Guidelines for Output 1 Comparative Research Report · 2017. 3. 31. · Project n°...

Guidelines for Output 1

Comparative Research Report

Developed by

Doga School & CSC Danilo Dolci

Emotional Education for Early School Prevention

www.eumoschool.eu Project n° 2015-1-IT02-KA201-015383

2

Index

Introduction………………………………………………………………………………………………….3 Description of the output…………………………………………………………………………………4 Distribution of responsibilities and tasks……………………………...………………………………5 Desk Research………………………………………………………………………………………………6 Primary Research………………………………………………………………………………………….9 Risk Mitigation Plan……………………………………………………………………………………...15 Annex 1 – Desk Research……………………………………………………………………………… 16 Annex 2 – Online Questionnaire………………………………………………………………………. 17 Annex 3 – Interview……………………………………………………………………………………….24


3

Introduction The project EUMOSCHOOL aims at developing, testing and implementing a new methodology and innovative curricula connected to emotional education within school environments involving 6 countries (Italy, UK, Hungary, Romania, Turkey and Austria), in order to provide an effective intervention model to reduce the phenomenon of Early School Leaving. Its main action is addressed to meet the increasing needs both of the educational staff and of the pupils who will be reached by the project actions. The project is based on the adaptation at EU level of the Italian methodology “Didattica delle Emozioni”© (Didactic of Emotions, DoE), developed from 16 years’ experience and investigation into emotional education. The methodology has been successfully tested on 3000 teachers, students, parents/tutors in order to improve the wellbeing & transversal key competencies of pupils thus reducing ESL whilst upgrading professional competencies of teachers & pedagogical staff. EUMOSCHOOL will aim to spread the adapted methodology to a wide range of students, teachers, staff and schools through piloting and adoption of emotional education into school curricula. At the beginning of the implementation of the project, the foreseen research phase is aimed at discovering both the “status of the art” of the Emotional Education and the data regarding the Early School Leaving phenomenon in each country as well as a deep need analysis carried out in the schools, involving teachers and educational staff working on the field. This research will be summarized in the first intellectual output foreseen by the project, the Comparative Research Report. These guidelines have been developed in order to guide the partnership in the development of the Output 1: Comparative Research Report. They will include the following information: 1) information on how to conduct the desk and the primary research; 2) a list of the tools to be used; 3) a list of the indicators for the findings, together with; 4) the tools to gather the results; 5) practical advices; 6) a risk mitigation plan.


4

Description of the Output This Output will be the result of two different kind of research: 1) a desk research on the educational context & system; 2) a primary research on schools & teachers’ needs regarding prevention of Emotional School Leaving and Emotional Education. The development of this output – which will be a final online document of 35 pages - is essential for the following development of the other Outputs of the EUMOSCHOOL projects, profiling both the needs and the contexts in which the future outputs will be used, guaranteeing a wider impact in each country where the final products will be used and adapted. Aim: As stated above, the Output 1 is aimed at providing an evidence-based need analysis at the school education level, including in this phase several actors working on the educational field as well as a country-specific research deepening the state of Emotional Education and the data concerning the Early School Leaving. In this way, the results of this research/analysis will provide a strong basis on which to develop the following intellectual outputs:

● Output 2 - EUMOSCHOOL OER: an online course on moodle.org about Didactics of Emotions, with techniques and approaches to be tested in the classrooms.

● Output 3 - Interactive Guidelines for EUMOSCHOOL implementation as a holistic

approach to Early School Leaving: an interactive guideline to implement the Didactics of Emotions at school.

● Output 4 - Policy Recommendations: an official document addressed to Educational

Institutions Representatives to adopt Emotional Education in the school curricula. How partners will be included in the implementation of the Output 1: The role of the partners in the development of the Comparative Research Report will be the following: DOGA School: it leads the preparation of the tools, in cooperation with all partners; Researcher from each partners: they will contribute to develop the tools, giving advices and feedbacks to the first proposal previously shared. CSC Danilo Dolci: the Graphic Designer will develop graphic elements of tools if needed. CSC Danilo Dolci, Verein Multikulturell, ROGERS School, CILSDGC, ETC & UOG: 5 Researchers, 3 Experts in Didactics of Emotions & 1 School Teaching Expert will support the construction of the research tools & indicators based on the needs of information for the development of the following tools and to transfer and adapt the Didactics of Emotion at European level.


