The European Programme, “Education and Training 2020”, aimed at improving the quality of education systems in various countries, urges member states to combat failure at school from the first education cycles and to grant all students the chance to acquire the fundamental skills at various scholastic levels . The different countries are pursuing these aims, though without fully achieving them. A serious financial crisis, large migratory flows and difficulties which the welfare system faces in adequately supporting the more vulnerable sections of society, hardly encourage the development of interventions against inequalities in scholastic success, even at the state school level. Education results continue to be affected by a socio-cultural background, which generates slower progress and significant discrepancies in skills acquisition, from the very first years of the curriculum. It is therefore necessary to investigate such phenomena as well as those linked to other risk factors, to explore their effects on development and learning. Such an analysis, based on empirical evidence, can encourage more detailed diagnosis and counter any indiscriminate application of student course and exam failures. It is also important to identify the most effective protection conditions, to elaborate action models (countering failure) - models that are innovative and appropriately sustainable – in order to increase resilience in difficult socio-educational contexts. These areas form the subject of the present chapter, which will provide a critical overview of international research studies, in order to identify innovative intervention criteria.

Promoting the success of students in difficulty in schools: risk factoris, protective factors and resilience

COGGI, Cristina;RICCHIARDI, Paola
2015-01-01

Abstract

The European Programme, “Education and Training 2020”, aimed at improving the quality of education systems in various countries, urges member states to combat failure at school from the first education cycles and to grant all students the chance to acquire the fundamental skills at various scholastic levels . The different countries are pursuing these aims, though without fully achieving them. A serious financial crisis, large migratory flows and difficulties which the welfare system faces in adequately supporting the more vulnerable sections of society, hardly encourage the development of interventions against inequalities in scholastic success, even at the state school level. Education results continue to be affected by a socio-cultural background, which generates slower progress and significant discrepancies in skills acquisition, from the very first years of the curriculum. It is therefore necessary to investigate such phenomena as well as those linked to other risk factors, to explore their effects on development and learning. Such an analysis, based on empirical evidence, can encourage more detailed diagnosis and counter any indiscriminate application of student course and exam failures. It is also important to identify the most effective protection conditions, to elaborate action models (countering failure) - models that are innovative and appropriately sustainable – in order to increase resilience in difficult socio-educational contexts. These areas form the subject of the present chapter, which will provide a critical overview of international research studies, in order to identify innovative intervention criteria.
2015
Enhancing school success. The Fenix Programme
Pensa Multimedia
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9788867603220
http://www.pensamultimedia.it/pensa/index.php?product_id=1827&page=shop.product_details&category_id=27&flypage=flypage_pensa.tpl&option=com_virtuemart&Itemid=107
school success - difficulty school - risk factors - protective factors - resilience
Coggi, Cristina; Ricchiardi, Paola
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1545042
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