Small group experience for socially withdrawn girls.

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Houck, Gail M; Stember, Lisa

2002-08-01

Social competence is the effectiveness of social interaction behavior. Given its link to mental health outcomes, it is an important consideration in child and adolescent development. Social withdrawal is associated with depression. Socially withdrawn children make few social initiations and tend to be isolated in their play, further limiting their social involvement. To develop effective social behavior, experiences must be provided to learn relationship skills. This practice improvement project provided a small group experience for five socially withdrawn school-age girls. Weekly group meetings provided a social situation in which conversations could occur around a shared snack and craft project. The school nurse facilitated self-assertion and the expression of prosocial behavior in a socially safe (nonrejecting) environment and promoted social problem solving. On completion of the program, the participants not only showed more effective social reasoning and social skills, but developed friendships with each other that lasted beyond the life of the group.

The Principal's Experience through the Process of Implementing Social Media in Schools

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Lovecchio, Michael J.

2013-01-01

As school districts struggle to identify the role social media will play both inside and outside of the classroom, educational leaders can no longer ignore the benefits that these tools provide to students, stakeholders and faculty members. The potential challenges facing school leaders working in schools that utilize social media is extensive.…

Autism and the U.K. Secondary School Experience

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Dillon, Gayle V.; Underwood, Jean D. M.; Freemantle, Lauren J.

2016-01-01

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with…

Experience report: the perception on school social service from the performance at Nossa Senhora das Neves School - Natal/RN

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Viviane Moura da Silva

2017-11-01

Full Text Available The following experience report presents my perception during the curricular internship period at Nossa Senhora das Neves School, as a social services undergraduate at UFRN. This work is fruit of the final report and intervention project, both made during my internship experience between 2013 and 2014. Some difficulties will be shown in the professional field, from little recognition about the work done by the social services sector in the institution, to the difficulty of delimiting the professional attributions and skills of the social assistants in the institutions because of the constant articulation of social services with the other professions. As part of the intervention project, questions were applied with parents and other familiars of students of the location to know their perception about the professional exercise in the institution and from the information gathered, marketing was done and orientations about the professional skills of the social assistant in the educational field, understood until then as a still recente field of work and not very discussed in the profession.

A Person-Centered Exploration of Children of Immigrants' Social Experiences and Their School-Based Well-Being

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Pieloch, Kerrie A.; Marks, Amy K.; García Coll, Cynthia

2018-01-01

This study aimed to explore commonalities among discrimination, stereotyping, and peer-related social experiences of children of immigrants, and to see if these experiences might relate to children's school-based well-being. Two age-based cohorts of 294 children and their immigrant parents from Portugal, the Dominican Republic, and Cambodia were…

School Social Work Outcomes: Perspectives of School Social Workers and School Administrators

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Bye, Lynn; Shepard, Melanie; Partridge, Jamie; Alvarez, Michelle

2009-01-01

In an era of fiscal constraint and increased accountability, consistent perceptions of the expectations, means of funding, and reporting of outcomes between administrators and school social workers is vital. School social workers and school administrators in four school districts in Minnesota were surveyed regarding outcomes expected as a result…

Social class and mathematics school knowledge of two private schools in Banten Province

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Siahaan, M. F.

2018-05-01

The purpose of this study was to identify school mathematics topics and mathematics learning experiences of two elementary schools in contrasting social class settings under an umbrella of one institution. A case study research methodology was used to examine data collected from those two Elementary schools. The data revealed that there were similarities in curriculum framework, curriculum materials but there were also significant differences in what was taught and what was experienced in those two schools. The data suggested that word problem and a pedagogy of critical thinking were implemented in one of the schools. The differences were assessed in terms of theoretical and social implications. It was concluded that social stratification of mathematical knowledge occurred

Maternal Management of Social Relationships as a Correlate of Children's School-Based Experiences

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Fletcher, Anne C.; Walls, Jill K.; Eanes, Angella Y.; Troutman, David R.

2010-01-01

We tested a model considering the manner in which mothers' use of their own social relationships and efforts to facilitate their children's school-based social relationships were associated with two distinct types of school-based competence: academic achievement and levels of stress experienced within the school environment. Fourth grade children…

Language and social status differences in two urban schools

DEFF Research Database (Denmark)

Nørreby, Thomas Rørbeck

This dissertation is about distinctions, social status differences and contemporary pupil diversity. It addresses how Copenhagen school children in two different schools use language to handle their social everyday lives and how this organizing involves constructions and ascriptions of identities...... and social stereotypes. My research is driven by an interest in learning more about the experience of being part of today´s diverse school environments. Therefore, I approach my data with an emphasis on the participant perspective and focus analytically on the ways in which the participants in my study enact...... of a connection between the prevalent focus on ethnicity in public debates on schooling and social class relations and then the interplay between these relations of power and prestige and the practices that I analyze. Key words: School children, youth, social interaction, linguistic and social difference, social...

Experiences of Leaders in One Texas School District Integrating Social Media as a Communication Medium: Bounded Phenomenological Case Study

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Lewis, Bradley D.

2017-01-01

The purpose of this bounded phenomenological case study was to investigate the experiences of leaders in one Texas school district integrating social media into communication practices. The participants in this study were twelve campus leaders, four district level leaders, and the superintendent of schools. The focus groups consisted of three…

Social anxiety experiences and responses of university students

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Behiye Akacan

2015-09-01

Full Text Available The aim of this study is to examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they experience or anticipate social anxiety. The semi-structured interview form developed by the researchers was used in the study during the face-to-face interviews with fifty-one 4th year students from the Guidance and Psychological Counselling (GPC and Pre-School Teaching (PST departments. The scope of the interview form includes the situations where 1 students experience social anxiety in the school setting and their thoughts and behaviours regarding these situations, 2 the situations where they anticipate social anxiety in their future profession, and 3 the situations where they experience social anxiety in their daily lives. Our aim was to collect data from these areas. The data collected were analysed through content analysis. The findings of the study revealed that the thoughts regarding the social anxiety situations of the final year students studying in Guidance and Psychological Counselling and Pre-School Teaching departments are generally negative and their behaviour usually presents as desertion or avoidance.

Korean American Social Studies Teachers' Perceptions and Experiences of Teaching Profession in Multicultural Urban High Schools

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Choi, Yoonjung

2018-01-01

This study explores two Korean American social studies teachers' perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study…

The salience of social referents: a field experiment on collective norms and harassment behavior in a school social network.

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Paluck, Elizabeth Levy; Shepherd, Hana

2012-12-01

Persistent, widespread harassment in schools can be understood as a product of collective school norms that deem harassment, and behavior allowing harassment to escalate, as typical and even desirable. Thus, one approach to reducing harassment is to change students' perceptions of these collective norms. Theory suggests that the public behavior of highly connected and chronically salient actors in a group, called social referents, may provide influential cues for individuals' perception of collective norms. Using repeated, complete social network surveys of a public high school, we demonstrate that changing the public behavior of a randomly assigned subset of student social referents changes their peers' perceptions of school collective norms and their harassment behavior. Social referents exert their influence over peers' perceptions of collective norms through the mechanism of everyday social interaction, particularly interaction that is frequent and personally motivated, in contrast to interaction shaped by institutional channels like shared classes. These findings clarify the development of collective social norms: They depend on certain patterns of and motivations for social interactions within groups across time, and are not static but constantly reshaped and reproduced through these interactions. Understanding this process creates opportunities for changing collective norms and behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Navigating middle grades: role of social contexts in middle grade school climate.

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Kim, Ha Yeon; Schwartz, Kate; Cappella, Elise; Seidman, Edward

2014-09-01

During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study-Kindergarten Cohort 1998-1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k-8 schools, middle schools, and junior high schools) and how it relates to students' perceptions of school climate. We find that administrators and teachers in k-8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students' perceptions of their schools' social and academic climate. Implications for educational policy and practice are discussed.

What explains between-school differences in rates of sexual experience?

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Williamson Lisa

2008-02-01

Full Text Available Abstract Background Schools have the potential to influence their pupils' behaviour through the school's social organisation and culture, as well as through the formal curriculum. This paper provides the first attempt to explain the differences between schools in rates of reported heterosexual sexual experience amongst 15 and 16 year olds. It first examined whether variations in rates of sexual experience remained after controlling for the known predictors of sexual activity. It then examined whether these residuals, or 'school effects', were attributable to processes within the school, or were more likely to reflect characteristics of the neighbourhood. Methods Longitudinal survey data from 4,926 pupils in 24 Scottish schools were linked to qualitative and quantitative data on school processes including quality of relationships (staff-pupil, etc, classroom discipline, organisation of Personal and Social Education, school appearance and pupil morale. Multi-level modelling was used to test a range of models and the resulting 'school effects' were then interpreted using the process data. Results Overall, 42% of girls and 33% of boys reported experience of sexual intercourse, with rates by school ranging from 23% to 61%. When individual socio-economic and socio-cultural factors were taken into account the school variation dropped sharply, though pupils' attitudes and aspirations had little effect. There was very little correlation between boys' and girls' rates of sexual experience by school, after controlling for known predictors of sexual activity. Girls were more influenced by individual socio-economic factors than boys. School-level socio-economic factors were predictive even after taking account of individual socio-cultural factors, suggesting that the wider socio-economic environment further influenced young people's sexual experience. Conclusion Importantly, school processes did not explain the variation between schools in sexual experience

School Social Workers as Partners in the School Mission

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Finigan-Carr, Nadine M.; Shaia, Wendy E.

2018-01-01

Social workers in schools provide benefits not just for struggling students, but for the entire school community. But, the authors argue, school social workers are often relegated to monitoring IEPs and doing basic casework. By using skills and values that have long been fundamental to social work practice, school social workers can advocate for,…

The social justice imperative in transforming a secondary school

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Mafora Patrick

2016-01-01

Full Text Available The thrust of education policy and legislation in South Africa points to a quest for democracy, equity and social justice throughout the education system. Notwithstanding, research suggests that different stakeholders experience schools as socially unjust and marginalising in some way. This article reports findings of a follow-up qualitative case study of one purposively sampled Soweto secondary school. The study sought to explore the principal’s social justice leadership strategies which account for the school being perceived as democratically transformed and socially just. Data were collected through a series of in-depth semi-structured interviews and observations. Data analysis followed Tesch’s steps for open coding. Findings suggest that the principal’s personal values and commitment to social justice principles account for his resilience in the face of resistance and systemic barriers. The principal’s social justice leadership practices and barriers that he encountered are outlined.

The Emergence of Social Capital in Low-Income Latino Elementary Schools

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Shoji, Megan N.; Haskins, Anna R.; Rangel, David E.; Sorensen, Kia N.

2014-01-01

Scholars suggest that racial/ethnic and class disparities in school-based social capital contribute to educational inequalities. Previous studies demonstrate that social capital (relations of trust, mutual expectations, and shared values) between parents and schools supports children's development. Yet we know little about the emergence of social capital, that is, the processes through which it develops. In this study, we explore mechanisms of social capital emergence in predominantly low-income Latino school communities. We draw data from an experimental study that manipulated social capital through an after-school family engagement program. Based on interviews and focus groups with participating parents, teachers, and program staff in two elementary schools, we identified four types of interactions that act as mechanisms of social capital emergence: (1) responsive communication; (2) reciprocal communication; (3) shared experiences; and (4) institutional linkage. The article connects these mechanisms to theoretically linked sources of social capital and discusses implications for theory and practice. PMID:25246729

Seeding Social Innovation in Private Schools: A Case Study of St. Mary’s School, Delhi, India

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Niket Sagar

2017-08-01

Full Text Available Education has an important role in creating new learning opportunities and driving social progress. As social institutions, schools form a fundamental block to understand about life and society. While schools have done a good job in preparing students for life and society, newer challenges facing humanity have now emerged. How can schools meaningfully engage students on various pressing social issues and empower their students to take action on issues like environmental crisis, social injustice and developmental challenges? Current school curriculum does not provide adequate opportunities where students can experiment and explore these issues and look for solutions. Problem identifications and their solutions can be explored by creating an interface between community and school. This would create an open space for creativity and innovation amongst students to explore, develop and understand social issues. Such practices would further fuel the students to think and act to address social and environmental challenges. Such approach will pave the way for students to implement and share innovative solutions rather than simply limiting their knowledge to the classroom. This paper is an attempt to highlight the initiatives taken by St. Mary’s School (Delhi, India under its social footprint projects and social innovation in the context of community engagement and emerging environmental issues.

The social structure of schooling.

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Dornbusch, S M; Glasgow, K L; Lin, I C

1996-01-01

The term social structure refers to a relatively enduring pattern of social arrangements or interrelations within a particular society, organization, or group. This chapter reviews how the social structure of the larger society and the organizational structure of schools affect the educational process within American schools. The institutional context of schooling is first discussed. The ideology of mass education, social stratification, status attainment, credentialism, and the emphasis on ability differences are considered. The focus then shifts to the organizational structure of schools, beginning with a discussion of the external social context for school organization. Attention is given to professionalism and bureaucracy, institutional forms of organization, decentralized control, and community influences. Finally, the internal structure of school organization is considered: teachers' working conditions, status differences among students, and curriculum tracking. Throughout, the emphasis is on ways in which social structure influences what is taught in school, how it is taught, and what is learned.

Are High Quality Schools Enough to Close the Achievement Gap? Evidence from a Social Experiment in Harlem. NBER Working Paper No. 15473

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Dobbie, Will; Fryer, Roland G., Jr.

2009-01-01

Harlem Children's Zone (HCZ), which combines community investments with reform minded charter schools, is one of the most ambitious social experiments to alleviate poverty of our time. We provide the first empirical test of the causal impact of HCZ on educational outcomes, with an eye toward informing the long-standing debate whether schools alone…

The Impact of Teen Court on Rural Adolescents: Improved Social Relationships, Psychological Functioning, and School Experiences.

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Smokowski, Paul R; Rose, Roderick A; Evans, Caroline B R; Barbee, James; Cotter, Katie L; Bower, Meredith

2017-08-01

Teen Court is a prevention program aimed at diverting first time juvenile offenders from the traditional juvenile justice system and reintegrating them into the community. Few studies have examined if Teen Court impacts adolescent functioning. We examined how Teen Court participation impacted psychosocial functioning, social relationships, and school experiences in a sample of 392 rural Teen Court participants relative to two comparison samples, one from the same county as Teen Court (n = 4276) and one from a neighboring county (n = 3584). We found that Teen Court has the potential to decrease internalizing symptoms, externalizing behavior, violent behavior, parent-adolescent conflict, and delinquent friends, and increase self-esteem and school satisfaction.

Finding a Civic Voice: Latino Immigrant Youths' Experiences in High School Social Studies

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Callahan, Rebecca; Obenchain, Kathryn

2012-01-01

Socialization into the dominant civic and political discourse lies at the heart of social studies. As they become proficient in the discourse of home and school, Latino immigrant youth demonstrate the potential to uniquely benefit from this socialization. This qualitative study explores ten Latino immigrant young adults' perceptions of how their…

Developing School Counseling Students' Social Justice Orientation through Service Learning

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Ockerman, Melissa S.; Mason, Erin C. M.

2012-01-01

Counselor educators must examine the quality and intentionality of coursework and field experiences offered to their students as the role of school counselors continues to transform. The emphasis in the field on school counselors as social justice agents and advocates should be reflected in school counselor training programs. The authors present a…

Measuring emotion socialization in schools.

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Horner, Christy G; Wallace, Tanner L

2013-10-01

Understanding how school personnel can best support students' development of communication skills around feelings is critical to long-term health outcomes. The measurement of emotion socialization in schools facilitates future research in this area; we review existing measures of emotion socialization to assess their applicability to school-based health studies. A content analysis of four emotion socialization measures was conducted. Inclusion criteria included: high frequency of use in prior research, established documentation of validity and reliability, and sufficient description of measurement procedures. Four dimensions emerged as particularly salient to a measure's future relevance and applicability to school-based health studies: (1) methods of measurement; (2) mode and agent of socialization; (3) type of emotion; and (4) structure versus function of socializing behavior. Future measurement strategies should address (1) the structures of emotion socializing processes; (2) diverse socializing agents such as teachers, peers, and administrators; (3) the intended functions of such processes; (4) student perceptions of and responses to such processes; and (5) the complex interactions of these factors across contexts. Strategies attending to these components will permit future studies of school-based emotion socializing processes to determine how they enhance health and reduce health risks. © 2013, American School Health Association.

Empowering school personnel for positive youth development: the case of Hong Kong school social workers.

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To, Siu-ming

2009-01-01

While empowerment has become a popular concept in working with adolescents, few attempts have been made to explore the possibilities for empowering school personnel to create an environment in which young people can make maximum use of the opportunity to learn and grow. Based on the field experiences of 15 Hong Kong school social workers, this article examines how practitioners use various strategies to interact with school personnel to generate empowering practices in the school setting: namely, (1) exerting influence on school personnel in daily conversations and interactions; (2) creating an environment conducive to the teacher-student relationship; (3) achieving consensus with school personnel through lobbying and negotiation; and (4) collaborating with school personnel to organize life education and positive youth development programs. The findings provide valuable reference materials to guide other practitioners in applying the empowerment approach in actual practice. It also helps fill the gap in existing literature on empowerment and school social work.

Social Stress and Substance Use Disparities by Sexual Orientation Among High School Students.

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Lowry, Richard; Johns, Michelle M; Robin, Leah E; Kann, Laura K

2017-10-01

Sexual minority youth often experience increased social stress due to prejudice, discrimination, harassment, and victimization. Increased stress may help explain the disproportionate use of substances like tobacco, alcohol, marijuana, and other illicit drug use by sexual minority youth. This study examined the effect of social stress on substance use disparities by sexual orientation among U.S. high school students. In 2016, data from the national 2015 Youth Risk Behavior Survey, conducted among a nationally representative sample of 15,624 U.S. high school students, were analyzed to examine the effect of school-related (threatened/injured at school, bullied at school, bullied electronically, felt unsafe at school) and non-school-related (forced sexual intercourse, early sexual debut) social stress on substance use disparities by sexual orientation, by comparing unadjusted prevalence ratios (PRs) and adjusted (for social stressors, age, sex, and race/ethnicity) prevalence ratios (APRs). Unadjusted PRs reflected significantly (pprevention programs might appropriately include strategies to reduce social stress, including policies and practices designed to provide a safe school environment and improved access to social and mental health services. Published by Elsevier Inc.

School Counselors' Experiences Working with Digital Natives: A Qualitative Study

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Gallo, Laura L.

2017-01-01

To better understand school counselors' experiences related to students' use of social media, the authors conducted a qualitative study, utilizing a phenomenological approach, with eight practicing high school counselors. Three major themes emerged from the study: "the digital cultural divide," "frustration and fear," and…

SOCIAL VIGILANCE OF SCHOOL JOURNALISTS: COGNITIVE ASPECT

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Tatyana Vladimirovna Sidorova

2013-11-01

Full Text Available In the article one of the stages and results of an ascertaining experiment aimed at identification of the level of high school students’ social vigilance formation are described. The scientific novelty of this work is to implement the pedagogical interpretation of the concept "social vigilance", and also in the selection and creation of valid methods for studying the phenomenon. Ascertaining experiment on cognitive criteria included a test on facts of social reality knowledge, the methods developed by the author "The analysis of the communicative situation," and “Continue the report”, content analysis of texts. The results show that teenagers’ social vigilance largely developed in respect of the microprocesses, but it’s low in respect of macroprocesses. The young journalists have little knowledge about the various social groups, social stratum. The obtained data show the directions of teaching activities to develop students’ social vigilance. Experimental results, methods and forms of research can be extrapolated to other types of educational activities.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-49

Exploring rural high school learners' experience of mathematics ...

African Journals Online (AJOL)

Exploring rural high school learners' experience of mathematics anxiety in ... State using the Statistical Package for the Social Sciences (SPSS), Version 17.0. ... to observe its prevalence and to implement strategies toward the alleviation of the ...