5

Output 1: Comparative Research Report Distribution of responsibilities and tasks

Action Who

Creation of guidelines and tools for research study and need analysis

Doga School, CSC Danilo Dolci

Recruitment of schools and stakeholders for the research phase in each country

DOGA School, CSC Danilo Dolci, Verein Multikulturell, Rogers School, CILSDGC

Translation of the online questionnaire

DOGA School, CSC Danilo Dolci, Verein Multikulturel, Rogers School, CILSDGC

Implementation of research study and need analysis at national level.

DOGA School, CSC Danilo Dolci, Verein Multikulturel, Rogers School, CILSDGC

Stocktaking of main findings at national levels,


Analysis & creation of a Comparative Research Report at European Level

Doga School + CSC Danilo Dolci: analysis of the findings & Creation of the final result. UOG> Proof-reader + review of the report regarding their field of expertise ETC> Review of the report regarding their field of expertise.

Translation of the Output 1 in each language


Dissemination of the Comparative Research Report at European and national levels.

All partners


6

Desk Research The Desk Research will give to the partnership an overview on the educational context and system in each partner country, specifically regarding the Emotional Education, Emotional Intelligence and the Early School Leaving phenomenon. Specifically, the research will provide information about the school sector in the participating countries, good practices and all the necessary elements for the national/cultural adaptation of the Didactics of Emotions into the Output 2: EUMOSCHOOL OER and for the following development of Output 3: Interactive Guidelines for Eumoschool Implementation. Moreover, it will give more information on the educational field on which will be spread the Output 4: Policy Recommendations. What kind of tool will you use to carry out this research? Each partner will have a set of topics to be fulfilled. The partners - following the specification in these guidelines - will use basically online research (or any other source of information which doesn’t imply interviews, which will be carried out in the Primary Research). Which qualitative and quantitative indicators I need to follow? The research will implement - for each question - the following indicators in order to guarantee the quality of its results. Qualitative indicators - First of all, every partner needs to verify their source of information: European websites, authoritative sources (e.g.: University studies/researches, Ministry of Education of each country; publication scientifically relevant etc.) which can ensure the scientific basis of the information. Not verified information from “mainstream” website is not allowed to be used. It’s better to avoid “Wikipedia-like” source of information and take into account more scientific websites which have more solid scientific basis. Quantitative indicators: when it’s needed, in some topics it will be asked a minimum number of sources of information to be used in order to guarantee a good quality standard of the research and in order to provide a good range of variety and diversity of the different definition/concept requested. In the case of our Desk Research, the number which will be asked varies from 3 to 5 different sources/references. How to conduct the research? Specifically, seeing in details each topic of the Desk Research: Topic n° 1: A)Define Emotional Education and Emotional Intelligence; b) Explore links between Emotional Intelligence and Emotional Education. c) Define the terms “Early School Leaving” and “School Drop-out”: a) Each partner needs to provide from a minimum of 3 to a maximum of 5 definitions of Emotional Education (EE) and Emotional Intelligence; b) about the links between Emotional Intelligence and Emotional Education: each partner needs to identify at least 3 scientific references about these links; c) Also here, 'Early School Leaving" and "School dropouts" will be defined and supported with min. 3 – max. 5 definitions to show the variety and the diversity on interpreting these terms.


7

Topic n° 2: Identify any links in literature/research between Emotional Education and Early School Leaving. This topic to be deepened is more country - specific than the previous one, and it asks for links between Emotional Education and Early School Leaving in literature or scientific research. As in the previous one, from 3 to 5 links are expected. For each explained link, write a brief summary and a link/reference to the original case. Topic n° 3 What already exists to support Emotional Education in schools (taking into consideration policies or project already existing)? Is there any existing practice in your country? The aim is to identify the existing practices and policies supporting Emotional Education in schools. At this point the national curriculum, policy documents and projects conducted by Directorates, universities etc. will be checked. The information collected will be useful to be compared with the answers of teachers in the Primary Research about the same issue.

Topic n°4 Information on Early School Leaving figures in each country. Each partner has to look for the main data regarding Early School Leaving in its own country. Topic n°5 Summarise any research which explores the possible explanations for Early School Leaving. Also here, relevant scientific articles/publications need to be reported. The number is also from at least 3 to max. 5 articles to be summarized.

