School achievement and failure are becoming central topics of research in social and educational sciences. Even in developed countries, school failure is a political and social problem, with well-known negative consequences for individuals and society. It is evidently a problem with different roots and as such, it must be subject of research from different points of view.
In this context, we observe that significant advances have been made to understand the processes involved in school achievement and school failure. It is known that cognitive, emotional and social variables influence the development of academic skills in pre-school and school children. Now, the same does not seem to be the truth in the case of prevention and intervention strategies for children with difficulties at school. For instance, Gersten and colleagues expressed concern regarding the field of mathematics instruction:” too much theory and theorizing and far too little programmatic, empirical research.” As a result, there seems to be a lack of science-based prevention and intervention strategies.
Therefore, the aim of this Research Topic is to further our understanding of prevention and/or intervention strategies to adequately address and solve the problems of children with difficulties at school. Expanding upon our previous Research Topic, published in 2018, we aim to take perspectives from different countries into account, with the final goal to gather strong empirical evidence that can be ultimately translated into comprehensive guidelines for teachers, offering them training strategies to adequately meet the demands of the current inclusive educational context.
Empirical research, qualitative, quantitative or mixed analysis, systematic reviews, meta-analysis and case studies involving the learning of children at the primary school level (ISCED 1) and/or in preschool age will be considered, as well as longitudinal or cross-sectional studies that track any of these variables annually or even comparing between countries and / or cultures. Studies on topics related to learning in other contexts will be eventually considered, after a discussion with the Editors.
School achievement and failure are becoming central topics of research in social and educational sciences. Even in developed countries, school failure is a political and social problem, with well-known negative consequences for individuals and society. It is evidently a problem with different roots and as such, it must be subject of research from different points of view.
In this context, we observe that significant advances have been made to understand the processes involved in school achievement and school failure. It is known that cognitive, emotional and social variables influence the development of academic skills in pre-school and school children. Now, the same does not seem to be the truth in the case of prevention and intervention strategies for children with difficulties at school. For instance, Gersten and colleagues expressed concern regarding the field of mathematics instruction:” too much theory and theorizing and far too little programmatic, empirical research.” As a result, there seems to be a lack of science-based prevention and intervention strategies.
Therefore, the aim of this Research Topic is to further our understanding of prevention and/or intervention strategies to adequately address and solve the problems of children with difficulties at school. Expanding upon our previous Research Topic, published in 2018, we aim to take perspectives from different countries into account, with the final goal to gather strong empirical evidence that can be ultimately translated into comprehensive guidelines for teachers, offering them training strategies to adequately meet the demands of the current inclusive educational context.
Empirical research, qualitative, quantitative or mixed analysis, systematic reviews, meta-analysis and case studies involving the learning of children at the primary school level (ISCED 1) and/or in preschool age will be considered, as well as longitudinal or cross-sectional studies that track any of these variables annually or even comparing between countries and / or cultures. Studies on topics related to learning in other contexts will be eventually considered, after a discussion with the Editors.