Social Justice, Education and School Social Work in Turkey

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Nadir, Ural; Aktan, Mehmet Can

2015-01-01

This study focuses on welfare state, social justice and school social work interaction. In this paper, these three concepts' reflections in Turkey were mentioned. Researchers aimed to discuss how school social work (which is brought to the agenda recently) is important in the provision of social justice in Turkish public service delivery. [For the…

Innovative Uses of Social Media in High Schools. Research Brief

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Bravender, Marlena

2010-01-01

The use of social media is a phenomenon that is changing the way people communicate. Along with the Internet, social media provide unparalleled opportunity for schools to interact with students, families and community. They also provide incredible resources for improving curricular experiences and improving instruction. Because the growth of…

Beyond the Assumptions: Religious Schools and Their Influence on Students' Social and Civic Development

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Cross, Graeme; Campbell-Evans, Glenda; Gray, Jan

2018-01-01

Are religious schools fit to prepare students with the social competencies required for life in a pluralistic society, or do they offer a sheltered school experience, which deprives them of adequate socialization opportunities? This question has emerged in public discourse in response to the growing presence of religious schools in many western…

Aggressiveness, social support and school experiences as dimensions differentiating negative and positive adaptation among adolescents

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Marzanna Agnieszka Farnicka

2017-10-01

Full Text Available Background The study results presented below lie within a field of study which seeks to identify appropriate risk indicators for risky behaviours in the group of adolescents. The study drew on the tenets of developmental psychopathology. Adaptation assessment was performed on the basis of an objective indicator which comprised adolescents’ problems with social functioning. Participants and procedure The main determinants of the observed changes in behaviour and the development of adaptation pathways during the period of adolescence were considered to include bio-psycho-social temperamental factors (Buss & Plomin, 1984, attachment patterns (Armsden & Greenberg, 1987, trait of aggressiveness (Buss & Perry, 1992, conditions created by the environment (support of family members, peers and teachers [Malecki & Demaray, 2002] as well as previous experiences such as being a victim of violence (Osterman & Bjorqvist, 2008 or the level of school success. The final study group comprised a total of 140 positively and 140 negatively adapted teenagers (N = 280 between the ages of 12 and 19. The study was carried out in Poland. Results The study confirmed the gender effect, demonstrating a higher frequency of involvement in risky behaviours among boys. The results from searching for differences between positively and negatively adapted teens showed that in the negatively adapted group there were lower grades at school and more frequent aggressive behaviour. Conclusions The main conclusion that can be drawn from the study is that the potential prophylactic and therapeutic interventions require consideration of factors such as age, educational success, aggressiveness and social support.

Violencias y climas sociales en escuelas medias: experiencias de docentes y directivos Violence and social climate in secondary schools: experiences of teachers and principals

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Pablo Francisco Di Leo

2011-12-01

Full Text Available En el artículo se presenta parte de los resultados de la tesis doctoral del autor, en la que analiza los tipos de climas sociales dominantes en relación a los cuales los sujetos construyen sus experiencias en escuelas medias públicas, tomando como analizador las prácticas y sentidos desplegados por los mismos en torno a las violencias escolares. En el trabajo de campo, desarrollado entre 2005 y 2007 en dos escuelas medias públicas de la Ciudad Autónoma de Buenos Aires, Argentina, combinó tres técnicas de investigación social de tipo cualitativo: observaciones participantes, entrevistas semiestructuradas y grupos focales (focus group. Para la determinación de la muestra (muestreo teórico y el análisis del corpus construido siguió los lineamientos generales de la teoría fundamentada (grounded theory, utilizando como herramienta informática auxiliar el programa Atlas.ti 5.0. El artículo se organiza en torno a dos de las categorías centrales identificadas: a violencias escolares y b crisis de la institución y de la autoridad escolar. En las dos primeras secciones se presentan las categorías emergentes de los discursos y prácticas de docentes y directivos, dialogando con herramientas conceptuales de la teoría social contemporánea y otras investigaciones sobre la temática. Finalmente, se propone una articulación entre las mismas, sintetizando las principales características y vinculaciones entre los dos tipos de clima social escolar dominantes en ambas instituciones: desubjetivante e integracionista-normativo.The article presents some of the results of the author's doctorate thesis, in which he analyzes the types of dominant social climates in respect to which the subjects build their experiences in public secondary schools, using as a guiding thread the practices and meanings developed by them around the incidents of school violence. The fieldwork, conducted between 2005 and 2007 at two public secondary schools from the

Sense of belonging and social cohesion in a desegregated former House of Delegates school

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Ramodungoane Tabane

2010-01-01

Full Text Available The ideal of creating a non-racial and equitable school environment is embedded in the South African Constitution. This ideal is informed by a desire to overcome the divisions of the apartheid past by pursuing policies and strategies that will promote the achievement of social cohesion, without denying space for various identities. Schools are seen as important vehicles for driving social cohesion amongst learners and it is therefore important that all learners, irrespective of their race, experience a sense of belonging in the school. Using a case study and an interactive qualitative analysis research methodology, we explored the experiences of black and Indian learners in a desegregated former House of Delegates school to determine the successes and possible challenges of ensuring racial integration at the school level and therefore its contribution to social cohesion. The study demonstrates the importance of eight concepts (namely, the school as a welcoming space; belonging; respect; security; equality in the way we socialise; tender loving care; motivation; and freedom to the study of racial integration and social cohesion. This article focuses on the contribution that sense of belonging has on creating a school environment that is enabling, contributing to learner achievement and concludes that sense of belonging, integration, and social cohesion are intertwined and important in creating an environment that is welcoming and a "home" to diverse learners and educators.

Coaching at-risk youth in a school within a socially challenging environment

DEFF Research Database (Denmark)

Ryom, Knud Eske; Maar Andersen, Mie; Stelter, Reinhard

2017-01-01

The purpose of this study was to implement group coaching in a school setting and examine the participants’ experiences. Participants were all males (age 12–16 years), primarily with a Middle Eastern family background and from a socioeconomically deprived area. A 2-year intervention with regular...... coaching counselling during school hours was delivered. Qualitative longitudinal interviews (n = 6) and long-term fieldwork found that group coaching enhanced social cohesion and social resilience. The study concludes that group coaching can be a valid tool for addressing at-risk youth in schools. Even...... though this study was limited to one school in a certain context, the implications can be important knowledge in other settings. An important practical finding was that bodily experience incorporated as part of the coaching sessions was highlighted as beneficial, as well as the use of a group approach...

experience in school

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Maria da Graça B. B. Dias

2005-01-01

Full Text Available An experiment investigated the effect of a make-believe fantasy mode of problem presentation on reasoning about valid conditional syllogisms in three groups of 5-year-old children: a school children from middle-class families in England; b school children from middle-class families in Brazil; and, c children from low SES families in Brazil who had never gone to school. Previous investigations had reported that the use of a fantasy context elicited significantly more logically appropriate responses from school children than did other contexts, and that children with school experiences made significantly more logically appropriate responses than did children without school experience. The present investigation extended these findings to show that the beneficial effects of a fantasy context extended to lower-class illiterate children who never had been exposed to schooling

Learners' and teachers' perceptions of principals' leadership in Soweto secondary schools: a social justice analysis

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Patrick Mafora

2013-01-01

Full Text Available The legislative framework for education in South Africa enforces the democratisation and transformation of education consistent with the values of human dignity, equity, human rights, and freedom. As ex officio members of School Governing Bodies (SGBs and professional managers of schools, principals should play a pivotal role in providing transformative leadership for social justice in these schools. The purpose of this study was to examine, through a social justice framework, how teachers and learners who are SGB members perceive and experience the principals' leadership in Soweto secondary schools. Five schools were purposefully sampled for this qualitative case study. Data were collected through semi-structured focus group interviews and follow-up individual interviews. Findings suggest that learners and teachers experience sampled schools as democratically untransformed with a climate fraught with unfairness, inequity, disregard for human rights, and intolerance of diversity. The leadership behaviour of principals is perceived as a barrier to democratic transformation and social justice and this engenders resistance and threatens management effectiveness.

High School Students’ Social Media Addiction

OpenAIRE

Deniz, Levent; Gürültü, Ercan

2018-01-01

Theaim of this study is to investigate high school students’ social mediaaddiction. The study was conducted with 473 students who were educated in2014-2015 academic year at 6 different schools in İstanbul, Eyüp disctrict.‘Social Media Addiction Scale’ developed by Tutgun, Ünal and Deniz (2015) wasused to determine the students’ social media addiction. The results in general showedthat high school students have a medium level social media addiction. Besides,it was also concluded that high scho...

The School Social Worker: A Marginalized Commodity within the School Ecosystem

Science.gov (United States)

Sherman, Megan Callahan

2016-01-01

For more than a century, social workers have been a life force within the education system. Throughout recent history school social workers have had an array of responsibilities within the school community. They have served as counselors, mediators, and advocates. Traditionally, school social workers have been primary facilitators of communication…

Social motivation in Qatari schools and their relation to school achievement.

Science.gov (United States)

Nasser, Ramzi

2014-10-01

This study assessed the relation between school-social motivation and student academic achievement. A factor analysis was performed on a set of school-social items selected a priori from three measures of school motivation: the Inventory of School Motivation, the General Achievement Goals Orientation Scale, and the Facilitating Conditions Scale. Three factors with fewer items represented Global Motivation, Peer Help, and Social Power. Hierarchical regression analysis showed social motivation measures were weak predictors of achievement scores in the various content areas. Findings are discussed in the context of Qatari education and culture.

Education of Social Skills among Senior High School Age Students in Physical Education Classes

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Akelaitis, Arturas V.; Malinauskas, Romualdas K.

2016-01-01

Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

Personality traits as predictors of children's social adjustment to school entry

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Maja Zupančič

2008-04-01

Full Text Available Contemporaneous and longitudinal predictive relations between three blocks of predictors and measures of children's social adjustment (social competence, internalizing and externalizing behaviour after the school entry were investigated. The first block of predictors captures expressions of child personality dimensions as perceived by pre-school teachers/assistant school teachers, the second block contains parental education and self-evaluations of parenting in mothers and fathers of the target children, and the third block refers to children's pre-school attendance prior to school entry. Using the Social Competence and Behavior Evaluation Scale, school teachers reported on firstgraders' social adjustment. The Inventory of Child Individual Differences was employed to assess personality when the target children were 3, 4, 5, and 6 years old, while at ages 3 and 6 their parents filled-in the Family Environment Questionnaire to provide self-reports on parenting. The blocks of predictors jointly explain a relatively large portion of variance in firstgraders' social adjustment both contemporaneously and longitudinally. Personality characteristics significantly predict all of the criteria measures, while family environment and pre-school attendance explain additional variance in internalizing behaviour (depressive, anxious, isolated, and dependent behaviour, over and above the contribution of personality. Perceptions of children's conscientiousness-openness at the beginning of the school year as well as through early childhood and of their agreeableness in preschool predict teacher ratings of the firstgraders' social competence. Externalizing behaviour (angry, aggressive, egotistical and oppositional behaviour was consistently predicted by low conscientiousness-openness, extraversion-emotional stability, and low agreeableness. Finally, low conscientiousness-openness in school, low extraversion-emotional stability in preschool, maternal inefficient

Measuring Emotion Socialization in Schools

Science.gov (United States)

Horner, Christy G.; Wallace, Tanner L.

2013-01-01

Background: Understanding how school personnel can best support students' development of communication skills around feelings is critical to long-term health outcomes. The measurement of emotion socialization in schools facilitates future research in this area; we review existing measures of emotion socialization to assess their applicability…

School-Related Stress Experience as a Risk Factor for Bullying Behavior.

Science.gov (United States)

Natvig, Gerd Karin; Albrektsen, Grethe; Qvarnstrom, Ulla

2001-01-01

Studied associations between bullying behavior and school-related stress experience, self-efficacy, social support, and decision control in a sample of 885 Norwegian adolescents aged 13-15 years. Increasing school alienation was associated with an increased risk of bullying, while increasing support from teachers and peers decreased the risk.…

Social games with pre-school children

OpenAIRE

Tomažin, Maja

2013-01-01

The aim of the thesis Social games with pre-school children is to present social games as one of the work methods for relational learning. The theoretical part defines the social development of pre-school children and focuses on social skills that begin to emerge in the preschool period and of course social games. The purpose of social games is active learning, meaning they provide concrete situations, through which children actively learn as well as use social skills and express their views ...

Socialism in High School Social Studies Textbooks

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Neumann, Richard

2012-01-01

This article concerns textbook analysis regarding the presentation of socialism in four leading high school social studies books, one in each of the following subjects: United States history, world history, United States government, and economics. Findings indicate that students relying on these texts to gain understanding of socialism and…

The Development of International Programs in a School of Social Work

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Frank B. Raymond

2014-04-01

Full Text Available During the last decade increasing numbers of schools of social work have adopted an international mission and have developed a variety of activities to reflect their global perspective. In earlier years, however, relatively few schools expressed a global mission, offered coursework on international social work, provided field placements or other opportunities to expose students to international learning, or extended components of their academic programs to other countries. An early leader in doing such things was the College of Social Work at the University of South Carolina (COSW, where the author was privileged to serve as dean for 22 years (1980-2002 when many of these developments occurred. This paper will discuss how this school acquired an international mission and developed various programs to manifest this commitment. The paper will describe, in particular, the college’s signature achievement in international social work education – the development and implementation of a Korea-based MSW program. The COSW was the first school of social work in the US to offer a master’s degree in its entirety in a foreign country. It is hoped that the recounting of this school’s experiences will offer guidance to other social work education programs that are exploring ways of expanding their international initiatives.

Does decentralisation enhance a school's role of promoting social cohesion? Bosnian school leaders' perceptions of school governance

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Komatsu, Taro

2014-05-01

This study seeks to understand whether and how decentralised school governance in Bosnia and Herzegovina (BiH) enhances the schools' role of promoting social cohesion. This includes increasing "horizontal" trust among different ethnic groups and "vertical" trust between civilians and public institutes. The study examined secondary school leaders' perceptions regarding school board influence on social cohesion policies and practices, their interactions with school board members, and their accountability to the school-based governing body. The results show that school leaders and school boards, supposedly representing the interests of local stakeholders, did not appear to be actively engaged in the deliberate process of promoting social cohesion. While school directors tended to view themselves as being independent from the school boards, ethnically diverse school boards provided important support to proactive school leaders for their inter-group activities. Given that the central level is not providing initiatives to promote social cohesion and that BiH citizens appear to generally support social cohesion, decentralised school governance has the potential to improve social trust from the bottom up. To promote participatory school governance, the study recommends that BiH school leaders should be provided with opportunities to re-examine and redefine their professional accountability and to assist local stakeholders to improve their involvement in school governance.

Predicting Psychosocial Maladjustment in Emerging Adulthood From High School Experiences of Peer Victimization.

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Buchanan, Carie M; McDougall, Patricia

2018-01-01

The aim of the present study was to compare recollections of sexual, physical, verbal, social, and cyber peer victimization experienced in high school in terms of depressed affect, self-esteem, and loneliness experienced in university. In all, 247 university students (70 males and 177 females; M = 20.62, SD = 2.54) completed online measures assessing retrospective accounts of their experiences of different forms of peer victimization during high school (i.e., sexual, physical, verbal, social, and cyber) and their current psychosocial adjustment (i.e., self-esteem, depressed affect, and loneliness). Three separate hierarchical multiple regressions were conducted to determine whether different indices of negative psychosocial adjustment are more strongly predicted by experiencing sexual or nonsexual forms of peer victimization. Although many university students recalled experiencing sexual peer victimization in high school at least once at an even higher percentage than verbal and social forms of peer victimization, the results of the present study suggest that social peer victimization in high school predicts higher levels of depressed affect and loneliness in university students than sexual peer victimization experienced in high school. Surprisingly, the young adults reporting higher levels of cyber peer victimization in high school were less lonely in university. Although the hypothesized relationships between each form of peer victimization and specific indices of psychosocial functioning were not consistently supported, these findings suggest that the form of peer victimization matters and may be differentially associated with well-being in emerging adulthood. It is important that future research explores how individual characteristics may further predict varied experiences of peer victimization and the long-term impact of those experiences.

Articulating attrition: Graduate school experiences of female doctoral students in the sciences

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Osburn, Kathryn Ann

2005-07-01

Despite decades of research and reform efforts designed to bolster female retention in scientific disciplines, the conundrum of women's departure from doctoral programs in the sciences remains. This qualitative case study investigated the aspects of the graduate school experience that female doctoral students described as facilitating or impeding their successful degree completion in chemistry. I analyzed the graduate school narratives of twelve female participants who represented both successful and unsuccessful doctoral recipients from four advisors at one university. Participants identified four types of experiences that facilitated their retention in the doctoral program: feeling successful and confident in meeting the program requirements, having positive research experiences, receiving support from social networks, and being dedicated to career goals. Participants cited four kinds of experiences that impeded their continued participation in the doctoral program: having negative research experiences, feeling a lack of success and confidence in meeting the program requirements, changing career goals, and receiving no support from social networks. The graduate school experiences of participants who did and did not successfully attain their degree objectives differed in terms of four dimensions: pre-program experiences, academic experiences, advisory experiences, and social experiences. Based on these findings, I have proposed a model of attrition and retention that emphasizes the role that these unique program experiences play in shaping participants' sense of professional fit within the community of doctoral chemists, consequently contributing to their differential program outcomes. This study not only offers a new perspective on the phenomenon of female doctoral attrition in the sciences but also informs the development of more gender-inclusive graduate science practices and policies that will support the retention of female doctoral students.

The Piney Woods School: An Exploration of the Historically Black Boarding School Experience in Shaping Student Achievement, Cultural Esteem, and Collegiate Integration

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Alexander-Snow, Mia

2011-01-01

This qualitative case study explores the cultural impact the Piney Woods School, a historically Black independent boarding school, had on the social and academic experiences of four of its graduates in attendance at two traditionally White universities. The article discusses the collegiate experiences of four students: Samantha, Ira, Tony, and…

Social Networking Practices in School Psychology: Have Moral Panic Concerns Been Overstated?

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Segool, Natasha K.; Goforth, Anisa N.; Bowman, Nicholas; Pham, Andy

2016-01-01

The almost ubiquitous use of Facebook and other social networking sites (SNSs) by adults in the United States raises important practice considerations for school psychologists. This study examined the SNS practices of school psychologists, graduate trainers, and graduate students to explore (a) SNS use training experiences for school…

Exploring rural high school learners' experience of mathematics ...

African Journals Online (AJOL)

times, often, or always experience mathematics anxiety in academic settings. It is therefore ... South African Journal of Education, Volume 32(3), August 2012 in education and ... This study was conducted in rural school settings owing to the reality that I face as ..... European Journal of Social Sciences, 16:75-86. Leppavirta J ...

How Does Sexual Identity Disclosure Impact School Experiences?

Science.gov (United States)

Watson, Ryan J.; Wheldon, Christopher W.; Russell, Stephen T.

2015-01-01

Lesbian, gay, and bisexual (LGB) individuals disproportionately report negative academic outcomes and experiences as a result of stigma and discrimination. No research to date has investigated how being out in different social relationships may affect these youth. We compare youth who are out to family, friends, and people at school to understand…

Keynote Speech: 90th Anniversary Symposium Indiana University School of Social Work

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Andrew Cuomo

2002-05-01

Full Text Available In celebration of 90 years of social work education at Indiana University, the School of Social Work sponsored an Anniversary Symposium on April 12, 2002. Andrew Cuomo, former U.S. Secretary of Housing and Urban Development and current candidate for New York State Governor, delivered the keynote address. In his address,Mr. Cuomo recognized the history and growth of Indiana University School of Social Work from its origin in 1911 to its current status as a state-wide, multi-campus enterprise. He discussed the formation of Project Help (Housing Enterprise for the Less Privileged and shared some of his experiences as Secretary of HUD. He also explored several contemporary social, political, and philosophical issues, including the potential long-term effects of the tragic events of September 11, 2001. Introduced by Ms. Jane Schlegel, M.S.W., Chair of the Indiana University School of Social Work Campaign Committee, Mr. Cuomo interspersed his prepared remarks with spontaneous reflections.His comments are presented here in unedited fashion.