Topic n°6 Is there any link between emotional wellbeing and better outcomes in educational performance? Please, summarise/list from 3 to 5 scientific/relevant articles/publications on this issue. The aim is to define the link between emotional wellbeing and better outcomes in educational performance. This topic will be dealt with according to each partner country, through supporting scientific articles and projects. Topic n° 7 Relevant bibliography on Early School Leaving and Emotional Education. This will be a list of the studies/articles/research the future reader can look at about the 2 main topics of this Desk Research. It will have the links/references of all the studies/researches/articles partners have listed in their research but also further links that can be interesting on the issue.

Ø To have the list of the topics, please, check the Annex 1 at the end of this document.


8

Practical Advices: Here you can find some main European websites where it’s possible to find data regarding Early School Leaving, Education in EU countries which can give you some hints or help to carry out or guide your research:

1) Education and Training Strategy 2020 benchmarks: http://ec.europa.eu/education/policy/strategic-framework/index_en.htm

2) TALIS - Teaching And Learning International Survey:

http://www.oecd.org/edu/school/talis.htm

3) Rethinking Education (interesting links connected to Rethinking Education EC initiatives): http://epthinktank.eu/2013/05/25/rethinking-education/


9

Primary Research The Primary Research will provide an overview on teachers and schools needs regarding prevention of Early School Leaving and Emotional Education. It will give the partnership the awareness on the teachers’ level of knowledge on the Emotional Education and the Early School Leaving issue in order to develop in the best way the previously mentioned Outputs 2 and 3. In each country, 100 teachers, 5 schools and 5 headmasters will be involved by answering to an online questionnaire and to an interview (through different tools as explained below). How to conduct the Primary Research: The Primary Research is based on the recruitment phase foreseen at the beginning of the project. The Primary Research will reach:

- 100 teachers/country - 5 schools/country - 5 Headmasters & different policy-makers (for a total of 10 people/country).

Since the research will be implemented in Italy, Hungary, Romania, Austria and Turkey, the total number involved by the research will be 500 teachers + 50 people working on the educational field. During the conduction of the Primary Research, here they are some points to be taken into account: • Define the schools with different profiles and reach their main contact points; • Inform them about the project and on the purpose of the questionnaire and the next project

steps; • Share the online link of the questionnaires with the schools & teachers; • Be sure all questions will be answered; if not, delete the incomplete ones not to get missing

or incomplete data; • Find the support of policy makers and headmasters to obtain the responses for the

interview. List of tool(s): Two types of research will be conducted to ensure a quantitative & qualitative perspective to gather useful responses during this Primary Research: 1) An online questionnaire will be used as the quantitative research instrument consisting of several closed questions to ensure the acquisition of the maximum available information from 100 teachers of 5 schools (total = 500 questionnaires) from each partner country. 2) An interview will be conducted as a qualitative research instrument with 10 people/country (total = 50 interviews) from the interested parties: headmasters, the wider school community, different education providers, teachers and decision makers will be chosen to conduct the interview to be able to analyse deeply the topics of the research. The interview has to last max. 1 hour.


10

How to ensure a good quality research ? 1) The online questionnaire is designed in English and each partner is responsible to translate it

into their national language, creating a google doc questionnaire in their language to spread them

online and to get online responses, easily gathered thanks to google form.

The questionnaire aims to define:

a) the awareness and background of the teachers on Emotional Education;

b) their classroom implementation and using of Emotional Education;

c) the current situation of the schools regarding the Early School Leaving and the main factors

of the school drop-outs.

d) The link between the Early School Leaving & Emotional Education.

The online answers will be shared with the Coordinator of the Output 1 – Doga School - and CSC

Danilo Dolci. These answers will be analysed and the results will be inserted in the Comparative

Research Report, which will be translated in the other project languages.

2) Regarding the interview, it will help to complete the data collected via google doc through the online questionnaire.

The interviewer can pursue in-depth information around the topic and the interviews may be useful as follow-up to certain respondents (McNamara, 1999).

The interview is designed with the general interview guide approach. The guide approach is intended to ensure that the same general areas of information are collected from each interviewee; this provides more focus than the conversational approach, but still allows a degree of freedom and adaptability in getting information from the interviewee.

Each partner is free to choose the types of interview to conduct with their interviewees:

1. Personal Interview: it is a face to face two-way communication between the interviewer

and the respondents. Generally the personal interview is carried out in a planned manner

and is referred to as ‘structured interview’. This can be done in many forms, adapting the

questions according to the results of the online questionnaires.

