The findings regard-
ing school location (urban/rural) were inconsistent. As stated by Audas and
Willms (2001), the effects of school composition and structure are impor-
tant because they are the main areas attracting governmental attempts to
tackle ESL; yet, understanding the impact of schools’ policies and prac-
tices on the risk of ESL is important – as these have holding power over
individuals.
In relation to school practices, a mismatch between the (provision of
the) curriculum and a student’s interest and aspirations was a primary fac-
tor identified by ESLers (or those at risk). Innovative delivery of the curric-
ulum is warranted – different pedagogic approaches, including a personal-
ised curriculum, the recognition of informal learning, the use of technology,
collaborative approaches via outdoor activities, as well as teaching through
arts and sports (Rogers, 2016). Embedded (into the more real-life context
of other subjects) approaches to teaching Maths and the mother tongue are
suggested to increase the relevance and authenticity of the subjects (ibid.).
All of these characteristics were also identified in Hattie’s (2009) metaanal-
ysis as being relevant for enhancing student learning (e.g. teachers know
how to introduce new content knowledge in a way that integrates it with
students’ prior knowledge, they can relate the current lesson to other sub-
ject areas, and they can adapt the lessons according to students’ needs). The
findings indicate the need to strengthen teacher’s initial and continuous
education in this respect.
With regard to school climate, caring, supportive and respectful teach-
ers (and other school staff) who believed in the students’ ability to succeed
at school have a significant impact on students and them staying in school.
Often this does not require financial resources or time outside of the class-
room; instead, students found important support or discouragement in
everyday school activities and interactions. In order to better understand
the roles played by schools and teachers in ESL, it is necessary to listen to
the voices of the youngsters themselves. Yet, as Downes (2013a) states, such
“dialogue with students arguably comes too late in the process and needs
systematic expression at a range of earlier stages as part of prevention fo-
cus” (p. 346) at the European level (Downes, 2013b).
166