Collaboration of School Social Workers and Drug Prevention Staff in the Schools

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Nemes, Helen

2009-01-01

This study examined the factors that are related to collaboration between high school social workers and substance abuse prevention/intervention counselors in New York State high schools (except for New York City high schools). Constructs that were analyzed were high school social workers' perceived adequacy in working with high school students'…

Family-School Relations as Social Capital: Chinese Parents in the United States

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Wang, Dan

2008-01-01

Guided by both Coleman and Bourdieu's theories on social capital, I interviewed Chinese immigrant parents to understand their experiences in weaving social connections with the school and teachers to benefit their children's education. This study confirms Coleman's argument that human capital in parents will not transfer to the children…

School Experiences of Adolescents with Attention-Deficit/Hyperactivity Disorder

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Wiener, Judith; Daniels, Lesley

2016-01-01

This article reports on a qualitative study of the school experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) in the context of quantitative research on teacher attitudes and practices, adolescent self-appraisals, and social and family relationships. Twelve adolescents with ADHD participated in in-depth, semistructured…

Do Resource Bases Enable Social Inclusion of Students with Asperger Syndrome in a Mainstream Secondary School?

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Landor, Floriane; Perepa, Prithvi

2017-01-01

This research identifies the way in which one secondary school with a resourced provision for students with Asperger syndrome promotes social inclusion for them, and the perceptions of staff members and parents on the social experience of schooling for these children. Interviews were conducted with five teachers, two learning support assistants,…

Two-year impacts of a universal school-based social-emotional and literacy intervention: an experiment in translational developmental research.

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Jones, Stephanie M; Brown, Joshua L; Lawrence Aber, J

2011-01-01

This study contributes to ongoing scholarship at the nexus of translational research, education reform, and the developmental and prevention sciences. It reports 2-year experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on children's social-emotional, behavioral, and academic functioning. The study employed a school-randomized, experimental design with 1,184 children in 18 elementary schools. Children in the intervention schools showed improvements across several domains: self-reports of hostile attributional bias, aggressive interpersonal negotiation strategies, and depression, and teacher reports of attention skills, and aggressive and socially competent behavior. In addition, there were effects of the intervention on children's math and reading achievement for those identified by teachers at baseline at highest behavioral risk. These findings are interpreted in light of developmental cascades theory and lend support to the value of universal, integrated interventions in the elementary school period for promoting children's social-emotional and academic skills. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Adopting a Social Marketing Mind-Set in School Social Work Practice

Science.gov (United States)

Beauchemin, Pat; Kelly, Michael S.

2009-01-01

School social workers often conduct their business behind closed doors because much of their work is confidential. Even when they are not working in their offices, school social workers often blend into the fabric of the school culture, typically working behind the scenes and rarely taking credit for the valuable work they perform. However, if…

Social Relations and School Life Satisfaction in South Korea

Science.gov (United States)

Kim, Doo Hwan; Kim, Ji Hye

2013-01-01

This study pays special attention to adolescents who are at the critical stage of social, cognitive and emotional development and their satisfaction with school life which is important for their educational experience and adult life. The purpose of this study is to examine how students' relationships with friends, teachers and parents are…

Social Information Processing Patterns, Social Skills, and School Readiness in Preschool Children

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Ziv, Yair

2013-01-01

The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness…

Racial Microaggressions: The Schooling Experiences of Black Middle-Class Males in Arizona’s Secondary Schools

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Quaylan Allen

2010-05-01

Full Text Available The literature on Black education has often neglected significant analysis of life in schools and the experience of racism among Black middle-class students in general and Black middle-class males specifically. Moreover, the achievement gap between this population and their White counterparts in many cases is greater than the gap that exists among working-class Blacks and Whites. This study begins to document the aforementioned by illuminating the racial microaggressions experienced by Black middle-class males while in school and how their families’ usage of social and cultural capital deflect the potential negative outcomes of school racism.

ISLAMIC SCHOOLS AND SOCIAL JUSTICE IN INDONESIA: A Student Perspective

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Raihani R.

2012-07-01

Full Text Available The study explores how students of two different Islamic Senior Secondary Schools in Palangkaraya, Indonesia experience school practices in regards to social justice. Employing a qualitative approach, the researcher conducted ethnographic observations of the schools’ practices and events, and interviewed more than fifty students of the two schools individually and in groups to understand their feelings and perspectives about how the schools promote social justice among them. The findings suggest that several school structures including the subject stream selection, student groupings, the emergence of the model or international classroom were found to have been sources for social injustice. Students of the Social Sciences and Language groups, of low academic performance and economically disadvantaged admitted the feeling of unfair treatment because of this structuration. Confirming the theory of social reproduction, the schools failed to provide distributive, cultural and associational justices, and reasserted further inequalities among members of society.[Artikel ini menjelaskan bagaimana siswa pada dua Sekolah Menengah Atas di Palangkaraya, Indonesia merasakan praktek pendidikan di sekolah mereka, khususnya terkait dengan masalah keadilan sosial. Melalui studi kualitatif, penulis melakukan observasi etnografis terhadap praktek pendidikan dan kegiatan sekolah serta melakukan wawancara dengan lebih dari lima puluh orang siswa, baik secara individual maupun dalam kelompok, untuk mengetahui pandangan mereka mengenai bagaimana sekolah mereka mendorong pelaksanaan prinsip keadilan sosial. Artikel ini menemukan bahwa struktur pendidikan di sekolah tersebut, seperti pengelompokan kelas berdasarkan konsentrasi jurusan, pola keberkelompokan siswa, dan munculnya kelas-kelas internasional, menyebabkan ketidakadilan sosial di dalam institusi pendidikan. Siswa kelas Ilmu Sosial dan Bahasa cenderung minim dalam pencapaian akademik, dan secara ekonomi

Children's genuine participation and development of social capital in the school setting

DEFF Research Database (Denmark)

Stjernqvist, Nanna Wurr; Thualagant, Nicole; Terkildsen Maindal, Helle

participation is viewed as an integral part of social capital generation according to Putnam, which has been found beneficial for health and wellbeing, little is known regarding how social capital is generated in relation to children and drawing on children as active participants. Drawing on children’s......The concern of involving children in decision-making and activities related to their health and well-being in the school has increasingly becoming accepted politically as well as academically in line with the adoption of the UN Convention on the rights of the child. While formal and informal...... perspective and the concept of participation, the aims of this study are therefore to explore children’s experiences with their participation in everyday school situations and secondly, to contribute, theoretically, to the conceptualization of social capital in relation to children in the school setting...

Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students from Boarding Schools

Science.gov (United States)

Pfeiffer, Jens P.; Pinquart, Martin; Krick, Kathrin

2016-01-01

Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from…

International Schools as Sites of Social Change

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Dunne, Sandra; Edwards, Julie

2010-01-01

This article examines the potential of international schools to act as agents of social transformation in developing countries. The method comprises a case study at two international schools in the Philippines. The case study explored ways in which schools foster host-national students' sense of social responsibility, particularly through…

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

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Maria da Glória Franco

2017-08-01

Full Text Available This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success.

Parenting and social competence in school: The role of preadolescents' personality traits.

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Lianos, Panayiotis G

2015-06-01

In a study of 230 preadolescent students (mean age 11.3 years) from the wider area of Athens, Greece, the role of Big Five personality traits (i.e. Neuroticism, Conscientiousness, Openness to Experience, Agreeableness and Extraversion) in the relation between parenting dimensions (overprotection, emotional warmth, rejection, anxious rearing) and social competence in school was examined. Multiple sets of regression analyses were performed. Main effects of Conscientiousness and Openness to Experience were identified. Limited evidence for moderation and some support of gender-specific parenting was found. Agreeableness and Extraversion interacted with paternal overprotection, whereas Neuroticism interacted with maternal and paternal rejection in predicting social competence. Mean differences in gender and educational grade were reported. The relationship between environmental effects (such as parenting during early adolescence) and social adjustment in school is discussed in terms of the plasticity and malleability of the preadolescents' personality characteristics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Socialization of Home-Schooled Children in Rural Utah

OpenAIRE

Mecham, Neil A.

2004-01-01

Concern over the social development of children who are home schooled has caused parents and educators to question the wisdom of this practice. A review of home-schooling research has not revealed whether a difference exists between the social skills of homeschooled children and children who attend public schools. This study explored the socialization of home-schooled children by comparing Social Skills Rating System scores of home-schooled children with the scores of their mothers and a comp...

Transport-Based Social Exclusion in Rural Japan: A Case Study on Schooling Trips of High School Students

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David Perez-Barbosa

2017-12-01

Full Text Available The well-being of young people—particularly aspects such as physical and mental health—has become an increasing concern for Japan’s government due, in part, to the aging and declining depopulation that Japan has been experiencing in recent years. Considering this, a survey of well-being and travel-to-school behavior was carried out in four high schools of Hiroshima Prefecture, Japan; between May and September 2016 with 1,017 valid samples. The respondents’ ages vary between 15 and 19 years old. We argue that transport-based social exclusion results from not only situations of transport disadvantage, but also reduced or deteriorated individual well-being. Here, well-being is measured by using constructs grouped into three main categories: happiness, healthy lifestyle propensity, and social exclusion. We found the following potential issues of transport-based social exclusion: residents in depopulating areas experience lower levels of well-being than people in non-depopulating areas. Travel times longer than 30 minutes have negative effects on happiness, traffic safety perception, health conditions, and personal health habits. Bicycle users tend to experience higher levels of well-being in general, whereas bus and car users tend to experience less in comparison. Special attention should be paid to improving affordability and flexibility of bus services for students.

Youths' Socialization to Work and School within the Family

Science.gov (United States)

Lee, Bora; Porfeli, Erik J.

2015-01-01

We tested a model of socialization to work in the family context and its implications as a lever for school engagement using a sample of 154 parent-youth dyads living in the United States. A path model was fitted to data. Findings revealed that parents' reported work experiences was aligned to youths' perception of their parents' success in the…

Socially Challenged Collaborative Learning of Secondary School Students in Singapore

Science.gov (United States)

Pang, Christopher; Lau, Jesslyn; Seah, Chong Poh; Cheong, Linda; Low, Audrey

2018-01-01

Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning…

The Courts, Social Science, and School Desegregation.

Science.gov (United States)

Levin, Betsy, Ed.; Hawley, Willis D., Ed.

A conference on the courts, social science, and school desegregation attempted to clarify how social science research has been used and possibly misused in school desegregation litigation. The symposium issue addressed in this book is a product of that conference. First, the judicial evolution of the law of school desegregation from Brown V. the…

Schooling for Social Mobility: High School Reform for College Access and Success

Science.gov (United States)

Hammack, Floyd M.

2016-01-01

This article addresses what schools that seek to promote social mobility as opposed to status maintenance among their students really ask of them. Focusing on several prominent charter school organizations, the article details the social and behavioral expectations of the schools and understands them through an application of Goffman's work on…

School Experiences of Siblings of Children with Chronic Illness: A Systematic Literature Review.

Science.gov (United States)

Gan, Lucy L; Lum, Alistair; Wakefield, Claire E; Nandakumar, Beeshman; Fardell, Joanna E

Siblings of children with chronic illness have unique experiences that can affect their school functioning, such that they may miss ongoing periods of school, experience difficulties with schoolwork or experience changes in their peer and teacher interactions. This review provides an overview of these siblings' school experiences. Six databases (Medline, PsychINFO, CINAHL, ERIC, Embase and The Cochrane Library) were systematically searched for studies examining the school experiences and peer relationships of siblings of children with chronic illness, as well as school-based interventions for these siblings. Studies were included if they were published in or after 2000 and were published in English. We identified 2137 articles upon initial search. From these, we identified 28 eligible studies examining the school experiences of >1470 siblings of children with chronic illness. Three key themes were identified throughout the reviewed articles. The literature described 1) the psychological impact on siblings at school; 2) decreases in school attendance and academic functioning, and; 3) changes or perceived differences in peer and teacher interactions. Siblings value teacher and peer support, and this support may contribute to better sibling school functioning. Many siblings are socially resilient, yet overlooked, members of the family who may present with psychological, academic and peer related difficulties at school following diagnosis of a brother or sister with chronic illness. Future research is needed to further delineate the sibling school experience to better facilitate the development of targeted sibling support interventions within the school environment. Copyright © 2016 Elsevier Inc. All rights reserved.

Cyberbullying and Social Media: Information and Interventions for School Nurses Working With Victims, Students, and Families.

Science.gov (United States)

Byrne, Elizabeth; Vessey, Judith A; Pfeifer, Lauren

2018-02-01

Social media has become an increasingly prevalent fixture in youths' lives, with over 90% of teenagers reporting daily usage. These online sites and applications have provided many positive opportunities for youths to connect and share ideas with others; however, social media has also become a major platform for cyberbullying. Victims often experience negative health outcomes directly related to cyberbullying. For this reason, it is critical that third parties, such as school nurses, are well versed in social media and the warning signs of those being victimized by cyberbullying. Therefore, this integrative review examines school nurses' knowledge of cyberbullying and social media and identifies the implications for school nursing practice regarding prevention and intervention processes.

Relations between the school physical environment and school social capital with student physical activity levels.

Science.gov (United States)

Button, Brenton; Trites, Stephen; Janssen, Ian

2013-12-17

The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

Social media for school nurses: promoting school health in the 21st century.

Science.gov (United States)

Wysocki, Regina

2015-05-01

People across the globe use social media to connect with one another, stay in touch with friends and family, and exchange information. Health care has embraced social media, and nursing organizations such as the American Nurses Association (ANA) and NASN have a presence in the social media landscape. The students in our schools today are digital natives who grew up with and are at home in the world of technology. With so many options in the digital world, the question is how can school nurses harness this technology to connect with their students and families? More importantly, how can school nurses use social media in a professional and responsible manner and help to enhance the profession of school nursing overall? This article will outline the planning and implementation of an ongoing social media campaign on wellness and healthy behaviors by one Texas suburban school district. © 2015 The Author(s).

The differential impacts of episodic, chronic, and cumulative physical bullying and cyberbullying: the effects of victimization on the school experiences, social support, and mental health of rural adolescents.

Science.gov (United States)

Smokowski, Paul R; Evans, Caroline B R; Cotter, Katie L

2014-01-01

Few studies have examined the impacts of past, current, and chronic physical bullying and cyberbullying on youth, especially in rural settings. This study augments this scant literature by exploring the school experiences, social support, and mental health outcomes for rural, middle school youth. The participants for this 2-year longitudinal study were 3,127 youth from 28 middle schools. Participants were classified as nonvictims, past victims (i.e., victimized during Year 1 but not Year 2), current victims (i.e., victimized during Year 2 but not Year 1), and chronic victims (i.e., victimized during both Year 1 and Year 2). Findings illustrated that chronic victimization resulted in the lowest levels of school satisfaction, social support, future optimism, and self-esteem. Chronic victims also reported the highest levels of school hassles, perceived discrimination, peer rejection, anxiety, depression, and externalizing behaviors. In terms of episodic victimization, current year victimization was associated with worse outcomes than past year victimization. Implications and limitations were discussed.

Schooling and Social Achievement.

Science.gov (United States)

Kim, Byong-sung; And Others

Until the 1960s schooling in Korea was looked upon quite favorably as a means of achieving equal social and economic opportunities. In the 1970s, however, many began to raise the question of whether the expansion of educational opportunities really did reduce social inequalities. This report discusses research that analyzes available evidence…

School Communications 2.0: A Social Media Strategy for K-12 Principals and Superintendents

Science.gov (United States)

Cox, Daniel Dean

2012-01-01

The purpose of this qualitative, multiple-case study was two-fold: 1) to describe, analyze, and interpret the experiences of school principals and superintendents who use multiple social media tools such as blogs, microblogs, social networking sites, podcasts, and online videos with stakeholders as part of their comprehensive communications…

Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school

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Janina Brede

2017-11-01

Full Text Available Background and aims All children have the right to receive an education and to be included in school. Yet young people on the autism spectrum, who are already vulnerable to poor health and social outcomes, are at increased risk of school exclusion. The current study sought to understand the key factors surrounding the school exclusion experiences of a group of autistic students with particularly complex needs, and their subsequent re-integration into education. Method We interviewed nine intellectually able students (eight male, one female; M age = 13.3 years, all with a diagnosis of autism and the majority with a history of demand avoidant behaviour. We also interviewed their parents and teaching staff about the students’ past and current school experiences. All students were currently being educated within an ‘Inclusive Learning Hub’, specially designed to re-integrate excluded, autistic students back into school, which was situated within a larger autism special school. Results Young people and their parents gave overwhelmingly negative accounts of the students’ previous school experiences. Children’s perceived unmet needs, as well as inappropriate approaches by previous school staff in dealing with children’s difficulties, were felt to cause decline in children’s mental health and behaviour and, ultimately, led to their exclusion from school. Four key factors for successful reintegration into school were identified, including (i making substantial adjustments to the physical environment, (ii promoting strong staff–student relationships, (iii understanding students’ specific needs, and (iv targeted efforts towards improving students’ wellbeing. Conclusion The culmination – and escalation – of challenges students experienced in the students’ previous placements could suggest that the educational journey to exclusion from school is an inevitable consequence for at least some autistic children, including those with

The Experience of Patriarchal Schooling.

Science.gov (United States)

Clarricoates, Katherine

1981-01-01

The school is one of the primary agents in the reproduction of patriarchal relations within society. Methods whereby female students are socialized into more typical roles by patriarchal schooling include: (1) the organization and structure of the school; (2) biased curriculum materials; and (3) distinctions based on gender in the classroom. (JN)

Appropriate school starting age: A focus on the cognitive and social development of a child

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Mahwish Ali Baber

2016-12-01

Full Text Available The early years are the most important in the emotional, social, physical and cognitive development of a child.. A child’s early experiences have an immense impact on the development of his/ her physical, emotional and cognitive skills. Therefore, it is very important to understand the kind of environment children need in the early years for their healthy development and also to understand when it is appropriate to begin their schooling in order to optimize their social, cognitive and emotional well-being. It is observed that the number of formal pre-schools have increased drastically in the past few years. Children between the ages of one to five are attending these pre-schools. This paper attempts to look into the various researches conducted to find out how early childhood experiences affect children; how their emotional and cognitive development occurs; and most importantly, whether or not starting school at an age earlier than seven years, benefits their academic achievement in the long run. The findings of the various researches indicate that children in the early years need to spend time in free play rather than in structured and scheduled school environments. This will also help them in their future academic success. Thus, starting school earlier than seven years of age is not beneficial socially or academically in the long run.

Dialogue and Inclusive Education: The Experience of a Rural School in Brazil

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De Oliveira Aquino Maria Gerlandia

2016-12-01

Full Text Available This work examines the teaching method of Paulo Freire implemented in Jaguaquara Rural School, Escola Estadual Rural Taylor-Egídio (ERTE, Brazil. The school was the space where dialogical pedagogy has been analyzed and the dialogue between schools and rural households has been a positive and winning response in the children’s literacy process. This research has shown that, before Freire, rural families had not had an education system able to meet their need; then the study has taken into account some factors responsible for this lack; finally, it has singled out the possibility for an effective implementation in the rural school, according to Freire’s model of dialogic pedagogy. The results of this school experience are relevant from the point of view of socialization, for it fosters literacy in rural areas. We verified that the method proposed by Freire is of great social and cultural value and benefits from great appreciation.

School meal sociality or lunch pack individualism?

DEFF Research Database (Denmark)

Andersen, Sidse Schoubye; Holm, Lotte; Baarts, Charlotte

2015-01-01

the social life of a school class, and how these arrangements involve strategies of both inclusion and exclusion. Two types of school meals are compared in the intervention study: a hot meal based on Nordic ingredients and the normal Danish school meal arrangement in which children bring lunch packs...... to school. The study discusses commensality by examining and comparing lunchtime interactions within the same group of children in the two contrasting meal situations. The results fail to confirm the conventional view that shared meals have greater social impacts and benefits than eating individualized...... foods. The article argues that the social entrepreneurship involved in sharing individual lunch packs might even outweigh some of the benefits of shared meals where everyone is served the same food....

Forms of School Experience in France's Vocational Training Track Students

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Capdevielle-Mougnibas, Valérie; Courtinat-Camps, Amélie

2017-01-01

This article examines the existing relations between the social background, the cognitive skills, the sense of schooling experience, the relation to learning and the professional project in the construction of the meaning of their course choice for French boys living in working-class families and guided to vocational studies. It presents the…

Zimbabwean fourth social workers conference and winter school ...

African Journals Online (AJOL)

Such steps include running the Annual Social Workers Conference & Winter School. This annual observance creates a platform to showcase the goals and accomplishments of diverse social work professionals in the country, give a report on progress and convening a social work winter school for exchanging professional ...