2. Telephone/ Skype Interview: Information collected from the respondent by asking him

questions on the phone is called as telephone interview. The combination of telephone and

computer has made this method even more popular.

3. Focus Group Interview: Focus group interview is an unstructured interview which involves

a moderator leading a discussion between a small group of respondents on a specific topic.


11

While conducting the interview, you need to keep in mind the following points.

1. Ask one question at a time. 2. Attempt to remain as neutral as possible. 3. Be careful about the appearance when note taking. That is, if you jump to take a note, it

may appear as if you're surprised or very pleased about an answer, which may influence answers to future questions. Recording an interview by using a Dictaphone or any other recorder is better and will help you to be focused on the person to be interviewed.

4. Provide transition between major topics, e.g., "we've been talking about (some topic) and now I'd like to move on to (another topic)."

5. Don't lose control of the interview. This can occur when respondents stray to another topic, take so long to answer a question that times begins to run out, or even begin asking questions to the interviewer.

6. Use a signature sheet for the person interviewed. About the questions, as you can see in the Annex 3 to this guideline, they are pretty general and they can be adapted to the target involved and to the need of integrating the information collected via online questionnaires. They’re within the framework of the descriptors used for the teachers’ questionnaires. Take into account the questions of the online questionnaire thus allowing you to understand the right question to develop. In case you need further support, contact the coordinator of this output, DOGA School. How to analyse the answer of the interview? For the interpretation of the interviews, thematic analysis will be used as categorizing strategy for qualitative data. Researcher reviews the data, makes notes and begin to sort it into categories. This technique can be used as a way of getting close to their data and developing some deeper appreciation of the content. The responses will be categorized in 2 main themes and 6 subthemes based on the intentions of the research and the process of analysis. Each partner will insert their findings matching with these main/sub themes according to the frequency of the answers. Then the results will be interpreted according to the findings.


12

Table to analyse the interview

MAIN THEME

SUB THEME WORD/ PHRASE

FREQUENCY (see example

below)

Quote from the interviewee

EMOTIONAL EDUCATION

Definition

Recognizing 4 (ex.:“It is an ability to recognize, understand and manage our own emotions.”)

Understanding 3

Managing

2

Emotional Education Outcomes

See if the answers fit the already listed outcomes of the online questionnaire.

Roles of the institutions

Give social awareness

5 (ex. “Schools can play a pivotal role in providing students with the opportunity to gain greater social and emotional awareness and to practice interpersonal skills as they learn and grow.”)

Give emotional awareness

4

No role 5 “ Schools has no roles.”

EARLY SCHOOL LEAVING

Main Factors

Link between Early School

Leaving & Emotional Education

Solutions


13

Indicators for the findings:

Quantitative indicators: � 100 online questionnaires/ per country, in total 500 online questionnaires should be

collected form partner countries. � 10 interviewees /per countr, in total 50 interviewees should be involved. � The data analysis of questionnaires will be conducted with SPSS Scale test to check the

reliability. � 5 different schools should be defined to conduct the questionnaire. � Among the teachers and people involved, the distribution of genders should be taken into

consideration and there should be balance between them (but it’s not a compulsory requirement).

� The frequency of the answers collected by the interview should be counted for the thematic analysis.

� Each scale of the descriptors should be analysed with the percentages and they should be represented with the graphics and statistical data. The use of a google form will help to make graphics of the answers.

Qualitative indicators:

� The findings of the questionnaire and interview should be consistent with the findings of the desk research.

� The findings of the questionnaire should be inserted to the common template of the partnership.

� The responds of the interview collected should be analysed with the main & sub themes for the thematic analysis with a common table that is inserted above.

Practical Advices:

� Please check the definitions of the Emotional Education and Early School Leaving that you found during the desk research.

� Define different schools to get the reliable answers. � Inform your target groups very well about the purpose of the research. � You can use the google excel sheets and graphics to interpret and better prepare the

analysis.


14

To sum up your objectives to be reached:

Primary

Research

Type of research

Tools

Target

How Many?

Online

Questionnaire

Google doc

Teachers

100/country

Interview

Personal

Interview

• Teachers

• Headmasters

• Policy Makers

• Stakeholders

in the

Educational

sector

10/country

Focus Group

Telephone/Skype

interview

Ø Please, check Annex 2 & 3 for the online questionnaire & the interview at the end of this document.


