Page 164 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 164
measures of the effects of educational interventions like those concern-
ing dyslexia (Ansari, De Smedt, & Grabner, 2012). Moreover, while work-
ing with adolescent students who have learning difficulties such as dyslex-
ia, dyscalculia etc. neuroscientific findings may be helpful in explaining to
them details of what is going on in their brains and how the educational in-
tervention (special learning strategies, additional work etc.) is designed to
alter the way their brain functions so they can understand why they need
to do additional work. Showing them brain images can help them to bet-
ter understand this.
Implications for ESL
Neuroscientific findings can also be used to help prevent ESL. For exam-
ple, different neuroscientific studies show that the learning, behavioral and
emotional difficulties (such as difficulties with selective attention, deci-
sion-making, voluntary response inhibition, working memory etc.) some
students encounter during adolescence are to some extent consequences
of brain changes in the prefrontal cortex and parietal cortex (e.g. Burgess,
Veitch, Costello, & Shallice, 2000; Ellis & Kvavilashvili, 2000). These diffi-
culties can produce lower self-efficacy feelings, a lower academic self-im-
age, more negative school-related attitudes, lower achievements and poorer
engagement in school (Luna, 2009). All of these factors have been estab-
lished as important predictors of ESL (e.g. Battin-Pearson, et al., 2000; Lan
& Lanthier, 2003). For example, ESLers and underachievers are identified
as having lower self-esteem, a lower academic self-concept and a lower per-
ception of self-efficiency than other students (PPMI, 2014). Other studies
show that the self-concept plays a significant role in enhancing students’ in-
trinsic motivation, positive emotion, and performance, all shown in differ-
ent studies to be important preventive factors for ESL (e.g. Battin-Pearson,
et al., 2000; Lan & Lanthier, 2003).
Helping students at risk for ESL understand the reasons behind some
difficulties they are experiencing are also due to natural developmental
changes in their brain (which will pass in time) may lessen the impact of
these difficulties on their self-image and attitudes to school. Consequently,
this strategy may assist in preventing ESL. Moreover, showing students at
risk for ESL the use of scientific findings and newly developed technolo-
gies (e.g. MRI brain images) in their own life may help them find a rea-
son and motivation to stay at school. This could also be an opportunity for
science teachers to go more in depth while addressing the subject of brain
164
ing dyslexia (Ansari, De Smedt, & Grabner, 2012). Moreover, while work-
ing with adolescent students who have learning difficulties such as dyslex-
ia, dyscalculia etc. neuroscientific findings may be helpful in explaining to
them details of what is going on in their brains and how the educational in-
tervention (special learning strategies, additional work etc.) is designed to
alter the way their brain functions so they can understand why they need
to do additional work. Showing them brain images can help them to bet-
ter understand this.
Implications for ESL
Neuroscientific findings can also be used to help prevent ESL. For exam-
ple, different neuroscientific studies show that the learning, behavioral and
emotional difficulties (such as difficulties with selective attention, deci-
sion-making, voluntary response inhibition, working memory etc.) some
students encounter during adolescence are to some extent consequences
of brain changes in the prefrontal cortex and parietal cortex (e.g. Burgess,
Veitch, Costello, & Shallice, 2000; Ellis & Kvavilashvili, 2000). These diffi-
culties can produce lower self-efficacy feelings, a lower academic self-im-
age, more negative school-related attitudes, lower achievements and poorer
engagement in school (Luna, 2009). All of these factors have been estab-
lished as important predictors of ESL (e.g. Battin-Pearson, et al., 2000; Lan
& Lanthier, 2003). For example, ESLers and underachievers are identified
as having lower self-esteem, a lower academic self-concept and a lower per-
ception of self-efficiency than other students (PPMI, 2014). Other studies
show that the self-concept plays a significant role in enhancing students’ in-
trinsic motivation, positive emotion, and performance, all shown in differ-
ent studies to be important preventive factors for ESL (e.g. Battin-Pearson,
et al., 2000; Lan & Lanthier, 2003).
Helping students at risk for ESL understand the reasons behind some
difficulties they are experiencing are also due to natural developmental
changes in their brain (which will pass in time) may lessen the impact of
these difficulties on their self-image and attitudes to school. Consequently,
this strategy may assist in preventing ESL. Moreover, showing students at
risk for ESL the use of scientific findings and newly developed technolo-
gies (e.g. MRI brain images) in their own life may help them find a rea-
son and motivation to stay at school. This could also be an opportunity for
science teachers to go more in depth while addressing the subject of brain
164
