Page 93 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
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Support for Autonomy, Competence
and Relatedness Using School-community
Collaboration as a Systematic ESL Prevention
Tool
Ana Kozina
Synopsis
The local community (school–community collaboration) can play
an important role in preventing ESL by supporting a student’s ba-
sic psychological needs: autonomy, competence and relatedness.
Autonomy, competence and relatedness are the building stones of
intrinsic motivation that is crucial for students to stay in school.
Summary
The paper analyses the role of the local community in ESL – with a
special focus on school–community collaboration and based on Self-
Determination Theory (SDT) (Ryan & Deci, 2002). School–commu-
nity collaboration occurs when groups or agencies come together
to establish an educative community. The educative community is
composed of a multitude of educating entities such as school, home,
places of worship, the media, museums, libraries, community agen-
cies, and businesses (Drew, 2004). When these entities take part in a
common goal (education), students may see more meaning in edu-
cation and be less likely to leave school. Some of the positive results
found at schools practising extensive community–school collabora-
tion are improved reading and maths performance, better attend-
ance rates, a decrease in suspension rates, and a reduction in the ESL
rate (Schargel & Smink, 2004). In the paper, we propose a model in
which we use school–community collaboration as a possible tool
93
Support for Autonomy, Competence
and Relatedness Using School-community
Collaboration as a Systematic ESL Prevention
Tool
Ana Kozina
Synopsis
The local community (school–community collaboration) can play
an important role in preventing ESL by supporting a student’s ba-
sic psychological needs: autonomy, competence and relatedness.
Autonomy, competence and relatedness are the building stones of
intrinsic motivation that is crucial for students to stay in school.
Summary
The paper analyses the role of the local community in ESL – with a
special focus on school–community collaboration and based on Self-
Determination Theory (SDT) (Ryan & Deci, 2002). School–commu-
nity collaboration occurs when groups or agencies come together
to establish an educative community. The educative community is
composed of a multitude of educating entities such as school, home,
places of worship, the media, museums, libraries, community agen-
cies, and businesses (Drew, 2004). When these entities take part in a
common goal (education), students may see more meaning in edu-
cation and be less likely to leave school. Some of the positive results
found at schools practising extensive community–school collabora-
tion are improved reading and maths performance, better attend-
ance rates, a decrease in suspension rates, and a reduction in the ESL
rate (Schargel & Smink, 2004). In the paper, we propose a model in
which we use school–community collaboration as a possible tool
93
