Page 9 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 9
Figures and Tables
29 Figure 1. The relationship between teacher social and emotional
competencies and classroom and student outcomes
52 Figure 2. The circular emotional reaction (CER) model
83 Figure 3. Kolb’s model of learning and reflection
85 Figure 4. Korthagen’s ALACT cycle of reflection
87 Figure 5. Korthagen’s Onion model – the model levels of reflection
118 Figure 6. The CER method for children and adolescents
based on the CER model
134 Figure 7. The relationship between self-concept and students’
cognitive, social and emotional behaviour
146 Figure 8. The compensatory and protective models of resilience
177 Figure 9. Contextual model of the principles of non-formal
and informal learning
188 Figure 10. ESL prevention in mainstream education
and role of andragogical knowledge
190 Figure 11. Assumptions of andragogy
229 Figure 12. Implications for mainstream education
in order to prevent ESL in early stages
9
29 Figure 1. The relationship between teacher social and emotional
competencies and classroom and student outcomes
52 Figure 2. The circular emotional reaction (CER) model
83 Figure 3. Kolb’s model of learning and reflection
85 Figure 4. Korthagen’s ALACT cycle of reflection
87 Figure 5. Korthagen’s Onion model – the model levels of reflection
118 Figure 6. The CER method for children and adolescents
based on the CER model
134 Figure 7. The relationship between self-concept and students’
cognitive, social and emotional behaviour
146 Figure 8. The compensatory and protective models of resilience
177 Figure 9. Contextual model of the principles of non-formal
and informal learning
188 Figure 10. ESL prevention in mainstream education
and role of andragogical knowledge
190 Figure 11. Assumptions of andragogy
229 Figure 12. Implications for mainstream education
in order to prevent ESL in early stages
9