Pre-school education and school maturity of children from socially disadvantaged backgrounds

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Panajotis Cakirpaloglu

2014-12-01

Full Text Available The adaptability of children to the school environment and their potential to succeed there is closely linked to the development of their cognitive and social skills. These are primarily linked to personal factors -physical maturity as well as mental or emotional maturity and the environment in which those children grow up. This fact is evident in children growing up in disadvantageous socio-economic conditions. In general the school readiness of children from socially-disadvantaged backgrounds is affected by the specific environment, the primary family and a number of other factors. A significant support of psychosocial development and successful adaptability at the start of the compulsory education is the preschool education, especially for children growing up in disadvantageous socio-economic conditions. The presented study focused on the effect of pre-school education on school readiness in first grade children. 24 children from socially disadvantaged environment were tested twice - for first time shortly after the beginning of their first grade and for the second time before the end of the first grade. The children were then divided into two groups - those who attended pre-school education and those who started school without any pre-school education programme. The attendance thus made the independent variable in the research design. There were three research questions - what is the impact of pre-school education on: Q1: general cognitive functioning (tested using the Intelligence Image Scale, Q2: on the ability to acquire the reading skills (tested using the Reversal test by Edfeldt and Q3 on the social maturity of the children (tested using the Vineland scale of adaptive behaviour The results of the study suggest that pre-school education has significant effect on social skills and this effect increases during the first year. The reading skills were better in children who attended the pre-school education however this impact decreases

Charter Schools: An Experiment in School Reform. ASPIRA Issue Brief.

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Dittmar, Belinda Corazon; And Others

Charter schools incorporate the focus of magnet schools but often go beyond their academic specialization to more social goals. They can operate at both elementary and secondary levels, although they are always quite small. The greatest difference, however, between charter schools and other public schools is their status as a bridge between public…

CRITERIA OF FORMATION OF SOCIAL-PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

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Zoia Shevtsiv

2017-03-01

Full Text Available The article aims to justify the formation of criteria and indicators of social-pedagogical competence of the future teachers of primary school of inclusive comprehensive school and to determine its level of development. The objectives are to determine the status of the development problems of professional competence of teachers in inclusive education; essence and structural components of social-pedagogical competence of future primary school teacher of inclusive comprehensive school; criteria, indicators and levels of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools. The education system in Ukraine is gradually transition to inclusive education. Inclusive comprehensive school is being created. It requires a highly qualified primary school teacher who co-teaches regulatory children and children with disability. The article is grounded the necessity of social-pedagogical competence of future teachers of primary school of inclusive comprehensive schools. The essence of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools is defined. The structural components of social-pedagogical competence are characterized. Scientific papers on the issue of formation of competence of experts in various fields are analyzed. The pronunciation for selection and justification criteria and parameters of formation of professional competence is overviewed. The group of the criteria suggested by various scientists from the evaluation of the formation of professional competence of specialists in different fields is considered. The criteria and parameters of evaluating the levels of social-pedagogical competence of future teachers of primary school in inclusive comprehensive schools are selected on the base of the analysis of modern achievements of scientists. Future prospects of research is in developing of a method of diagnosing the levels of social-pedagogical competence of

Accumulating advantages over time: Family experiences and social class inequality in academic achievement.

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Potter, Daniel; Roksa, Josipa

2013-07-01

Children from different family backgrounds enter schooling with different levels of academic skills, and those differences grow over time. What explains this growing inequality? While the social reproduction tradition has argued that family contexts are central to producing class gaps in academic achievement, recent quantitative studies have found that family experiences explain only a small portion of those inequalities. We propose that resolving this inconsistency requires developing a new measure of family experiences that captures the continuity of exposure over time and thus more closely reflects the logic of the social reproduction tradition. Results using data from the Early Childhood Longitudinal Study - Kindergarten cohort (ECLS-K) show that, consistent with previous quantitative research, time-specific measures of family experiences have little explanatory power. However, cumulative family experiences account for most of the growing inequality in academic achievement between children from different social class backgrounds over time. These findings support claims from the social reproduction tradition, and contribute more broadly to the understanding of how family experiences contribute to social inequality. Copyright © 2013 Elsevier Inc. All rights reserved.

SOCIAL COMPETENCE DEVELOPMENT IN HIGH SCHOOL STUDENTS› SOCIALIZATION PROCESS

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Anzhelika Ahmetovna Novikova

2016-01-01

The article presents the social competence structure and diagnostic methods; described author matrix of diagnosis and determination of students’ social competence formed level in high school educational space.

Experiences of university students living with mental health problems: Interrelations between the self, the social, and the school.

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Kirsh, Bonnie; Friedland, Judith; Cho, Sunny; Gopalasuntharanathan, Nisha; Orfus, Shauna; Salkovitch, Marni; Snider, Katrina; Webber, Colleen

2015-01-01

A university education is becoming ever-more important in preparing for employment in the knowledge-driven economy. Yet, many university students are not able to complete their degrees because they experience mental health problems during the course of their higher education. Despite the growing numbers of students seeking help, there is limited knowledge about the issues that these students face. The purpose of this study was to understand the range of individual, interpersonal, and environmental factors that affect the lives of university students living with mental health problems. The study was based at a large public university in Canada. Semi-structured interviews were conducted with 19 students with self-identified mental health problems. Their narratives were analyzed using grounded theory methods and a model was developed which drew upon social-ecological theory. Findings depict student experiences as a function of the self (individual factors), the social (interpersonal factors) and the school (environmental factors) and their interrelations. Interventions must be designed to address all three of these areas and their interrelations. The model can be used to guide universities in designing interventions; however, a fourth level that incorporates a university policy that values and supports student mental health, should be included.

Violent Events: School Social Workers' Perception and Response

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Cawood, Natalie Diane

2013-01-01

This article reports findings from a national web-based survey of 250 members of the School Social Work Association of America (SSWAA). This study examines the types of violent events reported by school social workers and the practitioner's perception of the problem of interpersonal violence in the school context. It identifies interventions being…

Learners' experiences of learning support in selected Western Cape schools

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Olaniyi Bojuwoye

2014-01-01

Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

School practices to promote social distancing in K-12 schools: review of influenza pandemic policies and practices.

Science.gov (United States)

Uscher-Pines, Lori; Schwartz, Heather L; Ahmed, Faruque; Zheteyeva, Yenlik; Meza, Erika; Baker, Garrett; Uzicanin, Amra

2018-03-27

During an evolving influenza pandemic, community mitigation strategies, such as social distancing, can slow down virus transmission in schools and surrounding communities. To date, research on school practices to promote social distancing in primary and secondary schools has focused on prolonged school closure, with little attention paid to the identification and feasibility of other more sustainable interventions. To develop a list and typology of school practices that have been proposed and/or implemented in an influenza pandemic and to uncover any barriers identified, lessons learned from their use, and documented impacts. We conducted a review of the peer-reviewed and grey literature on social distancing interventions in schools other than school closure. We also collected state government guidance documents directed to local education agencies or schools to assess state policies regarding social distancing. We collected standardized information from each document using an abstraction form and generated descriptive statistics on common plan elements. The document review revealed limited literature on school practices to promote social distancing, as well as limited incorporation of school practices to promote social distancing into state government guidance documents. Among the 38 states that had guidance documents that met inclusion criteria, fewer than half (42%) mentioned a single school practice to promote social distancing, and none provided any substantive detail about the policies or practices needed to enact them. The most frequently identified school practices were cancelling or postponing after-school activities, canceling classes or activities with a high rate of mixing/contact that occur within the school day, and reducing mixing during transport. Little information is available to schools to develop policies and procedures on social distancing. Additional research and guidance are needed to assess the feasibility and effectiveness of school

A case study of the effects of social experiences on the science identity formation of Mexican American females in high school chemistry

Science.gov (United States)

Beeton, Renee P.

Mexican Americans are a rapidly growing ethnic group in the United States. However, they are noticeably absent from physical science fields. Little research has explored the experiences of Mexican American girls in high school chemistry. The theories of identity based on communities of practice and multicultural feminism framed this year-long case study of nine Mexican American girls in a high school chemistry course. This study explored the social encounters and experiences that shaped the participants' identities and how their views of themselves affected their attitudes towards high school chemistry and future science careers. Data collection included a focus group and in-depth interviews with the participants, classroom observations, and teacher interviews. Five main identities influenced the participants' potential to become a scientist: ethnic, gender, science, student, and college. Mexican ethnic identity was the overarching identity; however gender also influenced the participants' other identities. The participants were aware of ethnic gender stereotypes that might hinder them from being successful in science. Also, ethnic factors, such as citizenship and abilities to receive financial aid limited their views of themselves as chemists. Participatory science, student, and school identities were all needed in order for the participants to be potential scientists. Family expectations, authentic relationships with teachers, and personal connections were important factors in the development of these participatory identities.

Schools and Social Emotional Learning

Science.gov (United States)

Usakli, Hakan; Ekici, Kubra

2018-01-01

In classrooms, the students spend lots of time by interacting each other. This paper debates the role of importance of the schools for rising students' social relations. Interaction between students is inevitable. That is because, they are together in projects, class discussion and peer working groups. Multicultural diverse school climates demand…

[Type of school, social capital and subjective health in adolescence].

Science.gov (United States)

Bohn, V; Richter, M

2012-11-01

Social capital is increasingly acknowledged as a central determinant of health. While several studies among adults have shown the importance of social capital for the explanation of social inequalities in health, few comparable studies exist which focus on adolescents. The study examines the role of social capital in different social contexts for the explanation of health inequalities in adolescence. Data were obtained from the 'Health Behaviour in School-aged Children (HBSC)' study in North Rhine-Westphalia from 2006. The sample includes data of 4323 11-15-year-old students. To analyse the role of social capital in the contexts family, school, friends and neighbourhood for inequalities in self-rated health and psychosomatic complaints, logistic regression models were calculated. The socioeconomic position of the adolescents was measured by type of school. Adolescents from general schools reported higher prevalences of fair/poor self-rated health and repeated psychosomatic complaints than pupils from grammar schools. Social capital in all 4 contexts (family, school, friends, and neighbourhood) was associated with both health indicators, independent of gender. In the separate analysis the variables for social capital showed a comparable explanatory contribution and reduced the odds ratios of self-rated health by 6-9%. The contribution for psychosomatic complaints was slightly higher with 10-15%. The only exception was social capital among friends which showed no effect for both health indicators. In the joint analysis the variables for social capital explained about 15% to 30% of health inequalities by school type. The results show that, already in adolescence, inequalities in subjective health can be partly explained through socioeconomic differences in the availability of social capital. The settings family, neighbourhood and school provide ideal contexts for preventive actions and give the opportunity to directly address the high-risk group of students from

School-related social support and subjective well-being in school among adolescents: The role of self-system factors.

Science.gov (United States)

Tian, Lili; Zhao, Jie; Huebner, E Scott

2015-12-01

This 6-week longitudinal study aimed to examine a moderated mediation model that may explain the link between school-related social support (i.e., teacher support and classmate support) and optimal subjective well-being in school among adolescents (n = 1316). Analyses confirmed the hypothesized model that scholastic competence partially mediated the relations between school-related social support and subjective well-being in school, and social acceptance moderated the mediation process in the school-related social support--> subjective well-being in school path and in the scholastic competence--> subjective well-being in school path. The findings suggested that both social contextual factors (e.g., school-related social support) and self-system factors (e.g., scholastic competence and social acceptance) are crucial for adolescents' optimal subjective well-being in school. Limitations and practical applications of the study were discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The School Food Plan and the Social Context of Food in Schools

Science.gov (United States)

Hart, Caroline Sarojini

2016-01-01

This paper explores the social context of food practices in primary schools in England based on research conducted in 2013-2014 as part of the Sheffield School Food Project. Drawing on the capability approach, and social quality theory, the theoretical framework informed a research methodology enabling exploration of ways in which food practices…

PRINCIPAL'S LEADERSHIP STYLE, AS PERCEIVED BY TEACHERS, IN RELATION TO TEACHER'S EXPERIENCE FACTOR OF SCHOOL CLIMATE IN ELEMENTARY SCHOOLS

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Gabriel Pinkas

2017-09-01

Full Text Available The experience of the environment in which the activity is performed is a significant factor of the outcome of this activity, that is, the efficiency of the work and the degree of achieving the goal. Within the work environment, physical and social conditions can be observed. The first, which includes material and technical means, are mostly static, easily perceivable and measurable. Others, which include social relations, are much more susceptible to change, more difficult to perceive and measure, and their experience with different individuals within the same group can be more distinct. Although all members of the group participate in group dynamics and relationships, not all are equally relevant to these processes. Considering the position that carries the right and responsibility of setting up a vision and mission, setting goals, creating conditions for work, making decisions and providing feedback, the leader is in most cases crucial. This paper analyzes the role of elementary school principals in creating a school climate, as a non - material environment in which educational activity is carried out, and in this sense it is a specific group / work organization. An estimate was used to measure both variables, i.e. teacher's experience. The instruments used are Multifactor Leadership Questionnaire - MLQ (Avolio and Bass and School Level Environment Questionnaire - SLEQ (Johnson, Stevens and Zvoch. The survey was conducted in elementary schools in the wider city area of Tuzla, on a sample of 467 teachers and 25 principals. In statistical data processing, multiple regression (Ordinary least squares and direct square discriminatory analysis were applied. The obtained results point to the connection between the perceived leadership style of elementary school principals and the school climate experienced by teachers, especially in the field of innovation in teaching and mutual cooperation.

Longitudinal Analysis of the Trajectories of Academic and Social Motivation across the Transition from Elementary to Middle School

Science.gov (United States)

Madjar, Nir; Cohen, Veronique; Shoval, Gal

2018-01-01

School transitions are important phases in students' educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained…

Social Class and School Music

Science.gov (United States)

Bates, Vincent C.

2012-01-01

This article takes a practical look at social class in school music by exploring the manifestations and impact of three of its dimensions: financial resources, cultural practices, and social networks. Three suggestions are discussed: provide a free and equal music education for all students, understand and respect each student's cultural…

Socially Challenged Collaborative Learning of Secondary School Students in Singapore

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Christopher Pang

2018-02-01

Full Text Available Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning will occur naturally once students are assigned to work in groups. In examining students’ dissatisfaction when working in groups, this study highlighted the importance of surfacing these hidden assumptions for careful scrutiny. The key factors identified were centered on the need to address social challenges within collaborative learning. These included a pragmatic, results-oriented approach with limited interpersonal engagement used by students that can compromise collaborative learning outcomes. Having a deeper understanding of the challenges that resulted from limited social interactions provides educators with insights when designing classroom and online learning activities. This paper contributes to the understanding of groups’ active learning to inform pedagogical practices for educators engaged in designing better collaborative learning experiences. Educators and curriculum designers need to be aware of the social drawbacks in collaborative learning in order to design a more socially engaging learning environment.

Mexican Origin Students in the Borderlands: The Construction of Social Identity in the School Context

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Villarreal Sosa, Leticia

2011-01-01

There has been continued concern over the continued high dropout rate among Mexican origin youth. The purpose of this study is to understand how everyday experiences in school shape the content and meaning of Mexican origin students' social identities and how those social identities influence their academic trajectories over the transition to…

Mathematics for What? High School Students Reflect on Mathematics as a Tool for Social Inquiry

Science.gov (United States)

Brelias, Anastasia

2015-01-01

This study examines high school students' views of mathematics as a tool for social inquiry in light of their classroom experiences using mathematics to explore social issues. A critical theoretical perspective on mathematics literacy is used to ascertain the ways in which their views challenge or affirm the dominant image of mathematics in…

School meals in children’s social life

DEFF Research Database (Denmark)

Andersen, Sidse Schoubye

This dissertation explores the role of different school meal arrangements in children’s social life from a child’s perspective. The dissertation utilizes a school meal intervention carried out in Denmark in 2011-12 to compare the same group of children in different school meal arrangements, thereby...... overcoming typical challenges of comparison across school meal arrangements, such as differences across children, schools or countries. The dissertation builds on data from a four month field work in 4th grade, 26 semi-structured interviews with children, chefs, and teachers, and 834 children’s self...... in children’s evaluation of new food initiatives in school; that children meet conflicting approaches to food education depending on the context; and that the social powers of sharing and exchanging individual lunch packs could outweigh some of the benefits of a collective meal system. Overall...

Role Integration through the Practice of Social Work with Schools

Science.gov (United States)

Gherardi, Stacy A; Whittlesey-Jerome, Wanda K.

2018-01-01

The current environment for school social work presents great challenges and great opportunities. Amid promising shifts in programs and policies, many school social workers feel marginalized. Despite sustained efforts at definition, the role of the school social worker remains unclear to many outside the field. More important, this role is often…

A survey of social media policies in U.S. dental schools.

Science.gov (United States)

Henry, Rachel K; Webb, Chadleo

2014-06-01

Since social media sites began to appear in the 1990s, their popularity has increased dramatically, especially among younger individuals. With this widespread use of social media, institutions of higher education are finding the need to implement social media policies. The purpose of this study was to gather information from accredited U.S. dental schools on their social media policies. A survey sent to academic deans asked questions related to social media policies and violations of policies. The survey yielded a 35.9 percent (n=23) response rate. Social media policies at the university level were reported by 47.8 percent (n=11) of respondents, and 34.8 percent (n=8) had social media policies specifically in the dental school. Schools that had an institutional social media policy were more likely to have a social media policy in the dental school (p=0.01), and dental schools were more likely to have a policy if the academic dean had been in the position less than five years (p=0.01). All twenty-three responding dental schools have official social media pages. Dental educators and administrators may want to look for opportunities to raise awareness of social media professionalism in their dental schools.

A Reconsideration of Social Innovation: Drama Pedagogies and Youth Perspectives on Creative and Social Relations in Canadian Schooling

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Gallagher, Kathleen

2018-01-01

Drawing from a multi-sited, global ethnography on youth civic engagement and artistic practices, the author uses students' perceptions from one Canadian high school, as they reflect on their experiences in a drama classroom, to ask what we might learn about the macro discourses and processes of social innovation from the local, artistic, and…

The American School in the Political Socialization Process.

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Ehman, Lee H.

1980-01-01

Studies on the effects of schooling on the political socialization of American youth are reviewed. School-level and classroom-level attributes are related to four political socialization outcomes: political knowledge; political attitudes and values; attitudes toward political participation; and participation in political or quasi-political…

Coital Experience Among Adolescents in Three Social-Educational Groups in Urban Chiang Mai, Thailand

Science.gov (United States)

Tangmunkongvorakul, Arunrat; Carmichael, Gordon; Banwell, Cathy; Seubsman, Sam-ang; Sleigh, Adrian

2012-01-01

This article compares coital experience of Chiang Mai 17–20-year-olds who were: (1) out-of-school; (2) studying at vocational schools; and (3) studying at general schools or university. Four-fifths, two-thirds and one-third, respectively, of males in these groups had had intercourse, compared to 53, 62 and 15 per cent of females. The gender difference for general school/university students, but not vocational school students, probably reflects HIV/AIDS refocusing male sexual initiation away from commercial sex workers. Vocational school females may have been disproportionately affected. Loss of virginity was associated, for both sexes, with social-educational background and lifestyle, and was less likely in certain minority ethnic groups. Among males, it was also associated with age and parental marital dissolution, and among females, with independent living and parental disharmony. Within social-educational groups, lifestyle variables dominated, but among general school/university students, parental marital dissolution (for males) and disharmony (for females) were also important, and Chinese ethnicity deterred male sexual experimentation. PMID:22754584

DEVELOPMENT OF SOCIAL SKILLS AMONG ELEMENTARY SCHOOL CHILDREN

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Zehrina Selimović

2018-04-01

Full Text Available The purpose of the research was to explore the development of social skills among elementary school children and identify similarities and differences based on socio-demographic characteristics. The research was conducted in 2017. This study used a sample of 1639 fifth and eighth-grade students from 17 primary schools in the area of the Central Bosnia Canton. The obtained findings provided significant results. The high level of self-assessment of social competence was determined. The results also showed that there is a statistically significant difference between the respondents in the assessment of social competence with regard to the gender and grade of the students. The correlation between social competence and students’ school performance was determined. These findings will have their practical application in teaching process, and help teachers and students in the development of social competence through teaching process.

