Page 23 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 23
team cooper ation to fight ear ly school leaving: tr aining, innovative tools ...
interaction of individual-based (including those related to the family, so-
cial and community background), school-based and systemic factors. All
of these factors in the TITA scientific base are also scientifically elaborated
and highlighted by the results of secondary analysis of international com-
parative studies in education (e.g. PISA – Programme for International
Student Assessment).
The third subsection relies on the assumption that knowing and un-
derstanding ESL factors is crucial when developing ESL-prevention activi-
ties. The TITA scientific base elaborates on selected factors such as teaching
style, teacher-teacher and teacher-student cooperation, students’ social and
civic competencies, mental health, home environment, learning difficul-
ties, career guidance, physical activity and critical media literacy in terms
of their role in preventing ESL.
In the fourth subsection, the problem of ESL and its (negative) conse-
quences for the individual and modern (EU) societies is considered more
deeply in order to understand why ESL must be curtailed.
Methodological aspects of the TITA scientific base
Reflecting the TITA project’s underlying rationale, its scientific base is
based on an interdisciplinary approach (policy analysis, theory of organ-
isations, pedagogy, andragogy, psychology, philosophy). By considering a
wide range of research evidence, it provides a holistic approach to ESL, its
understanding and targeting policies. The TITA scientific base was pre-
pared using the following sources and methods:
Theory and literature review
A thorough review of existing theoretical and empirical research on ESL,
multi-professional cooperation and training in order to provide compre-
hensive theoretical bases and a multidisciplinary background to develop
policy experiments and elaborate on its results. In that framework, scientif-
ic monographs and articles high in academic quality and based on sound
evidence are the main source of the reviews.
Review of primary sources (official documents)
A review of official sources that form the policy framework for address-
ing ESL at the levels of both the EU and the consortium countries (France,
Spain, Luxembourg, Switzerland). The chief source of the investigation
23
interaction of individual-based (including those related to the family, so-
cial and community background), school-based and systemic factors. All
of these factors in the TITA scientific base are also scientifically elaborated
and highlighted by the results of secondary analysis of international com-
parative studies in education (e.g. PISA – Programme for International
Student Assessment).
The third subsection relies on the assumption that knowing and un-
derstanding ESL factors is crucial when developing ESL-prevention activi-
ties. The TITA scientific base elaborates on selected factors such as teaching
style, teacher-teacher and teacher-student cooperation, students’ social and
civic competencies, mental health, home environment, learning difficul-
ties, career guidance, physical activity and critical media literacy in terms
of their role in preventing ESL.
In the fourth subsection, the problem of ESL and its (negative) conse-
quences for the individual and modern (EU) societies is considered more
deeply in order to understand why ESL must be curtailed.
Methodological aspects of the TITA scientific base
Reflecting the TITA project’s underlying rationale, its scientific base is
based on an interdisciplinary approach (policy analysis, theory of organ-
isations, pedagogy, andragogy, psychology, philosophy). By considering a
wide range of research evidence, it provides a holistic approach to ESL, its
understanding and targeting policies. The TITA scientific base was pre-
pared using the following sources and methods:
Theory and literature review
A thorough review of existing theoretical and empirical research on ESL,
multi-professional cooperation and training in order to provide compre-
hensive theoretical bases and a multidisciplinary background to develop
policy experiments and elaborate on its results. In that framework, scientif-
ic monographs and articles high in academic quality and based on sound
evidence are the main source of the reviews.
Review of primary sources (official documents)
A review of official sources that form the policy framework for address-
ing ESL at the levels of both the EU and the consortium countries (France,
Spain, Luxembourg, Switzerland). The chief source of the investigation
23
