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Research in the field of ESL
4
We will present:
- Final desk research report: 80 reports - research and policy
EUR-overseas, expert interviews, study visit experiences
- International non-representative surveys among teachers and outside the school professionals
- Hungarian representative school survey
Desk research: focus and highlights in
Europe and overseas
A USA researcher even claimed that an early warning system can be predictably built on only the three following features: Math course grade, English Language Art course grade, and attendance rate.
(Uekawa, K. 2010 quoted in Final report 2014).
6 most important distress signals by TWG Report and CROCOOS expert team
official standards
1. absenteeism (unjustified, all the word)
2. deteriorating achievement (Maths, Language)
3. grade repetition (form of punishment)
behaviour related
4. being bored in school (seldom followed up)
5. being bullied//bullying (Sweden)
6. drastic behaviour changes (depression, Fortin et. al., 2005)
The percentage of achievement variance explained by teachers’ role in USA
Source: Hattie, J. 2003 3.
(see also: e.g. Potvin et. al., 2001)
“Schools that place too much emphasis on achievement alone as a means of being “effective” may alienate their lower achieving students or force them out of school” (Crain-Dorough, M. L., 2003 10. quote: Wehlage & Rutter 1986).
2. International empirical research: general differences and similarities by countries
All together 279 answers: 67 HUN, 146 SLO, 66 SER.
non-representative
Early distress signals: absenteeism on the first place.
Signal or reason?
ON THE PROBLEM OF DROPOUT: HUN TEACHERS THINK IT'S THE BIGGEST
SER: disadvantaged regions not in
IT IS A PART OF MY JOB.
PARENTS AND CLASS TEACHERS ROLE
-SLO guardianship
-SER school psychologist
-HUN youth care specialist
-outside of school actors - out of responsibility
PARENT AND STUDENT: THE RESPONSIBLE ONES
E-diary and other tools, to diagnose, to develop or to document are not so much in use.
SER - case discussion in the school
Parental consultation relatively important everywhere
Early distress signals: they do not really follow up or use specific intervention.
They do not follow up systematically the future of the dropout student.
- 153 valid answers: 50 SER, 103 HUN (no SLO)
- SER - mostly pedagogs: part of the school team
- In general similar answers from teachers and non-teachers
- HUN non-teacher vs SER: the latter find tackling dropout as important part of their job -> pedagog
- HUN ethnic dimension more important
- Students' responsibility is stronger at the teachers: parents and the state
- HUN vs SER cooperation patterns: teacher-non-teacher cooperation stronger in SER
- SER official documentation, HUN unofficial
4. Results of the Hungarian school survey
Sample: representative for regions, school programme, settlement type
Result in numbers
299 schools (sum: 2,725 in 2013)
2057 teachers (sum: 46,428 in 2013)
no significant differences after region or type of settlement
In reflection on the most important Distress Signals:
absenteeism - they find it the most indicative
deteriorating achievement - relatively important and have a follow up
overage (mostly grade repeater) - quite important and do follow up however no special usage of the info
being bored - they do not find it so indicative
bullied - important relatively, however no follow up
they find aggression indicative however no systematic follow up, but very reserved or silent behaviour is not considered a signal
Teachers think, dropout is a huge problem in Hungary, especially in VET schools.
They believe preventing dropout is an important part of their job.
80% believes that there was a pupil only saved by the school.
They do not follow up or use the information systematically.
They do not know, what happens with the student.
They do not see their responsibility in the prevention.
The most important is the work with the family, involving other teachers in the school - lack of intersectoral cooperation.
Research results
methods & tools - in school
Cooperation
Basic facts
dropout indicator doesn't distinguish between drop-outs (measures of the non-retention or non-completion) from cases of student mobility (incidence of programme interruptions, continuation in another school) kérdés, h ez kell e?
NEEDS
ATTITUDES
COOPERATION
FACTS
RESPONSIBILITY
The biggest group, 2/3rd of at risk students is the "uninterested type" (FORTIN et. al., 2005).
non teacher answers
attitude & responsibilities
Responsibility
non school professionals vs teachers
basic facts
PILOT