Schools, Social Capital and Space

Science.gov (United States)

Allan, Julie; Catts, Ralph

2014-01-01

This paper reports on the significance of social capital in relation to education, exploring its relevance to teachers and other professionals as well as among young people. It draws on aspects of five case studies undertaken by the Schools and Social Capital Network, within the Applied Educational Research Scheme in Scotland. These case studies…

Social Media and Student Engagement in a Microgravity Planetary Science Experiment

Science.gov (United States)

Lane, S. S.; Lai, K.; Hoover, B.; Whitaker, A.; Tiller, C.; Benjamin, S.; Dove, A.; Colwell, J. E.

2014-12-01

The Collisional Accretion Experiment (CATE) is a planetary science experiment funded by NASA's Undergraduate Instrumentation Program (USIP). CATE is a microgravity experiment to study low-velocity collisions between cm-sized particles and 0.1-1.0 mm-sized particles in vacuum to better understand the conditions for accretion in the protoplanetary disk as well as collisions in planetary ring systems. CATE flew on three parabolic airplane flights in July, 2014, using NASA's "Weightless Wonder VI" aircraft. A significant part of the project was documenting the experience of designing, building, testing, and flying spaceflight hardware from the perspective of the undergraduates working on the experiment. The outreach effort was aimed at providing high schools students interested in STEM careers with a first-person view of hands-on student research at the university level. We also targeted undergraduates at the University of Central Florida to make them aware of space research on campus. The CATE team pursued multiple outlets, from social media to presentations at local schools, to connect with the public and with younger students. We created a website which hosted a blog, links to media publications that ran our story, videos, and galleries of images from work in the lab throughout the year. In addition the project had Facebook, Twitter, and Instagram accounts. These social media outlets had much more traffic than the website except during the flight week when photos posted on the blog generated significant traffic. The most effective means of communicating the project to the target audience, however, was through face-to-face presentations in classrooms. We saw a large increase in followers on Twitter and Instagram as the flight campaign got closer and while we were there. The main source of followers came after we presented to local high school students. These presentations were made by the undergraduate student team and the faculty mentors (Colwell and Dove).

School Violence, Social Support and Psychological Health among Taiwanese Junior High School Students

Science.gov (United States)

Chen, Ji-Kang; Wei, Hsi-Sheng

2013-01-01

Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health.…

School satisfaction and social relations: Swedish schoolchildren's improvement suggestions.

Science.gov (United States)

Persson, Louise; Haraldsson, Katarina; Hagquist, Curt

2016-01-01

The aim was to explore schoolchildren's views on how to increase school satisfaction and improve social relations among peers at school. Improvement suggestions were collected from school children aged 10-12 years with the help of a feedback model developed for the purpose. Qualitative content analysis was used. Two categories emerged from the analysis: 'psychosocial climate', which included the subcategories 'adults' roles and responsibilities' and 'classmates' norms and values'; 'influence', which included the subcategories 'changes in the physical environment' and 'flexible learning'. The categories are seen as important to increase school satisfaction and improve social relations among peers at school. Examining children's opinions is requested and promoted by the UN convention on the Rights of the Child. The findings contribute to the field by showing how school satisfaction and social relations might be improved, if the child perspective is considered in the planning of health promotion activities in school.

Skills for social and academic success: a school-based intervention for social anxiety disorder in adolescents.

Science.gov (United States)

Fisher, Paige H; Masia-Warner, Carrie; Klein, Rachel G

2004-12-01

This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided. The SASS program consists of 12, 40-min group sessions that emphasize social skills and in-vivo exposure. In addition to group sessions, students are seen individually at least twice and participate in 4 weekend social events with prosocial peers from their high schools. Meetings with teachers provide information about social anxiety and facilitate classroom exposures for socially anxious participants. Parents attend 2 psychoeducational meetings about social anxiety, its treatment, and approaches for managing their child's anxiety. Initial findings regarding the program's effectiveness are presented. We conclude by discussing the challenges involved in implementing treatment protocols in schools and provide suggestions to address these issues.

Social responsibility: conceptualization and embodiment in a school of nursing.

Science.gov (United States)

Kelley, Maureen A; Connor, Ann; Kun, Karen E; Salmon, Marla E

2008-01-01

This paper describes how a school of nursing has conceptualized and embodied social responsibility in its core values, curricular design, admission standards, clinical practice, and service learning opportunities. The school's engagement in the process of practicing social responsibility and clarifying its meaning and application has made apparent the natural linkage between social responsibility and professionalism and the deep and complex relationship between social responsibility and nursing itself. It has also revealed how a commitment to social responsibility impacts and determines for whom nurses care. Claiming social responsibility as a core value and working to refine its meaning and place has increased the school's commitment to it, concomitantly impacting education, practice, and recruitment and evaluation of faculty and students. The school views the conceptualization of social responsibility as a deepening and unfolding evolution, rather than as a formulaic understanding, and expects that its ongoing work of claiming social responsibility as a core value will continue to be enriching.

Experiencing Socially Relevant Applications in the High School Mathematics Curriculum: Students' Perspectives on Mathematics as a Tool for Social Inquiry

Science.gov (United States)

Brelias, Anastasia

2009-01-01

The purpose of this study was to examine the use of socially relevant mathematics applications in high school mathematics classrooms and students' views of mathematics in light of their experiences with these applications. Also, the study sought to determine whether inquiries afforded by these applications incorporated features that promoted…

Education of Social Responsibility among Sports Schools Students

Science.gov (United States)

Malinauskas, Romualdas K.; Juodsnukis, Dalius R.

2017-01-01

Research aim was to analyze peculiarities of education of social responsibility among football sports school students. We hypothesized that after the educational program sport school students will have more developed social responsibility. The total sample comprised 52 male students. Experimental group consisted of 26 and the control group of 26…

Social and moral maturity of high-school students

Directory of Open Access Journals (Sweden)

Silvana Gasar

2005-02-01

Full Text Available The level of social and moral maturity of high-school students was examined. There were almost no significant differences between the students of two different educational programs. In general, the students' level of social and moral maturity is satisfyingly high, but their social skills are not quite appropriately developed. The results of behaviour in school situations reveal a quite unpleasant picture of interpersonal relations, which is probably a reflection of social relations in society. The absence of correlations between both components of maturity and social skills shows the gap between human's reasoning and behaviour. Students know, which behaviour is moral and socially adapted, but they do not always act in congruence with that, because existing social relations often encourage different behaviour.

Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

Science.gov (United States)

Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R

2010-08-01

Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. Copyright 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Reducing health disparities: the social role of medical schools.

Science.gov (United States)

Dopelt, Keren; Davidovitch, Nadav; Yahav, Zehava; Urkin, Jacob; Bachner, Yaacov G

2014-06-01

Medical education based on the principles of social medicine can contribute toward reducing health disparities through the "creation" of doctors who are more involved in community programs. This study compared the social medicine orientation of graduates from various medical schools in Israel. The authors conducted an online cross-sectional survey in May 2011 among physicians who are graduates of Israeli medical schools. The study included 1050 physicians practicing medicine in Israel: 36% who are graduates from the Hebrew University, 26% from Tel Aviv University, 22% from the Technion and 16% from Ben-Gurion University. A greater percentage of physicians who studied either at the Technion or Ben-Gurion are working or have worked in the periphery (∼50% vs. ∼30% at the Hebrew and Tel Aviv Universities). Among Ben-Gurion graduates, 47% are active in social medicine programs vs. 34-38% from other schools. Among physicians active in social medicine programs, 32% of Ben-Gurion alumni estimated that their medical education greatly influenced their social medicine involvement vs. 8-15% from other schools. Hebrew University alumni described their studies as more research-oriented. In contrast, Ben-Gurion graduates described their studies as more social medicine-oriented and they exhibited more positive attitudes about the role of physicians in reducing health disparities. Social medicine-oriented medical education induces a socialization process reinforcing human values regarding doctor-patient relationships and produces positive attitudes among future doctors about social involvement. Findings emphasize the need to develop educational programs with this orientation and to strengthen medical schools in the periphery.

Making the connection: The role of social and academic school experiences in students' emotional engagement with school in post-secondary vocational education

NARCIS (Netherlands)

Elffers, L.; Oort, F.J.; Karsten, S.

2012-01-01

This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in

Social Class (In)Visibility and the Professional Experiences of Middle-Class Novice Teachers

Science.gov (United States)

Hall, David; Jones, Lisa

2013-01-01

This article focuses upon the classed and early professional experiences of middle-class novice teachers in England experiencing and contemplating working in schools serving socio-economically disadvantaged communities. Through an examination of the visibility and invisibility of social class in education set within an increasingly unequal and…

TRANSFORMING RURAL SECONDARY SCHOOLS IN ZIMBABWE THROUGH TECHNOLOGY: LIVED EXPERIENCES OF STUDENT COMPUTER USERS

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Gomba Clifford

2016-04-01

Full Text Available A technological divide exists in Zimbabwe between urban and rural schools that puts rural based students at a disadvantage. In Zimbabwe, the government, through the president donated computers to most rural schools in a bid to bridge the digital divide between rural and urban schools. The purpose of this phenomenological study was to understand the experiences of Advanced Level students using computers at two rural boarding Catholic High Schools in Zimbabwe. The study was guided by two research questions: (1 How do Advanced level students in the rural areas use computers at their school? and (2 What is the experience of using computers for Advanced Level students in the rural areas of Zimbabwe? By performing this study, it was possible to understand from the students’ experiences whether computer usage was for educational learning or not. The results of the phenomenological study showed that students’ experiences can be broadly classified into five themes, namely worthwhile (interesting experience, accessibility issues, teachers’ monopoly, research and social use, and Internet availability. The participants proposed teachers use computers, but not monopolize computer usage. The solution to the computer shortage may be solved by having donors and government help in the acquisitioning of more computers.

Social Violence and the School. An Empiric Report from the Perspective of Critical Neighborhoods

Directory of Open Access Journals (Sweden)

Claudia Krmpotic

2008-01-01

Full Text Available This article presents the results of a study conducted from 2005-2007, with the goal of analyzing the problems of social violence and juvenile crime in the largest and most populated municipality in the Greater Buenos Aires region of Argentina. The approach used the prism of the school institutions, considered to be relevant actors in construction of identity of youths and an agency for promoting social inclusion. Despite the changes undergone, it is a space for re-contextualizing experiences of the primary groups and of the social surroundings in which children and youth participate, creating conditions for education. The research sought to recognize the dispositions and perceptions of educational actors (students, teachers, administrators and school guidance counselors concerning violence and crime, and to identify processes of labeling, disappearance and hiding.

Nuclear science experiments in high schools

International Nuclear Information System (INIS)

Lowenthal, G.C.

1990-01-01

This paper comments on the importance of nuclear science experiments and demonstrations to science education in secondary schools. It claims that radiation protection is incompletly realised unless supported by some knowledge about ionizing radiations. The negative influence of the NHMRC Code of Practice on school experiments involving ionizing radiation is also outlined. The authors offer some suggestions for a new edition of the Code with a positive approach to nuclear science experiments in schools. 7 refs., 4 figs

Measuring social networks in British primary schools through scientific engagement

Science.gov (United States)

Conlan, A. J. K.; Eames, K. T. D.; Gage, J. A.; von Kirchbach, J. C.; Ross, J. V.; Saenz, R. A.; Gog, J. R.

2011-01-01

Primary schools constitute a key risk group for the transmission of infectious diseases, concentrating great numbers of immunologically naive individuals at high densities. Despite this, very little is known about the social patterns of mixing within a school, which are likely to contribute to disease transmission. In this study, we present a novel approach where scientific engagement was used as a tool to access school populations and measure social networks between young (4–11 years) children. By embedding our research project within enrichment activities to older secondary school (13–15) children, we could exploit the existing links between schools to achieve a high response rate for our study population (around 90% in most schools). Social contacts of primary school children were measured through self-reporting based on a questionnaire design, and analysed using the techniques of social network analysis. We find evidence of marked social structure and gender assortativity within and between classrooms in the same school. These patterns have been previously reported in smaller studies, but to our knowledge no study has attempted to exhaustively sample entire school populations. Our innovative approach facilitates access to a vitally important (but difficult to sample) epidemiological sub-group. It provides a model whereby scientific communication can be used to enhance, rather than merely complement, the outcomes of research. PMID:21047859

DESIGNING EDUCATIONAL PROCESS OF FORMING SOCIAL AND PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

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Zoia Shevtsiv

2017-04-01

Full Text Available The article is devoted to the issue of social and pedagogical competence of future primary school teacher in inclusive secondary schools. The aim of the article is to define the concept “design” and “pedagogical design”; to disclose methodological approaches and main features of pedagogical design of forming of social and pedagogical competence of future primary school teacher in inclusive secondary schools; to identify structural elements of social and pedagogical competence. The article analyzes the essence of the concept “design”. The process of designing educational system of social and pedagogical competence of future primary school teacher in inclusive secondary school is based on several interrelated methodological approaches, including systematic, axiological, active, person-centered, contextual acmeological, and competential ones. Important factors and theoretical starting positions are designing general principles of education: humanism and democracy; principles of teaching, scientific, professional orientation, integrity, communication theory and practice, consistency and systematic, variability, pedagogical creativity. The special principles are the following: problematic, technologizing, dialogization, and competence ones. Social and pedagogical competence of future primary school teachers in inclusive secondary school is structured by the cognitive, active, professional and personal components. Structure components are defined as a synthesis of social and pedagogical competences, educational and developmental, communicative, diagnostic, organizational, predictive, preventive, security and defense, correctional and rehabilitation, adaptation items. Established continuity of the educational process of forming social and pedagogical competence of future primary school teacher in inclusive secondary school takes place during the period of study in higher education establishments. The following conclusions are drawn that

Does school social capital modify socioeconomic inequality in mental health?

DEFF Research Database (Denmark)

Nielsen, Line; Koushede, Vibeke; Vinther-Larsen, Mathilde

2015-01-01

It seems that social capital in the neighbourhood has the potential to reduce socioeconomic differences in mental health among adolescents. Whether school social capital is a buffer in the association between socioeconomic position and mental health among adolescents remains uncertain. The aim...... of this study is therefore to examine if the association between socioeconomic position and emotional symptoms among adolescents is modified by school social capital. The Health Behaviour in School-aged Children Methodology Development Study 2012 provided data on 3549 adolescents aged 11-15 in two....... In school classes characterised by high and moderate trust, there were no statistically significant differences in emotional symptoms between high and low socioeconomic groups. Although further studies are needed, this cross-sectional study suggests that school social capital may reduce mental health...

Socially Embedded Academic Emotions in School

Science.gov (United States)

Anttila, Henrika; Pyhältö, Kirsi; Piertarinen, Janne; Soini, Tiina

2018-01-01

School is a central arena for a wide amount of emotions. Previous research on academic emotions has, however, mainly focused on achievement, engagement and teaching, situated in classroom. The social embeddedness, as well as different learning environments of school, continue to be neglected in the research literature. Our study focuses on…

Middle School Students' Social Media Use

Science.gov (United States)

Martin, Florence; Wang, Chuang; Petty, Teresa; Wang, Weichao; Wilkins, Patti

2018-01-01

Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and "bring your own technology" initiatives, attention to these topics is becoming increasingly important. A total of 593…

Correct gender socializing in school avoids the fabrication of divisions among girls and boys

Directory of Open Access Journals (Sweden)

Marta Topçiu

2015-07-01

Full Text Available The paradigm of gender based role socializing is supported by the postulate: men and women learn gender based attitudes and behaviours of the environment which surrounds them. Gender based socializing serves to teach individuals the difference between sexes, as well as, the hierarchy between them. Education is an extremely important instrument whereby social change can be achieved. School should take the indispensable responsibility to clearly demonstrate that both genders possess equal values in the present society. It is time for the education in schools to seriously take in consideration issues concerning gender based education with a view to prevent the violation of women’s and girls’ rights and integrity in both, private and public environments. It is time for the education in schools to lend a helping hand in addressing pupils toward nontraditional stereotypes, yet in development. This education should similarly focus on the natural difference between both genders and the equity between them. School remains one of the social institutions that should set up intentional gender education. Especially the secondary education cycle which coincides with the “culminating age” of the youth development should identify the latter one as a necessity. To avoid the creation of a masculine subjectivity, radically different from the feminine one, school education ought to be led by a correct, affirmative, representative, integrative curriculum that includes experiences, necessities and interests of girls and boys.

Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students.

Science.gov (United States)

Zorza, Juan Pablo; Marino, Julián; Acosta Mesas, Alberto

2016-05-12

This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students' GPAs and teachers' assessment of academic skills were used to measure school performance. To evaluate the students' social behavior, participants were asked to rate all their classmates' prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students' social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

Social Determinants of Overweight and Obesity Rates by Elementary School in a Predominantly Hispanic School District.

Science.gov (United States)

Santos, Richard; Huerta, Gabriel; Karki, Menuka; Cantarero, Andrea

This study analyzes the social determinants associated with the overweight or obesity prevalence of 85 elementary schools during the 2010-11 academic year in a predominantly Hispanic school district. A binomial logistic regression is used to analyze the aggregate overweight or obesity rate of a school by the percent of Hispanic students in each school, selected school and neighborhood characteristics, and its geographical location. The proportion of Hispanic enrollment more readily explains a school's aggregate overweight or obesity rate than social determinants or spatial location. Number of fast food establishments and the academic ranking of a school appear to slightly impact the aggregate prevalence rate. Spatial location of school is not a significant factor, controlling for other determinants. An elementary school's overall overweight or obesity rate provides a valuable health indicator to study the social determinants of obesity among Hispanics and other students within a local neighborhood. Copyright © 2017 Elsevier Inc. All rights reserved.

A Qualitative Exploration of Multiple Case Studies of the Perception of School Social Workers Concerning Their Roles in Public Schools

Science.gov (United States)

Morrison, Alesha Nicole

2016-01-01

This qualitative exploration in the form of multiple case studies interviewed a group of seven social workers from the St. Louis Metropolitan area to gain their perception as school social workers concerning their roles in public schools. The literature on school social workers indicated that school social workers brought unique knowledge and…

Youths’ socialization to work and school within the family

Science.gov (United States)

Lee, Bora; Scholar, Postdoctoral; Porfeli, Erik

2015-01-01

The present study tested a model of socialization to work in the family context and its implications as a lever for school engagement using a sample of 154 parent-youth dyads living in the United States. A path model was fitted to data. Findings revealed that parents’ reported work experiences was aligned to youths’ perception of their parents’ success in the work domain. Also, a significant association was found between youth’s perception of their parents’ family success and youth’s emotional and experiential conceptualizations of work. Furthermore, youth who viewed work as a positive experience were more likely to be engaged in schoolwork, both emotionally and cognitively. Implications for vocational guidance are discussed. PMID:26101556

From Redistribution to Recognition: How School Principals Perceive Social Justice

Science.gov (United States)

Wang, Fei

2016-01-01

Where there are people, there is social in/justice. Using Nancy Fraser's framework, this qualitative research examines how school principals perceive social justice in schools. Twenty-one elementary and secondary school principals were interviewed in the Greater Toronto Area. The study provides some empirical evidence on the ways social…

zimbabwean fourth social workers conference and winter school

African Journals Online (AJOL)

cswserver

commercial 4.0 International License. ZIMBABWEAN FOURTH SOCIAL WORKERS CONFERENCE AND WINTER. SCHOOL. Noah Mudenda. The Council of Social Workers (CSW or Council) was established under the Social Workers Act 27:21 ...

Does school social capital modify socioeconomic inequality in mental health? A multi-level analysis in Danish schools.

Science.gov (United States)

Nielsen, Line; Koushede, Vibeke; Vinther-Larsen, Mathilde; Bendtsen, Pernille; Ersbøll, Annette Kjær; Due, Pernille; Holstein, Bjørn E

2015-09-01

It seems that social capital in the neighbourhood has the potential to reduce socioeconomic differences in mental health among adolescents. Whether school social capital is a buffer in the association between socioeconomic position and mental health among adolescents remains uncertain. The aim of this study is therefore to examine if the association between socioeconomic position and emotional symptoms among adolescents is modified by school social capital. The Health Behaviour in School-aged Children Methodology Development Study 2012 provided data on 3549 adolescents aged 11-15 in two municipalities in Denmark. Trust in the school class was used as an indicator of school social capital. Prevalence of daily emotional symptoms in each socioeconomic group measured by parents' occupational class was calculated for each of the three categories of school classes: school classes with high trust, moderate trust and low trust. Multilevel logistic regression analyses with parents' occupational class as the independent variable and daily emotional symptoms as the dependent variable were conducted stratified by level of trust in the school class. The prevalence of emotional symptoms was higher among students in school classes with low trust (12.9%) compared to school classes with high trust (7.2%) (p social capital may reduce mental health problems and diminish socioeconomic inequality in mental health among adolescents. Copyright © 2015 Elsevier Ltd. All rights reserved.