15

Risk Mitigation Plan

Risks Mitigation Measures

Lack of online answers from the selected school.

Contact again the contact person of each school in order to check (maybe planning also a weekly monitoring). Profile other schools/teachers who can participate into the research in order to have a potential substitute.

Not respected deadline of the research

The deadline can be slightly postponed if necessary, according to the needs of the local contexts. Inform the Coordinator thus developing an alternative strategy to carry out the research (or activate new potential networks).

Random selections of the closed answers.

Raised- Awareness of teachers on the topics before starting the online questionnaires. Interviews to 10 people working in the field who can balance the results of the online questionnaires with reliable information.

Incomplete answers Compulsory questions have been added in the online questionnaires, thus ensuring the answers for each descriptor.

Unbalanced grouping More participants can be included and/or added according the distribution of participants in the other countries.

Reluctance to share personal information

Participants will be informed that their personal information will not be shared or in case they can provide also the information anonymously.

Lack of preliminary information

Participants will be informed about questionnaires’ objectives and target groups as well as the general purpose of the project.


16

Annex 1 Desk Research topic

Topic n° 1: A)Define Emotional Education and Emotional Intelligence; b) Explore links between Emotional Intelligence and Emotional Education. c) Define the terms “Early School Leaving” and “School Drop-out”: Topic n° 2: Identify any links in literature/research between Emotional Education and Early School Leaving Topic n° 3 What already exists to support Emotional Education in schools (taking into consideration policies or project already existing)? Is there any existing practice in your country? Topic n°4 Information on Early School Leaving figures in each country Topic n°5 Summarise any research which explores the possible explanations for Early School Leaving. Topic n°6 Is there any link between emotional wellbeing and better outcomes in educational performance? Please, summarise/list from 3 to 5 scientific/relevant articles/publications on this issue. Topic n° 7 Relevant bibliography on Early School Leaving and Emotional Education.


17

Annex 2

Online Questionnaire (to be translated in each language and to be put online in a google form and spread among the school target).

REMIND: put always the logo of the project, the logo of Erasmus + and the number of the project. In case, contact the project coordinator if you need visibility support).

EUMOSCHOOL

QUESTIONNAIRE FOR TEACHERS The present questionnaire has been developed within the project “Emotional education for Early School Leaving prevention – EUMOSCHOOL” (co-funded by the Erasmus + programme – KA2: Strategic Partnership in the field of school) as part of the needs analysis stage of the project. We are interested in your opinion about Emotional Education and school drop-out. Your contribution to this survey is highly appreciated. The answers you provide below will be treated as confidential and only to the project’s purpose. (*) compulsory

Emotional Education

1. As far as you remember, was Emotional Education part of your initial teacher education?* ☐Yes ☐No ☐Not sure

2. Please choose the following scale that describes your situation as far as Emotional

Education is concerned:*

5 Strongly Agree

4 3 2 1 Strongly Disagree

a. I am confident that I do my best to provide

for my students Emotional Education.

b. I have completed a professional development programme in Emotional Education recently, and I am confident that I do my best to provide for my students Emotional Education.

c. I have completed a professional development program in Emotional Education recently, and - as I would like to


18

learn more - I am seeking new programmes in Emotional Education to participate in.

d. I haven’t participated in a professional

development programme in Emotional Education, but I’d like to do so in the near future.

e. I haven’t participated in a professional development programme in Emotional Education, and I do not intend to do so in the near future.

f. I haven’t participated in a Professional development programme in Emotional Education, and I would only do so if my superior told me to.

g. Emotional education is not part of my job.

3. Please use the following scale to indicate how much you agree with the following

statements:*

5

Strongly Agree


a. Emotional Education is an important

part of all teachers’ work

b. Emotional Education is an important part of head teachers’ work

c. Emotional Education supports improved learning performance of pupils.

d. Emotional Education contributes to prevent drop-out of pupils.

e. It is the school’s role to provide education that results in emotionally healthy individuals.


19

f. Emotions and dealing with emotions should be learned mainly within the family.

g. Emotional distress causes learning difficulties.

h. Emotional Education should be dealt with during out-of-class period.

i. The role of the school is to provide education that results in emotionally healthy individuals

4. Please use the following scale ( 5 - Strongly Agree; 1 – Strongly disagree) to give more

information on who you feel is most responsible for Emotional Education:*

5

Strongly Agree


a. Schools b. Families c. Kindergarten d. Government

Other (please, specify):

5. How much do you think the following competences is part of the Emotional Intelligence?

1- not at all > 5 very much:*

5

Very Much 4 3 2 1

Not at all Not

Sure/Don’t know

Recognising emotions in self and others.

