Page 206 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 206
ear ly school leaving: contempor ary european perspectives
factors against ESL (e.g. Battin-Pearson et al., 2000; Lan & Lanthier, 2003).
The relationship between teaching styles and ESL has not been directly
studied. But there is varying evidence that the teaching style of teachers af-
fects some dimensions such as self-efficacy, academic self-image, school-re-
lated attitudes, achievements, engagement in school (e.g. Walker, 2009;
Wentzel, 2002) that have been shown to be important predictors of ESL
(Lan & Lanthier, 2003). Accordingly, emphasising the importance of an ap-
propriate teaching style can help better prevent ESL.
Methodology
The article is based on a review of the literature entailing searching in the
PsycINFO, ERIC, Proquest, Science Direct and Google scholar, Proquest
Dissertation & Theses Global search databases. Key words used in the lit-
erature search were predictors for early school leaving, teaching styles,
school environment, classroom environment, school performance, school
achievements, teachers’ beliefs, teachers’ behaviours, school dropout etc.
For the purposes of this article, we mainly took scientific papers and some
online scientific books into consideration.
A parenting style framework for teaching style
in the school environment
As mentioned, some researchers have investigated comparisons between
parenting styles and teaching styles (e.g. Barnas, 2001; Walker, 2009;
Wentzel, 2002). Parenting styles are constellations of parental attitudes,
practices and non-verbal expressions that characterise the nature of par-
ent-child interactions (Darling & Steinberg, 1993). Contemporary research
on parenting styles derives from Baumrind’s (1971, 1978) studies of fami-
ly interactions. Based on her observations of parents interacting with pre-
school children, Baumrind (1967) highlighted two basic dimensions of par-
enting styles: parental demandingness/undemandingness and parental
responsiveness/unresponsiveness. Using combinations of these two pa-
rental behaviour dimensions, Baumrind recognised four parenting styles:
an authoritarian parenting style – the style of enforcing power (character-
ised by high demands and unresponsiveness to children’s needs, interests,
rights), an authoritative parenting style (characterised by a combination of
high demands and responsiveness to children’s needs, warmth), a permis-
sive parenting style – the style of inefficient control (characterised by low
206
factors against ESL (e.g. Battin-Pearson et al., 2000; Lan & Lanthier, 2003).
The relationship between teaching styles and ESL has not been directly
studied. But there is varying evidence that the teaching style of teachers af-
fects some dimensions such as self-efficacy, academic self-image, school-re-
lated attitudes, achievements, engagement in school (e.g. Walker, 2009;
Wentzel, 2002) that have been shown to be important predictors of ESL
(Lan & Lanthier, 2003). Accordingly, emphasising the importance of an ap-
propriate teaching style can help better prevent ESL.
Methodology
The article is based on a review of the literature entailing searching in the
PsycINFO, ERIC, Proquest, Science Direct and Google scholar, Proquest
Dissertation & Theses Global search databases. Key words used in the lit-
erature search were predictors for early school leaving, teaching styles,
school environment, classroom environment, school performance, school
achievements, teachers’ beliefs, teachers’ behaviours, school dropout etc.
For the purposes of this article, we mainly took scientific papers and some
online scientific books into consideration.
A parenting style framework for teaching style
in the school environment
As mentioned, some researchers have investigated comparisons between
parenting styles and teaching styles (e.g. Barnas, 2001; Walker, 2009;
Wentzel, 2002). Parenting styles are constellations of parental attitudes,
practices and non-verbal expressions that characterise the nature of par-
ent-child interactions (Darling & Steinberg, 1993). Contemporary research
on parenting styles derives from Baumrind’s (1971, 1978) studies of fami-
ly interactions. Based on her observations of parents interacting with pre-
school children, Baumrind (1967) highlighted two basic dimensions of par-
enting styles: parental demandingness/undemandingness and parental
responsiveness/unresponsiveness. Using combinations of these two pa-
rental behaviour dimensions, Baumrind recognised four parenting styles:
an authoritarian parenting style – the style of enforcing power (character-
ised by high demands and unresponsiveness to children’s needs, interests,
rights), an authoritative parenting style (characterised by a combination of
high demands and responsiveness to children’s needs, warmth), a permis-
sive parenting style – the style of inefficient control (characterised by low
206