Graduates of an Historically Black Boarding School and Their Academic and Social Integration at Two Traditionally White Universities

Science.gov (United States)

Alexander-Snow, Mia

2010-01-01

This naturalistic inquiry explored the cultural impact of a historically Black independent boarding school on the social and academic experiences of four of its graduates who attended two traditionally White universities. The study examined two primary questions: (a) What factors from the historically Black boarding school assisted or hindered…

The Social, Physical and Temporal Characteristics of Primary School Dining Halls and Their Implications for Children's Eating Behaviours

Science.gov (United States)

Moore, Sue N.; Murphy, Simon; Tapper, Katy; Moore, Laurence

2010-01-01

Purpose: Social, physical and temporal characteristics are known to influence the eating experience and the effectiveness of nutritional policies. As the school meal service features prominently in UK nutritional and health promotion policy, the paper's aim is to investigate the characteristics of the primary school dining context and their…

Differential effects of school experiences on active citizenship among German and Turkish-origin students.

Science.gov (United States)

Jugert, Philipp; Eckstein, Katharina; Noack, Peter

2016-12-14

While research suggests that schools can foster active citizenship among youth, studies have not tested whether ethnic minority youth may benefit differently from school experiences than ethnic majority youth. In this study of 219 students (138 German majority and 81 Turkish-origin minority; M age  = 18.26; 55% females), we examined the association between different experiences at school and 4 indicators of youth active citizenship, controlling for various socio-demographic characteristics. Although value of social studies was associated with three out of four active citizenship indicators among both ethnic groups, the effects of the other school-related variables on active citizenship were moderated by ethnicity. Specifically, indicators of classroom climate, such as open classroom climate and classroom community, were only associated with greater active citizenship among Turkish-minority youth, while participatory factors, such as engagement in school decisions, were only associated with active citizenship among native German youth. © 2016 International Union of Psychological Science.

Implementation, Sustainability, and Scaling up of Social-Emotional and Academic Innovations in Public Schools

Science.gov (United States)

Elias, Maurice J.; Zins, Joseph E.; Graczyk, Patricia A.; Weissberg, Roger P.

2003-01-01

Many attempts at bringing successful educational programs and products "to scale" as part of school reform, particularly in urban districts, have been disappointing. Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about…

Leaders' Experiences with High School-College Writing Center Collaborations: A Qualitative Multiple-Case Study

Science.gov (United States)

Story, Julie A.

2014-01-01

The purpose of this qualitative multiple-case study was to explore academic leaders' experiences with the organizational elements of their own high school-college writing center collaborations. Conjoining theories framed this study: collaborative leadership theory, Kenneth Bruffee's notion of social constructionism and collaborative learning…

Meeting the social and behavioral health needs of students: rethinking the relationship between teachers and school social workers.

Science.gov (United States)

Berzin, Stephanie Cosner; O'Brien, Kimberly H McManama; Frey, Andy; Kelly, Michael S; Alvarez, Michelle E; Shaffer, Gary L

2011-08-01

While school-based mental health professionals obviously must provide mental health services to students directly, the literature is increasingly identifying an empowerment role for these professionals, whereby they support teachers as primary service providers. The purpose of this study was to identify subtypes of school social workers within the context of collaborative practice, and to identify individual and contextual factors associated with these classifications as well as overall levels of collaboration. Latent class analysis, conducted using data collected as part of the National School Social Work Survey 2008 (N = 1639), was employed to examine underlying subtypes of school social work practitioners in relation to collaborative practices and to examine predictors of collaborative practice. Four broad categories of school social workers were identified, including (1) noncollaborators, (2) system-level specialists, (3) consultants, and (4) well-balanced collaborators. These classes were associated with the number of schools served, grade level, education, and clinical licensure status; level of administrative responsibility was not associated with class membership. While school social workers varied in collaborative practices, opportunities exist to enhance their role in educating and supporting teachers to serve as primary providers to students with social, mental health, and behavioral needs. The implications for school-based mental health providers, teachers, administrators, policymakers, and researchers are discussed. © 2011, American School Health Association.

Evaluation and assessment of social accountability in medical schools.

Science.gov (United States)

Leinster, Sam

2011-01-01

Social accountability as an outcome must be measured at institutional (evaluation) and individual (assessment) level. The definitions used in the measurement will be dependent on the social setting of the medical school being scrutinised. A formal framework is needed so that comparisons can be made and progress measured. The World Health Organisation suggests that there are four principles that delineate social accountability--relevance, quality, cost-effectiveness and equity. Medical schools are evaluated according to their planning, doing and impact in relation to these principles. Boelen and Woollard have clarified the ideas of planning, doing and impact into Conceptualisation, Production and Usability. THEnet group of medical schools use a shortened version of Boelen and Woollard's framework with 20 criteria to evaluate their programmes. At the individual level, there is considerable overlap between the concepts of 'social accountability' and 'professionalism'. Attempts are being made to define and measure professionalism, however, if the behaviour and attitudes of individual graduates is a significant component in defining social responsibility new methods of assessment need to be developed. Factors such as the available resources and the structure of the health services have a very large effect on doctors' attitudes and behaviour. As a result, the task of evaluating and assessing the extent to which medical schools are socially accountable is complex. Judgments on how well a school is meeting the standards will have to make allowance for the local political and economic environment.

Reduction of Social Inequality in High School

DEFF Research Database (Denmark)

Jensen, Ulla Højmark

2014-01-01

This article explores structures in the learning environment at the classroom level that can contribute to reduction of social inequality in education. It draws on qualitative observation studies of Latino’s in high schools in New York City, USA, by a Danish researcher. The purpose of this article...... is to explore ‘good examples’ from an outsider’s perspective and there by create an empirical and theoretical focus on how school characteristics and structures cross boarders are connected to the reduction of social inequality in education....

Social work at school: View into the past, view into the future

Directory of Open Access Journals (Sweden)

Poštrak Milko

2008-01-01

Full Text Available The practice of social work at school existed in the Republic of Slovenia in the past (the period of the SFRY. This paper presents the findings arising from that period, the reasons for abandoning that practice (the problems of management and the achieved educational level of the social workers at that time, as well as the theoretical assumptions forming the basis for reconsidering the possibility of its reintroduction both to primary and secondary schools. This paper presents the different theoretical models and paradigms they rely on (traditional or conservative, reformist, radical, system-ecological and social-constructivist, with special reference to the social-constructivist model of social work, which is also author's own orientation. The suggested models and theoretical assumptions that social work rests on are associated with the domains of work common to social work and school, and those are: on micro-level, the realm of socialization (socialization process and educational work related to pupils (common both to school work and social work, on the level of school - work on establishing the psycho-social climate, especially within peer groups, youth subcultures, the relation towards authority, the presence of violence and offender's behavior at school. Also, significant common ground in the paper stems from the concept of decentralization, on the one hand, and the fact that school is an institution that develops numerous functions through meaningful connections with the context of the local community and the society.

Views of School Counselors and Social Service Workers on the Role of School in the Protection of Children in Care

Directory of Open Access Journals (Sweden)

Davut ELMACI

2017-12-01

Full Text Available The purpose of this research is to determine the views of the school counselors and social service workers about the role of the school in the protection of children in care. The participants of the research, designed as qualitative research, composed of the school counselors working at primary schools where children in care attend in the TR83 region (Amasya, Çorum, Samsun, and Tokat and the social service workers in the same region. In this scope, interviews were conducted with 11 school counselors and 12 social service workers. Research findings show that the role of school is beneficial for socializing children in care. The main problems encountered in fulfilling the current role of the school in the protection of children in care are; behavioral problems of children in care, inadequate communication between the school and the social service institution, the past problems that the children in care experienced, the school staff’s lack of knowledge about children in care and labeling. According to the research results, it is beneficial to raise awareness of school administrators and teachers about child protection and to establish an effective cooperation between school and social service institution.

School Nurses' Experiences and Perceptions of Healthy Eating School Environments.

Science.gov (United States)

Muckian, Jean; Snethen, Julia; Buseh, Aaron

School nurses provide health promotion and health services within schools, as healthy children have a greater potential for optimal learning. One of the school nurses' role is in encouraging healthy eating and increasing the availability of fruits and vegetables in the school. The purpose of this study was to explore and describe school nurses' perceptions of their role in promoting increased fruit and vegetable consumption in the school setting. One avenue to increased availability of fruits and vegetables in schools is Farm to School programs mandated by the Federal government to improve the health of school children. School nurses are optimally positioned to work with Farm to School programs to promote healthy eating. A secondary aim was to explore school nurses' knowledge, experiences and/or perceptions of the Farm to School program to promote fruit and vegetable consumption in the school setting. Three themes emerged from the focus groups: If There Were More of Me, I Could Do More; Food Environment in Schools; School Nurses Promote Health. School nurses reported that they addressed health issues more broadly in their roles as educator, collaborator, advocate and modeling healthy behaviors. Most of the participants knew of Farm to School programs, but only two school nurses worked in schools that participated in the program. Consequently, the participants reported having little or no experiences with the Farm to School programs. Copyright © 2017 Elsevier Inc. All rights reserved.

Social experience infrastructure

DEFF Research Database (Denmark)

Kvistgaard, Peter

2006-01-01

and explorative fashion to share with others thoughts and ideas concerning the development of new ways to construct/reconstruct recreational spaces with a better coherence with regard to designing experiences. This article claims that it is possible to design recreational spaces with good social experience...

Friendships and social interactions of school-aged children with migraine.

Science.gov (United States)

Vannatta, K; Getzoff, E A; Gilman, D K; Noll, R B; Gerhardt, C A; Powers, S W; Hershey, A D

2008-07-01

We set out to evaluate the friendships and social behaviour of school-aged children with migraine. Concern exists regarding the impact of paediatric migraine on daily activities and quality of life. We hypothesized that children with migraine would have fewer friends and be identified as more socially sensitive and isolated than comparison peers. Sixty-nine children with migraine participated in a school-based study of social functioning. A comparison sample without migraine included classmates matched for gender, race and age. Children with migraine had fewer friends at school; however, this effect was limited to those in elementary school. Behavioural difficulties were not found. Middle-school students with migraine were identified by peers as displaying higher levels of leadership and popularity than comparison peers. Concern may be warranted about the social functioning of pre-adolescent children with migraine; however, older children with migraine may function as well as or better than their peers.

Social Media Arrive in School; Principals Look at Impacts

Science.gov (United States)

Armistead, Lew

2010-01-01

Social media have the potential to improve educational opportunities for high school students, but also present legal and policy challenges for public school principals. Those were among opinions expressed in the 2010 Principals' Partnership Poll. The most frequently-cited request by the 306 respondents was help in integrating social media into…

The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study

Science.gov (United States)

Gibbs, Kathryn; Mercer, K. Louise; Carrington, Suzanne

2016-01-01

This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple,…

Social Justice Education in an Urban Charter Montessori School

Directory of Open Access Journals (Sweden)

Kira Banks

2016-11-01

Full Text Available As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents—often color-blind or minimizing of the relevance of race—consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.

The Impact of Discrimination on the Early Schooling Experiences of Children from Immigrant Families

Science.gov (United States)

Adair, Jennifer Keys

2015-01-01

How the young children of immigrants experience their early school years may in large part determine their academic future and negatively affect their emotional, social, and mental development. Children benefit from a positive, supportive learning environment where their contributions are valued; many from immigrant families, however, experience…

Wii Social Skills Group and Inter-School Tournament

OpenAIRE

Julie Johnson; Juanita Germaine; Diana Maliszewski; Renee Keberer

2011-01-01

Abstract: Two schools in separate cites used the Nintendo Wii gaming system to assist selected boys in developing social skills. Using Skype and Twitter, the two groups collaborated at different stages of the project. The pilot project investigated the benefits of incorporating video games into traditional social skills programming, as well as the benefits of online collaboration between teachers in different school boards and students from different communities.

Wii Social Skills Group and Inter-School Tournament

Directory of Open Access Journals (Sweden)

Julie Johnson

2011-12-01

Full Text Available Abstract: Two schools in separate cites used the Nintendo Wii gaming system to assist selected boys in developing social skills. Using Skype and Twitter, the two groups collaborated at different stages of the project. The pilot project investigated the benefits of incorporating video games into traditional social skills programming, as well as the benefits of online collaboration between teachers in different school boards and students from different communities.

Social Anxiety in Children with Disabilities

Science.gov (United States)

Cowden, Peter A.

2010-01-01

Humans experience social anxiety to different degrees and in different areas. In school settings, this can be a barrier to learning. The school is a social place and to experience anxiety around peers can be challenging, especially if the student also has a learning disability. Social anxiety problems are often associated with learning…

Expanded activity of schools in Serbia: Legal framework and practical experiences

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Ognjenović Kosovka Đ.

2012-09-01

Full Text Available Expanded activities of schools and activities of student cooperatives are important components of the educational process in schools, which are contributing to the improvement of the quality of education and better social inclusion of students. The main objective of this article is to focus on opportunities enabled by the legal framework that supports the realization of expanded activities and activities of student cooperatives in Serbian schools and to compare relevant experiences in Serbia with the practice in neighbouring countries and the old EU Member States. In particular, in this article it is examined to what extent the adoption of entrepreneurial competences through different entrepreneurship development programs contributes to the probability of implementation of additional activities in Serbian schools. For this purpose, the data of the Survey on practising, types and usefulness of expanded activities and activities of student cooperatives are used. This survey was conducted in 2010 at the samples of public primary and secondary schools that executed some sort of additional activities, as well as of schools that did not practice extended activities.

Play Therapy Training among School Psychology, Social Work, and School Counseling Graduate Training Programs

Science.gov (United States)

Pascarella, Christina Bechle

2012-01-01

This study examined play therapy training across the nation among school psychology, social work, and school counseling graduate training programs. It also compared current training to previous training among school psychology and school counseling programs. A random sample of trainers was selected from lists of graduate programs provided by…

The social accountability of medical schools and its indicators.

Science.gov (United States)

Boelen, Charles; Dharamsi, Shafik; Gibbs, Trevor

2012-01-01

There is growing interest worldwide in social accountability for medical and other health professional schools. Attempts have been made to apply the concept primarily to educational reform initiatives with limited concern towards transforming an entire institution to commit and assess its education, research and service delivery missions to better meet priority health needs in society for an efficient, equitable an sustainable health system. In this paper, we clarify the concept of social accountability in relation to responsibility and responsiveness by providing practical examples of its application; and we expand on a previously described conceptual model of social accountability (the CPU model), by further delineating the parameters composing the model and providing examples on how to translate them into meaningful indicators. The clarification of concepts of social responsibility, responsiveness and accountability and the examples provided in designing indicators may help medical schools and other health professional schools in crafting their own benchmarks to assess progress towards social accountability within the context of their particular environment.

The Charter: Conditions of Diffuse Socialization in Schools.

Science.gov (United States)

Meyer, John W.

The effects of a school on diffuse attributes of students such as their values are seen as produced by the wider social definition of the products of the school--here called its "charter". Schools or systems of schools which are chartered to confer major status gains and entry into diffusely-defined elites are seen as more likely to have broad…

Social Trust and the Growth of Schooling

DEFF Research Database (Denmark)

Bjørnskov, Christian

The paper develops a simple model to exemplify how social trust might affect the growth of schooling through lowering transaction costs. In a sample of 52 countries, the paper thereafter provides empirical evidence that trust has indeed led to faster growth of schooling in the period 1960...

ADHD AND LONELINESS SOCIAL DISSATISFACTION IN INCLUSIVE SCHOOL FROM AN INDIVIDUAL-CONTEXT PARADIGM

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Viviana LANGHER

2009-11-01

Full Text Available ADHD children can experience severe relational problems with peers, and individual treatments are not likely to eradicate peer problems. The school is the main arena in which peer difficulties develop and can be faced.Present study is aimed to explore the hypothesis that even in a fully inclusive educational system, like the Italian one, ADHD children would still experience peer difficulties if compared with children with other special needs, given the relational implications of the disturb. 31 ADHD children, 31 children with other special needs, 31 children with no special needs, matched by gender and age, were recruited from primary and low secondary State mainstream schools. The "Children's Loneliness and Social Dissatisfaction Rating Scale was administered to all children during class time. A single ANOVA test between the three groups and three planned comparisons were performed on the perceived loneliness and social dissatisfaction scores. The results showed low levels of perceived loneliness and social dissatisfaction for all groups. However, 30% of ADHD children showed a perceived loneliness and social dissatisfaction level twice than the other children, confirming the hypothesis that children with ADHD are at risk of isolation even within a fully inclusive environment.The authors interpretated the results according to a relational perspective, in which ADHD symptoms are not seen as totally dependant on the disorder in itself, but also a specific result of the relational system in which the child is part of. Implications regarding educational strategies and intervention strategies are discussed.

Aversive Peer Experiences on Social Networking Sites: Development of the Social Networking-Peer Experiences Questionnaire (SN-PEQ).

Science.gov (United States)

Landoll, Ryan R; La Greca, Annette M; Lai, Betty S

2013-12-01

Cyber victimization is an important research area; yet, little is known about aversive peer experiences on social networking sites (SNSs), which are used extensively by youth and host complex social exchanges. Across samples of adolescents ( n =216) and young adults ( n =214), we developed the Social Networking-Peer Experiences Questionnaire ( SN-PEQ ), and examined its psychometric properties, distinctiveness from traditional peer victimization, and associations with internalized distress. The SN-PEQ demonstrated strong factorial invariance and a single factor structure that was distinct from other forms of peer victimization. Negative SNS experiences were associated with youths' symptoms of social anxiety and depression, even when controlling for traditional peer victimization. Findings highlight the importance of examining the effects of aversive peer experiences that occur via social media.

Aversive Peer Experiences on Social Networking Sites: Development of the Social Networking-Peer Experiences Questionnaire (SN-PEQ)

Science.gov (United States)

Landoll, Ryan R.; La Greca, Annette M.; Lai, Betty S.

2012-01-01

Cyber victimization is an important research area; yet, little is known about aversive peer experiences on social networking sites (SNSs), which are used extensively by youth and host complex social exchanges. Across samples of adolescents (n=216) and young adults (n=214), we developed the Social Networking-Peer Experiences Questionnaire (SN-PEQ), and examined its psychometric properties, distinctiveness from traditional peer victimization, and associations with internalized distress. The SN-PEQ demonstrated strong factorial invariance and a single factor structure that was distinct from other forms of peer victimization. Negative SNS experiences were associated with youths’ symptoms of social anxiety and depression, even when controlling for traditional peer victimization. Findings highlight the importance of examining the effects of aversive peer experiences that occur via social media. PMID:24288449

Doing race and ethnicity – exploring the lived experience of whiteness at a Danish Public School

DEFF Research Database (Denmark)

Tørslev, Mette Kirstine; Nørredam, Marie Louise; Vitus, Kathrine

2017-01-01

This article addresses race and ethnicity as social practices among young students at a Danish public sports school and explores how these practices engage with emotional well-being in the institutional context. The study is based on ethnographic fieldwork carried out in two school classes in 2012...... as racial enables everyday racism while blocking the positions available to speak out against ethnic and racial discriminatory experiences....

THE DEVELOPMENT OF TEACHER’S SOCIAL COMPETENCE IN RURAL MOUNTAIN ELEMENTARY SCHOOL

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Olena Varetska

2015-04-01

Full Text Available This paper attempted to illuminate the importance of social competence for elementary school teacher in rural mountain environment. The author analyzes the essential features, social and pedagogical challenges in rural schools, sensible changes characteristic of the modern village. Special attention is paid to the rural mountain school as a center of educational and social activities, its peculiarities and factors causing them, including the effect of mountain environment, climatic conditions, administration method, traditions, etc. It’s pointed out that teachers are also exposed to the effect of mountain environment. They work under tough weather conditions, often in a closed team, in the atmosphere of professional, social, economic and political information scarcity, which leads to a rapid “aging”, gradual professional, social decline and social competence development recession. The author proves the need to consider the environmental impact in the design of modern school, the need for innovative processes while maintaining the national spirit and the environment; the development of social competence of elementary school teacher in constantly changing social rural mountain environment is in the focus of attention.