Approaching others and building


20

positive relationships. Recognising own strengths and areas of need.

Listening actively. Communicating accurately and clearly.

Taking others' perspectives and sensing their emotions.

Respecting others and self and appreciating differences.

Setting positive and realistic goals.

Cooperating. Regulating and managing strong emotions (unpleasant and pleasant).

Managing conflict non-violently.

Working effectively in groups

Help-seeking and help-giving.

Showing ethical and social responsibility

6. Are there any Emotional Education-related learning outcomes/competences in your

school curriculum (the one that guides your own teaching)?* ☐ Yes ☐ No ☐ Not sure


21

7. If YES at 6, please name or identify from the list above (item 5) at least one Emotional

Education-related learning outcome stated in your curriculum:

____________

EARLY SCHOOL LEAVING

8. Please choose the best statement defining the current situation regarding Early School

Leaving in the school that you currently teach:*

☐ Very few students drop out. ☐ A significant number of students drop out. ☐ School drop-out is not an issue/ no-one drops out. ☐ I don't know.

9. Please choose the best statement about your students who you currently teach:*

☐ Most of my current students perform better than the average student in my region. ☐ Most of my current students perform about the same as the average student in my region. ☐ Most of my current students perform less well than the average student in my region. ☐ I am not sure how most of my current students compare to the average student in my region. ☐ I do not concern myself with how my students perform in comparative terms

10. Please use the following scale to define the (top) factors contributing the most to early

school leaving/ school drop-out in your region:*

5

Strongly Agree


a. The student has repeatedly proved to be

unable to keep up with the school requirements

b. The school fails to provide the support the students would need to succeed

c. The student is unhappy in school.

d. The student is unwilling to make an effort to succeed.

e. The student comes from an unsupportive family background.


22

f. The school provision is irrelevant for the student’s/ family’s interests in terms of education.

g. The student and/or his/her family feel the school does not welcome the student.

h. The family cannot afford to keep the student in education

Personal Information/School Background

11. NAME & SURNAME: _____________ (not compulsory)

12. COUNTRY: _________________*

13. GENDER:* ☐ FEMALE ☐ MALE

14. THE LEVEL OF FORMAL EDUCATION YOU HAVE COMPLETED:*

☐ High school and/or some college courses ☐ Associate’s degree ☐ Bachelor's degree ☐ Master’s degree ☐ Doctoral degree or equivalent (Ph.D., Ed.D. , J.D., M.D.)

15. I teach:*

a. Language & literature

b. Mathematics

c. Science (physics, chemistry, biology)

d. Social studies (history, economics, psychology, civic education, etc.)

e. Arts

f. Sports

g. Religious education

h. Technical subjects

Other:


23

16. I have been teaching for:*

A. Up to 3 years

B. 3 – 6 years

C. 7 – 15 YEARS

D. Over 15 years

17. Name of the school where you actually work:*

_______________________________________________

18. Type of current school:* ☐ Pre-primary ☐ Primary ☐ Lower secondary ☐ Secondary

19. How many students does your school have?*

☒ < 250 ☐ 250 - 500 ☐ 500 - 1000 ☐ 1000 <

20. Your school is:*

☐ Private ☐ Public

If you would be willing to answer more questions related to the topic of Emotional

Education and Early School Leaving, please provide your contact data below.

Email address: ____________ Telephone Number: _____________


24

Annex 3 General Questions for Interview

(to be adapted to the person to be interviewed)

1. Can you define the Emotional Education? 2. Do you think that the school’s role is to provide education that results in emotionally healthy individuals? 3. What are the main factors that contribute to early school leaving/school drop-out in your region? 4. Do you think that there is relation between Early School Leaving and Emotional Education? Can Emotional Education contribute to preventing school drop-out?

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

www.eumoschool.eu

facebook.com/Eumoschool

twitter.com/eumoschool

eumoschool

Guidelines for Output 1 Comparative Research Report · 2017. 3. 31. · Project n°...

Documents

Transcript of Guidelines for Output 1 Comparative Research Report · 2017. 3. 31. · Project n°...