Examination of the Attitudes of Middle School Students towards Social Media

Science.gov (United States)

Bulu, Sanser; Numanoglu, Mustafa; Keser, Hafize

2016-01-01

This study aims to identify middle school students` general attitudes towards social media. Participants of this descriptive study were middle school students from three public schools (n = 367) in Ankara. Data was collected using "Demographic Information Form" and "Social Media Attitudes Survey for Students" developed by…

Social network cohesion in school classes promotes prosocial behavior.

Science.gov (United States)

van den Bos, Wouter; Crone, Eveline A; Meuwese, Rosa; Güroğlu, Berna

2018-01-01

Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital.

Social network cohesion in school classes promotes prosocial behavior

Science.gov (United States)

Crone, Eveline A.; Meuwese, Rosa; Güroğlu, Berna

2018-01-01

Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital. PMID:29617405

Effect Of School Climate On Social Intelligence | Gadre | IFE ...

African Journals Online (AJOL)

Project aims to study social intelligence of the gifted and average students in different school environments varying on the dimension of enrichment. Two enriched environment and two non-enriched environment schools were selected from fifteen different schools that were studied for existing school environment. General ...

Experiences of Caregivers in Healthcare for and Social Support of HIV Positive Children Attending Schools in Bangkok

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Duangkamol Wattradul, DNS, RN

2014-09-01

Conclusion: Our findings can inform the design of systems for educational and social support alongside adequate healthcare for children living with HIV/AIDS attending school. The Thai government needs to establish collaboration between the educational and health sectors to reduce the stigma of HIV, promote acceptance and provide support.

Integrating Moral and Social Development within Middle School Social Studies: A Social Cognitive Domain Approach

Science.gov (United States)

Nucci, Larry; Creane, Michael W.; Powers, Deborah W.

2015-01-01

Eleven teachers and 254 urban middle-school students comprised the sample of this study examining the social and moral development outcomes of the integration of social cognitive domain theory within regular classroom instruction. Participating teachers were trained to construct and implement history lessons that stimulated students' moral…

Seismology and Research in Schools: One School's Experience

Science.gov (United States)

Tedd, Joe; Tedd, Bernie

2018-01-01

The UK School Seismology Project started in 2007. King Edward VI High School for Girls was one of the fortunate schools to obtain a school seismometer system, free of charge, as an early adopter of the resource. This report outlines our experiences with the system over the past 10 years and describes our recent research on the relationship between…

Role and challenges of school social workers in facilitating and supporting the inclusiveness of children with special needs in regular schools

Directory of Open Access Journals (Sweden)

Doriana Balli

2016-07-01

Full Text Available Dynamic of the society development is associated with extension of social problems, notably in educational context. The role of school, as the main public institution for social development of the students, is now obvious throughout the world. Consequently the role of social workers in schools is becoming essential, especially in terms of the inclusion of marginalized children from the opportunity of education, by impacting the educational system, to meet the diverse needs of all learners. Social work is focused on the welfare of individuals by increasing and developing their potential, so it goes hand in hand with inclusive education for children with disabilities, which emphasizes the children’ rights to obtain a definite, qualitative and suitable education in regular schools. The main focus of this study was to draw a clear panorama of the school social workers’ role towards the processes of inclusiveness of students with disabilities in Albanian regular schools. The data were collected via in-depth interviews with eight school social workers of the secondary schools in Korça region. The results showed that social service in schools is very important for helping students to develop social competences, intermediating parents in utilizing school and community resources, identifying and reporting bullying phenomenon, etc. School social workers could play a key role to implement the educational reform, which is being undertaken in Albania. Interviewees also shared their difficulties regarding the practical work, especially obstacles related to inclusive education processes.

School experiences may be important determinants of mental health problems in middle childhood - a Swedish longitudinal population-based study.

Science.gov (United States)

Waenerlund, Anna-Karin; Stenmark, Helena; Bergström, Erik; Hägglöf, Bruno; Öhman, Ann; Petersen, Solveig

2016-04-01

Little is known about the association between school experiences and mental health in young schoolchildren. This study explored the cross-sectional and prospective associations between children's school experiences and mental health in middle childhood. We gathered comprehensive population-based data on the school experiences and mental health of 592 schoolchildren attending grades three and six in Sweden (ages approximately nine and 12 years). The KIDSCREEN questionnaire was used to measure school experiences in both age groups while the Child Behavior Checklist and the Strengths and Difficulties Questionnaire measured mental health in grades three and six, respectively. Children with problematic school experiences in grade three had an approximately two times higher odds for concurrent total, internalised, externalised, attention-hyperactivity and social problems. They also had a 1.5-2.5 higher odds for these mental health problems three years later. Likewise, there was an association between problematic school experiences in grade three and lower levels of prosocial behaviour three years later. These associations were shown in both boys and girls, but were particularly pronounced in girls. This study indicated that school experiences in young schoolchildren may be important determinants of concurrent and later mental health problems. ©2016 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Examining the Effect of Social Values Education Program Being Applied to Nursery School Students upon Acquiring Social Skills

Science.gov (United States)

Sapsaglam, Özkan; Ömeroglu, Esra

2016-01-01

This study was conducted in an attempt to develop Social Values Education Program aimed at nursery school students and examine the effect of Social Values Education Program upon the social skill acquisition of nursery school students. The effect of the education program that was developed within the scope of the study upon the social skill…

Assessing Prinary School; Second Cycle Social Science Textbooks ...

African Journals Online (AJOL)

Assessing Prinary School; Second Cycle Social Science Textbooks in ... second cycle primary level social science textbooks vis-à-vis the principles of multiculturalism. ... Biases were disclosed in gender, economic and occupational roles.

Gender and sexual vulnerability of young women in Africa: experiences of young girls in secondary schools in Uganda.

Science.gov (United States)

Muhanguzi, Florence Kyoheirwe

2011-06-01

Sexuality is part and parcel of students' experiences of schooling manifested in personal friendships, relations and social interaction. These encounters constitute sites within which sexual identities are developed, practiced and actively produced through processes of negotiation. Drawing on qualitative research conducted in 14 selected secondary schools in Central and Western Uganda, the study illuminates gendered sexual vulnerability within patterns of social interaction and young girls gendered experiences and negotiation of their sexuality. The study reveals that through social and discursive practices, students construct complex gendered relations of domination and subordination that position boys and girls differently, often creating gender inequalities and sexual vulnerability for those gendered as girls. Girls' vulnerability is characterised by confusing and traumatic experiences fraught with double standards and silences. Typical of these experiences are complex tensions and contradictions surrounding constructions of sexuality that are predicated upon unequal power and gender relations characterised by homophobia, misogyny, control of female sexuality and sexual abuse and exploitation, all which work against girls' expression of sexuality. Gender sensitive sexuality education is identified as a valuable site of intervention to address such vulnerabilities and promote gender equality and equity in society.

Acoustic and social design of schools-ways to improve the school listening environment

Science.gov (United States)

Hagen, Mechthild

2005-04-01

Results of noise research indicate that communication, and as a result, teaching, learning and the social atmosphere are impeded by noise in schools. The development of strategies to reduce noise levels has often not been effective. A more promising approach seems to be to pro-actively support the ability to listen and to understand. The presentation describes the approach to an acoustic and social school design developed and explored within the project ``GanzOhrSein'' by the Education Department of the Ludwig-Maximilians-University of Munich. The scope includes an analysis of the current ``school soundscape,'' an introduction to the concept of the project to improve individual listening abilities and the conditions for listening, as well as practical examples and relevant research results. We conclude that an acoustic school design should combine acoustic changes in classrooms with educational activities to support listening at schools and thus contribute to improving individual learning conditions and to reducing stress on both pupils and teachers.

The design of a medical school social justice curriculum.

Science.gov (United States)

Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

2013-10-01

The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

Science.gov (United States)

Glaude-Bolte, Katherine

Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score

Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica.

Science.gov (United States)

Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan

2009-05-01

children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression.

School Bullying and Social and Moral Orders

Science.gov (United States)

Horton, Paul

2011-01-01

This article provides a theoretical consideration of the ways in which school bullying relates to social and moral orders and the relations of power that are central to the upholding of such orders. Moving away from the focus on individual aggressive intentionality that has hitherto dominated school bullying research, the article argues that…

CORPORATE SOCIAL NETWORKS IN EDUCATION: EXPERIENCE OF USE

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Lytvynova S.

2017-12-01

Full Text Available The paper discusses methods, forms and safety issues of social network usage for school students. Taking into consideration the growing interest of students to electronic communication in social networks (ESN, their place in the information educational environment is described. The classification of objects and use of ESNs was made to help teachers and school authority to teach students in the corporate social network. The basic components of corporate social networks (СESN were revealed: forms of learning activity (individual, group, and collective, forms of learning organization (quiz, debates, discussions, photo-story, essay contest, a virtual tour, mini design web quest, and conference video-lesson, and database. Particular aspects of the use of certain forms for students training in ESN aсcording to the type of social objects (messages, individual messages, video files, photos, audio files, documents, comments, and blitz-survey were defined. Student safety when using ESN and СESN impact on a student social and cultural intelligence development are discussed as well.

Educational Leadership Based on Social Capital for Improving Quality of Private Secondary School

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Suwadi

2017-12-01

Full Text Available This study aims to explain the leadership pattern of social capital based education for the quality improvement of private schools. The research is conducted at private Junior Secondary Level with a qualitative naturalistic approach. This location is in Sleman District. The subject consists of selected cases purposively. The research procedure is carried out by four steps and methods of obtaining the data through observation, indepth interview, and documentation. Data analysis was carried out by inductive model while the level of trust result of research was undertaken by fulfilling criteria of credibility, transferability, dependability and conformability. The research findings are as follows. First, the concept of leadership of social capital based education rests on the ability of principals to influence school resources to achieve goals through an integrated pattern of trust dimensions, reciprocal relationships and networking. Second, school quality can be improved through a school leadership in recognizing social capital, b school leadership in utilizing social capital, c school leadership in functioning social capital. Third, the utilization of social capital based on leadership in private schools in the form of a bridging stakeholder aspirations both initiated by schools and stakeholders; b bonding stakeholder relations with schools; c following up or responding to stakeholder resources in school programs as a perspective new leadership at school.

The right location? Experiences of refugee adolescents seen by school-based mental health services.

Science.gov (United States)

Fazel, Mina; Garcia, Jo; Stein, Alan

2016-07-01

Access to needed mental health services can be particularly difficult for newly arrived refugee and asylum-seeking adolescents, although many attend school. This study examined young refugees' impressions and experience of mental health services integrated within the school system. Semi-structured interviews were conducted with 40 adolescent refugees discharged by three school-based mental health services across the United Kingdom. Two-thirds preferred to be seen at school. Rumination and worry about insecurity in the asylum process had a negative impact particularly on the adolescents' social functioning and ability to focus at school. The important role played by teachers in supporting and mediating contact with mental health services was valued by those interviewed. The study confirms that schools offer an important location for mental health services for adolescent refugees and provide an important portal for integration of services. © The Author(s) 2016.

A Qualitative Synthesis of Families’ and Students’ Hospital-to-School Transition Experiences Following Acquired Brain Injury

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Laura R. Hartman

2015-11-01

Full Text Available Acquired brain injury (ABI is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students’ and parents’ experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a lack of ABI-specific education for families and professionals, (b communication-related factors as a facilitator and/or barrier to transition, (c emotional focus, (d peer relationships, (e supports, and (f ABI sequelae in the classroom. Students’ and families’ personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.

A Qualitative Synthesis of Families’ and Students’ Hospital-to-School Transition Experiences Following Acquired Brain Injury

Science.gov (United States)

Hartman, Laura R.; Tibbles, Alana; Paniccia, Alicia; Lindsay, Sally

2015-01-01

Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students’ and parents’ experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Students’ and families’ personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face. PMID:28462322

A Qualitative Synthesis of Families' and Students' Hospital-to-School Transition Experiences Following Acquired Brain Injury.

Science.gov (United States)

Hartman, Laura R; Tibbles, Alana; Paniccia, Alicia; Lindsay, Sally

2015-01-01

Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students' and parents' experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Students' and families' personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.

Access Denied: School Librarians' Responses to School District Policies on the Use of Social Media Tools

Science.gov (United States)

DiScala, Jeffrey; Weeks, Ann Carlson

2013-01-01

Public school districts often block access to online social media tools. While considered a preventive measure to ensure student safety and limit district liability, this policy strips school librarians and their collaborating teachers of opportunities to instruct students in using social media tools creatively and responsibly. Using one school…

Parents' Views of an Optimal School Life: Using Social Role Valorization to Explore Differences in Parental Perspectives When Children Have Intellectual Disability

Science.gov (United States)

Mann, Glenys; Moni, Karen; Cuskelly, Monica

2016-01-01

Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization…

High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

Science.gov (United States)

Fall, Anna-Mária; Roberts, Greg

2012-08-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout☆

Science.gov (United States)

Fall, Anna-Mária; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002–2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students’ self-perceptions (perception of control and identification with school), which in turn predict students’ academic and behavioral engagement, and academic achievement. Further, students’ academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. PMID:22153483

Experiências da desigualdade: os sentidos da escolarização elaborados por jovens pobres Experiences of inequality: the meanings of schooling envisaged by poor youths

Directory of Open Access Journals (Sweden)

Geraldo Magela Pereira Leão

2006-04-01

Full Text Available Neste artigo, pretendo discutir os sentidos atribuídos à experiência de escolarização por jovens pobres da periferia de Belo Horizonte atendidos em um programa federal de inclusão social - o Programa Serviço Civil Voluntário (1996-2002 do Ministério da Justiça e do Ministério do Trabalho e Emprego. Os dados e depoimentos relatados foram coletados por meio da observação participante e da realização de entrevistas com jovens, pais/mães e profissionais (gestores, instrutores e coordenadores. Em uma de suas fases, debrucei-me sobre as experiências escolares dos sujeitos pesquisados, procurando captar os sentidos elaborados, valores e expectativas quanto à sua escolarização. Esses jovens cresceram sob o impacto da ampliação das desigualdades sociais e econômicas das últimas décadas no Brasil. Ao mesmo tempo em que usufruíram a expansão da escolarização para as novas gerações, experimentaram o acesso à educação de forma desigual. Ao olhar para os sujeitos da pesquisa, constatei que a maioria deles viveu uma trajetória escolar atribulada. Embora tenham maior escolaridade em relação aos seus pais, eles viveram uma trajetória incerta, coberta de dificuldades, feita de idas e vindas na escola. Ao mesmo tempo, embora vivenciem situações de exclusão social e econômica, os sentidos por eles atribuídos à escolarização são múltiplos. A educação permanece como um valor para esses jovens, apesar de manifestarem uma relação tensa e ambígua com relação à instituição escolar. Demandam uma escola de qualidade, com regras e procedimentos claros, mas também que sejam respeitados e reconhecidos como sujeitos de direito.In this article I intend to discuss the meanings attributed to the experience of schooling by poor young people from the outskirts of Belo Horizonte who took part in a federal program of social inclusion - the Voluntary Civil Service Program (1996-2002 of the Ministry of Justice and Ministry for

College students' experiences and attitudes regarding middle and high school-based breastfeeding education.

Science.gov (United States)

Spear, Hila J

2007-10-01

This study examined the attitudes and experiences of male and female college students relative to breastfeeding education within middle and high school programs of study. Findings revealed that 36.7% of the participants were taught about breastfeeding while enrolled in a specific course in high school; 11.3% received information about breastfeeding in middle school. Overall, participants expressed positive attitudes toward breastfeeding and were supportive of the promotion of breastfeeding within a formal educational setting. However, 54% disagreed with offering information about breastfeeding to middle school students. Furthermore, most (67.8%) participants found public breastfeeding to be unacceptable; 77.7% indicated that breastfeeding is an intimate behavior that should be kept private. School nurses are in a unique position to influence school health and science-related curricula designed to promote the health benefits of breastfeeding. More education is needed to teach young people about the advantages of breastfeeding and to make breastfeeding a socially and culturally acceptable lifestyle behavior.

The Economic, Social and Administrative Pharmacy (ESAP) Discipline in US Schools and Colleges of Pharmacy

Science.gov (United States)

Alkhateeb, Fadi M.; Latif, David A.; Adkins, Rachel

2013-01-01

Schools and colleges of pharmacy in the United States have struggled over the past several decades with identifying a consistent title for the broad body of knowledge related to the social, economic, behavioral, and administrative aspects of pharmacy. This paper examines the educational background and professional experience of those teaching…

After-School Growth: What Young People Have to Say. A Response to "Democracy and Development: The Role of Outside-of-School Experiences in Preparing Young People to Be Active Citizens"

Science.gov (United States)

Gildin, Bonny

2011-01-01

In the context of a conference on after-school programs, sponsored by the nonprofit All Stars Project, youth from the organization's programs discuss their experiences and growth as citizens in a video-captured panel discussion. Their discussion illustrates how outside-of-school social and cultural development helps disenfranchised youth to see…

Bullying experience in primary school children

Directory of Open Access Journals (Sweden)

Farah Aulia

2016-12-01

Full Text Available Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnaires associated with feelings and experiences of bullying in schools both as perpetrators and victims. The result showed that students feel negative emotions associated with bullying at school and most children experience bullying at school with a variety of forms, ranging from physical, verbal and relational from peers at school. These findings have implications related to the effort to do the school to help students cope with the impact of bullying experienced.

Growing Community: The Impact of the Stephanie Alexander Kitchen Garden Program on the Social and Learning Environment in Primary Schools

Science.gov (United States)

Block, Karen; Gibbs, Lisa; Staiger, Petra K.; Gold, Lisa; Johnson, Britt; Macfarlane, Susie; Long, Caroline; Townsend, Mardie

2012-01-01

This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has…

Middle school sexual harassment, violence and social networks.

Science.gov (United States)

Mumford, Elizabeth A; Okamoto, Janet; Taylor, Bruce G; Stein, Nan

2013-11-01

To pilot a study of social networks informing contextual analyses of sexual harassment and peer violence (SH/PV). Seventh and 8th grade students (N = 113) in an urban middle school were surveyed via a Web-based instrument. Boys and girls reported SH/PV victimization and perpetration at comparable rates. The proportion of nominated friends who reported SH/ PV outcomes was greater in boys' than in girls' social networks. Structural descriptors of social networks were not significant predictors of SH/PV outcomes. Collection of sensitive relationship data via a school-based Web survey is feasible. Full-scale studies and greater flexibility regarding the number of friendship nominations are recommended for subsequent investigations of potential sex differences.

Voiding school as a treatment of daytime incontinence or enuresis: Children's experiences of the intervention.

Science.gov (United States)

Saarikoski, A; Koppeli, R; Salanterä, S; Taskinen, S; Axelin, A

2018-02-01

Daytime incontinence and enuresis are common problems in otherwise healthy children, and negatively influence their social lives and self-esteem. Motivation for treatment is often a real clinical problem. Children's experiences of their incontinence treatments have not been previously described. The aim of this study was to describe children's experiences of the Voiding School intervention as a treatment for their incontinence. A qualitative, descriptive focus-group study with a purposive sample was conducted at a Finish university hospital in 2014. Children aged 6-12 years participated in the Voiding School at an outpatient clinic. The intervention included two 1-day group visits 2 months apart. The educational content was based on the International Children Continence Society's standards for urotherapy. The education was delivered with child-oriented teaching methods. At the end of the second visit, 19 children were interviewed in five groups. Data were analysed with inductive content analysis. The children described incontinence as an embarrassing problem, which they had to hide at any cost. They had experienced bullying and social isolation because of it. Normal outpatient visits emphasized adult-to-adult communication, which made the children feel like outsiders. The children perceived the Voiding School as a nice and child-oriented experience. Making new friends was especially important to younger boys who felt that the Voiding School day was too long and issue-oriented. In the Voiding School, videos and 'learning by doing' helped the children to understand the basis of given advice, and they were able to learn new habits, which gave them control over the incontinence; this helped them to become 'the boss of the bladder'. Sharing experiences and improvements in their incontinence with their peers supported the children's self-esteem and encouraged them to do new things, such as staying overnight with friends. These experiences helped them to acquire control

Democracy and social justice: Implications for school leadership in ...

African Journals Online (AJOL)

Jwan

Inclusion of democratic school leadership principles in teacher training programmes and an inculcation of .... appreciate the social, cultural and political role of schooling as follows: ...... democratic organizational landscape. Educational.

Interactions of adolescent social experiences and dopamine genes to predict physical intimate partner violence perpetration.

Directory of Open Access Journals (Sweden)

Laura M Schwab-Reese

Full Text Available We examined the interactions between three dopamine gene alleles (DAT1, DRD2, DRD4 previously associated with violent behavior and two components of the adolescent environment (exposure to violence, school social environment to predict adulthood physical intimate partner violence (IPV perpetration among white men and women.We used data from Wave IV of the National Longitudinal Study of Adolescent to Adult Health, a cohort study following individuals from adolescence to adulthood. Based on the prior literature, we categorized participants as at risk for each of the three dopamine genes using this coding scheme: two 10-R alleles for DAT1; at least one A-1 allele for DRD2; at least one 7-R or 8-R allele for DRD4. Adolescent exposure to violence and school social environment was measured in 1994 and 1995 when participants were in high school or middle school. Intimate partner violence perpetration was measured in 2008 when participants were 24 to 32 years old. We used simple and multivariable logistic regression models, including interactions of genes and the adolescent environments for the analysis.Presence of risk alleles was not independently associated with IPV perpetration but increasing exposure to violence and disconnection from the school social environment was associated with physical IPV perpetration. The effects of these adolescent experiences on physical IPV perpetration varied by dopamine risk allele status. Among individuals with non-risk dopamine alleles, increased exposure to violence during adolescence and perception of disconnection from the school environment were significantly associated with increased odds of physical IPV perpetration, but individuals with high risk alleles, overall, did not experience the same increase.Our results suggested the effects of adolescent environment on adulthood physical IPV perpetration varied by genetic factors. This analysis did not find a direct link between risk alleles and violence, but

Social Media in Schools: A Treasure Trove or Hot Potato?

Science.gov (United States)

Wang, Yinying

2013-01-01

In the sphere of education, social media has posed enormous challenges and unleashed its potential as a venue to communicate with stakeholders. This case is a fictionalized version of several real cases related to the school leaders' struggle with utilizing social media to accomplish changes in schools. This case describes two high school…

The Effects of Social Stories and a Token Economy on Decreasing Inappropriate Peer Interactions with a Middle School Student

Science.gov (United States)

White, Jacie; Caniglia, Cynthia; McLaughlin, T. F.; Bianco, LeAnn

2018-01-01

One of the many challenges that children with learning disabilities (LD) experience, apart from academics, is severe deficits in the areas of social skills and peer relations. The learning of social skills and appropriate ways to interact with peers are crucial for school-aged children with learning disabilities. Without these skills, it can be…

Secondary school teachers' experiences of teaching pregnant ...

African Journals Online (AJOL)

... learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome. Key words: high risk pregnancy; learner pregnancy; school health services; teacher experiences; teenage pregnancy ...

An evaluation of a drama program to enhance social relationships and anti-bullying at elementary school: a controlled study.

Science.gov (United States)

Joronen, Katja; Konu, Anne; Rankin, H Sally; Astedt-Kurki, Päivi

2012-03-01

Drama, theater and role-playing methods are commonly used in health promotion programs, but evidence of their effectiveness is limited. This paper describes the development, implementation and evaluation of a school-based drama program to enhance social relationships and decrease bullying at school in children in grades 4-5 (mean age of 10.4 years). Students (n = 190) were recruited from two primary schools with similar demographics and socio-economics in the Southern Finland and purposively allocated either to an intervention group or a control group. The drama program included classroom drama sessions, follow-up activities at home and three parents' evenings concerning issues of social well being during the school year September 2007-May 2008. Data on social relationships in the class room and experiences of bullying were obtained before and after the program using self-completed questionnaire from the same students (n = 134). The response rate was 71%. No differences in socio-demographics existed between intervention group and control group at pretest. The positive effect on social relationships resulting from the intervention approached statistical significance (p = 0.065). Moreover, the positive effect was found to be statistically significant in the high-intensity intervention classes (p = 0.011). Bullying victimization decreased 20.7 percentage units from pretest (58.8%) to posttest (38.1%) in the intervention group (p social relationships at school.

"School Adopts an Experiment": The Magnetic Levitation of Superconductors

Science.gov (United States)

Gallitto, Aurelio Agliolo

2010-01-01

The event "School adopts an experiment" is an event targeted at high schools and secondary schools. It is based on a tight and direct collaboration between researchers and school students and teachers. Several schools were involved in the event by "adopting" an experiment in physics research laboratories. Groups of selected students were first…

INTERNATIONAL EXPERIENCE OF ORGANIZING SCHOOL NUTRITION

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V.R. Kuchma

2008-01-01

Full Text Available The experience of organizing school nutrition in Europe and usais analyzed. It is noted that long term programs aimed at optimizing schoolchildren nutrition have a beneficial effect on the children's health, culture of their nutrition and quality of life. The importance of carrying out similar programs in Russia is beyond any doubt: according to population research, the basic principles of good nutrition are often not observed, and school breakfasts and lunches do not correspond to the age physiological needs of children and teenagers for nutrient materials and energy. In this situation, the available experience of using vitaminbenriched products as well as vitamin and mineral complexes in children will permit to quickly resolve the existing problems of the improper, and sometimes, insufficient, nutrition.Key words: school nutrition, organization, international experience.

Promoting social and emotional well-being in schools

NARCIS (Netherlands)

Barry, Margaret M.; Clarke, Aleisha Mary; Dowling, Katherine

2017-01-01

Purpose: The purpose of this paper is to provide a critical perspective on the international evidence on promoting young people’s social and emotional well-being in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches

Social Media and Professional School Counselors: Ethical and Legal Considerations

Science.gov (United States)

Mullen, Patrick R.; Griffith, Catherine; Greene, Jennifer H.; Lambie, Glenn W.

2014-01-01

The use of social media continues to expand in prevalence and is a medium of communication for individuals of all ages. Schools are using social media to engage their stakeholders at increasing rates. Therefore, school counselors require the knowledge and appreciation of ethical and legal issues regarding the use of such technology. The purpose of…

The young and the policy: contributions of school of social sciences for socialization policy

Directory of Open Access Journals (Sweden)

Thiago Ingrassia Pereira

2011-06-01

Full Text Available The challenges that the youth faces in a globalized world are enormous, and they expose it to achievements and stresses that are materialized during the scholar period, especially in High School, which is an era of transitions to the adult life and to the active citizenship. Therefore, politics should be rather than taught, lived and studied in school, due to the possibilities improved by the mandatory presence of Social Sciences in the curriculum of high school, and discuss the space of the student movement today to understand the political mediations that are in play. Objectively, this paper focuses on the set of beliefs, norms and values that promote political socialization of high school students from a private school located in Porto Alegre. Through a self-administrated questionnaire, it was possible to observe a scenario that ranges from apathy to disbelief, while the involvement in alternative spaces is increasing, such as volunteering and NGOs.

Theorizing about conflicts in the social practice of the school

DEFF Research Database (Denmark)

Højholt, Charlotte; Kousholt, Dorte

to a child’s family life, a teacher’s competence, the social dynamics in the classroom etc. In psychological investigations of the problems such conflicts are seldom involved explicitly – investigations often focus on pupils’ individual behavior, deficits or shortcomings. In this way, you could say......The school as an institution for the education of future citizens is a central site for debate about how to develop a democratic society – and hence for social conflict. Many parties participate in making school what it is. On one hand the school connects these different parties in a shared...... that social problems - and disagreements about them - are displaced to individualized categories. In previous research we have discussed how such categorizations of individual children imply different ways of understanding them and different social conditions for the children in the classroom. We have...

Adolescent school experiences and dropout, adolescent pregnancy, and young adult deviant behavior.

Science.gov (United States)

Kasen, S; Cohen, P; Brook, J S

1998-01-01

Outside of the family, schools are the most proximal socializing agent available to convey societal norms and prohibitions to young people. In some cases, a positive school experience can compensate for the antisocial influence of family and community. The present study investigated the predictive ability of school-related factors on later deviancy in a random sample of 452 US adolescents 12-18 years of age attending 150 junior or senior high schools in upstate New York and enrolled in a broader prospective study. A measure of conduct problems, obtained 2 years before measurement of school factors, was used to control for the predisposing effects of problematic behavior on later deviance. Academic achievement, academic aspirations, and a learning-focused school environment had deterrent effects on all deviant outcomes assessed--dropping out of school, adolescent pregnancy, engaging in criminal activities, criminal conviction, antisocial personality disorder, and alcohol abuse--independent of age, gender, intelligence quotient, socioeconomic status, childhood conduct problems, and proportion of deviance-oriented friends in adolescence. Given the persistence of deviant behavioral patterns of adolescence into adulthood, the systems-level influences identified in this study should be given careful attention.

Home-school Relations--An Exploration from the Perspective of Social Psychology.

Science.gov (United States)

Pang, I-wah

2000-01-01

Explores home-school relations by using three social psychology theories: (1) symbolic interactionism; (2) social exchange theory; and (3) reference group theory. States that these theories can contribute to the understanding and development of home-school relations in Hong Kong (China). (CMK)

Analysis of the professional practice of social educators in secondary schools

Directory of Open Access Journals (Sweden)

Margarita González Sánchez

2016-06-01

Full Text Available This article focuses on the social educator as a professional in the social education context who is qualified to carry out social education activities in schools, taking on functions aimed at resolving situations and problems that affect students and families. The main objective of this study was to see which professionals were responsible for attending to the socio-educational needs that arise in secondary schools in Spain’s different Autonomous Communities, and to analyse what functions they carry out. It is a descriptive-correlational study in which a digital questionnaire was given to a sampleof 440 agents of socio-educational intervention. Descriptive techniques of central tendency and dispersion as well as correlational and inferential techniques were used through non-parametric testing of hypotheses. The results show that the social educator is a professional that performs social-educational functions addressed to attending to situations of conflict or needon a more regular basis than other professionals who work in schools. The results show that the work of social educators focuses mainly on actions aimed at preventing absenteeism and controlling the students as they arrive at school, tasks of detection and prevention of risk factors, organising parents’ schools and information programmes, conflict mediation, development of communication programmes, socio-educational support and assessment for the educational community, and preparation of cultural events.

Non-Print Social Studies Materials--Elementary School Level.

Science.gov (United States)

Lynn, Karen

Types of non-print social studies materials developed for presentation to, and use by, elementary school students are identified. "Non-print" materials include films, filmstrips, video cassettes, audio recordings, computer databases, telecommunications, and hypertext. An explanation of why elementary school students can benefit from the use of…

Social Mobility in Latin America: Links with Adolescent Schooling

OpenAIRE

Lykke Andersen

2001-01-01

This paper proposes a new measure of social mobility. It is based on schooling gap regressions and uses the Fields decomposition to determine the importance of family background in explaining teenagers schooling gaps.

Democratic School Leadership in Canada's Public School Systems: Professional Value and Social Ethic

Science.gov (United States)

Begley, Paul T.; Zaretsky, Lindy

2004-01-01

Democratic leadership processes are desirable for schools not only because they reflect socially mandated ethical commitments to collective process. They can be professionally justified as a necessary approach to leading schools effectively in the increasingly culturally diverse communities and a world transformed by the effects of technology and…

Class and comparison: subjective social location and lay experiences of constraint and mobility.

Science.gov (United States)

Irwin, Sarah

2015-06-01

Lay perceptions and experiences of social location have been commonly framed with reference to social class. However, complex responses to, and ambivalence over, class categories have raised interesting analytic questions relating to how sociological concepts are operationalized in empirical research. For example, prior researchers have argued that processes of class dis-identification signify moral unease with the nature of classed inequalities, yet dis-identification may also in part reflect a poor fit between 'social class' as a category and the ways in which people accord meaning to, and evaluate, their related experiences of socio-economic inequality. Differently framed questions about social comparison, aligned more closely with people's own terms of reference, offer an interesting alternative avenue for exploring subjective experiences of inequality. This paper explores some of these questions through an analysis of new empirical data, generated in the context of recession. In the analysis reported here, class identification was common. Nevertheless, whether or not people self identified in class terms, class relevant issues were perceived and described in highly diverse ways, and lay views on class revealed it to be a very aggregated as well as multifaceted construct. It is argued that it enables a particular, not general, perspective on social comparison. The paper therefore goes on to examine how study participants compared themselves with familiar others, identified by themselves. The evidence illuminates social positioning in terms of constraint, agency and (for some) movement, and offers insight into very diverse experiences of inequality, through the comparisons that people made. Their comparisons are situated, and pragmatic, accounts of the material contexts in which people live their lives. Linked evaluations are circumscribed and strongly tied to these proximate material contexts.The paper draws out implications for theorizing lay perspectives on

Reflections of Adults on Their School Experiences Growing up with a Severely Mentally Ill Parent

Science.gov (United States)

Leahy, Marie A.

2013-01-01

More than five million children in the United States have a parent suffering from a severe mental illness and these children have specific experiences and needs, particularly in school. Children of mentally ill parents are at greater risk of being neglected and of developing psychological, social, emotional, and behavioral problems. They often…

Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences

Science.gov (United States)

Goldstein, Sara E.; Boxer, Paul; Rudolph, Erin

2015-01-01

The present study investigates links between early adolescents' subjective experiences of stress associated with the middle school transition and their academic outcomes. Seventh and eighth grade students (N?=?774) were surveyed about their experiences during their transition to middle school. Students answered questions about stress…

Schooling or Social Origin? The Bias in the Effect of Educational Attainment on Social Orientations

NARCIS (Netherlands)

Sieben, I.J.P.; Graaf, P.M. de

2004-01-01

The strong relationship between educational attainment and social attitudes and behaviour is often explained as an effect of schooling. However, educational attainment also reflects social origins. In order to obtain a view of the unbiased effect of educational attainment on social orientations,

FOREIGN EXPERIENCE OF SOCIAL ENTREPRENEURSHIP DEVELOPMENT

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N. Ignatovych

2014-12-01

Full Text Available The theoretical and applied aspects of forming and realization conception of social entrepreneurship are considered in the world economy. The main features of social entrepreneurship are distinguished. On the basis of generalization foreign experience of social entrepreneurship realization are certained its organization leading forms, in particular, unprofitable private organizations, business with social mission, social co-operatives, and also priority spheres and basic directions of modern development. The features of social entrepreneurship state support are investigated in the different countries of the world. Differences between European models and The USA model of social entrepreneurship are shown, pointed reasons of these differences. Foreign experience of social entrepreneurship is very important for Ukrainian social enterprises development. In unstable political situation and in period of financial crisis with production reducing and high inflation only social entrepreneurs can make economy conditions better. Also there is pointed the important role of legislative power for creating favorable conditions.

Democracy as a social technology on schools

DEFF Research Database (Denmark)

Kofod, Kasper

2009-01-01

" democracy. The democratic influence in schools thus spans from "big" parliamentary democracy to small participatoruy democracy - a dichotomy schooll leadership must maneuvre within using democratic procedures and leadership as social technologies. This article argues that a positive coinnectiion exists...... between strong leadership and having wello-functioning democratic processes in schools and the introduction of tests, quality reports and these approaches does not weaken democratic processes in schools. This connection is nonetheless changing the logics of the state, market, and the civil society vectors.......On a formal level, the influence og "big" parlamentary democracy is enhanced because parliamentary control in individual schools has become stronger; and the formal democratic influence of parents has been strengthned by their membership on school boards, the latter being an example of "small...

The School Counselor Leading (Social) Entrepreneurship within High Schools

Science.gov (United States)

Cuervo, Gemma; Alvarez, Isabel

2016-01-01

This article aims to determine the role that should exercise a School Counselor in social entrepreneurship education programs. To achieve this objective, first, we have analyzed the main approaches of these programs that are being carried out currently in Europe, which has allowed getting a concrete and contextualized idea about the status of the…

Informal Nature Experience on the School Playground

Science.gov (United States)

Raith, Andreas

2015-01-01

In Germany, all-day care and all-day schooling are currently increasing on a large-scale. The extended time children spend in educational institutions could potentially result in limited access to nature experience for children. On the other hand, it could equally create opportunities for informal nature experience if school playgrounds have a…

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations

Science.gov (United States)

López, Verónica; Oyanedel, Juan C.; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia

2017-01-01

School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students’ perceptions of teachers’ wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher’s wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students’ previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students’ social wellbeing at school, their perception of teachers’ wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students’ social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations.

Science.gov (United States)

López, Verónica; Oyanedel, Juan C; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia

2017-01-01

School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students' perceptions of teachers' wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher's wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students' previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students' social wellbeing at school, their perception of teachers' wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students' social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after

Social capital in the classroom: a study of in-class social capital and school adjustment

NARCIS (Netherlands)

van Rossem, R.; Vermande, M.; Volker, B.; Baerveldt, C.

2015-01-01

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in

A Learning Architecture: How School Leaders Can Design for Learning Social Justice

Science.gov (United States)

Scanlan, Martin

2013-01-01

Purpose: The field of socially just educational leadership focuses on reducing inequities within schools. The purpose of this article is to illustrate how one strand of social learning theory, communities of practice, can serve as a powerful tool for analyzing learning within a school ostensibly pursuing social justice. The author employs a core…

Investigation of social cognitive career theory for minority recruitment in school psychology.

Science.gov (United States)

Bocanegra, Joel O; Gubi, Aaron A; Cappaert, Kevin J

2016-06-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less knowledge and exposure to school psychology than for counseling and clinical psychology, and that students with greater exposure or knowledge of school psychology reported significantly greater choice intentions for school psychology. The purpose of this study is to test the applicability of the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in explaining minority undergraduate psychology students' choice intentions for school psychology. This study is an analysis of existing data and is based on a national sample of 283 minority undergraduate psychology students. All instruments used in this study were found to have internal consistency ranging from .83 to .91. Students' learning experiences, self-efficacy, outcome expectations, and choice intentions for school psychology were evaluated by way of a mediator analysis. Results from a path analysis suggest that outcome expectations mediated the relationship between exposure and choice intentions for school psychology. Implications for minority recruitment practices are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Counseling, Psychological, and Social Services Staffing: Policies in U.S. School Districts.

Science.gov (United States)

Brener, Nancy; Demissie, Zewditu

2018-06-01

Schools are in a unique position to meet the mental and behavioral health needs of children and adolescents because approximately 95% of young people aged 7-17 years attend school. Little is known, however, about policies related to counseling, psychological, and social services staffing in school districts. This study analyzed the prevalence of such policies in public school districts in the U.S. Data from four cycles (2000, 2006, 2012, and 2016) of the School Health Policies and Practices Study, a national survey periodically conducted to assess policies and practices for ten components of school health, were analyzed in 2017. The survey collected data related to counseling, psychological, and social services among nationally representative samples of school districts using online or mailed questionnaires. Sampled districts identified respondents responsible for or most knowledgeable about the content of each questionnaire. The percentage of districts with a district-level counseling, psychological, and social services coordinator increased significantly from 62.6% in 2000 to 79.5% in 2016. In 2016, 56.3% of districts required each school to have someone to coordinate counseling, psychological, and social services at the school. Fewer districts required schools at each level to have a specified ratio of counselors to students (16.2% for elementary schools, 16.8% for middle schools, and 19.8% for high schools), and the percentage of districts with these requirements has decreased significantly since 2012. Increases in the prevalence of district-level staffing policies could help increase the quantity and quality of counseling, psychological, and social services staff in schools nationwide, which in turn could improve mental and behavioral health outcomes for students. This article is part of a supplement entitled The Behavioral Health Workforce: Planning, Practice, and Preparation, which is sponsored by the Substance Abuse and Mental Health Services Administration

The Educational, Social and Emotional Experiences of Students with Dyslexia: The Perspective of Postsecondary Education Students

Science.gov (United States)

Doikou-Avlidou, Maro

2015-01-01

The present study aimed at exploring the educational, social and emotional experiences of individuals with dyslexia both during school and tertiary education. For this purpose, semi-structured interviews were conducted with ten Greek students with dyslexia who were enrolled in higher education institutions. The data analysis was carried out with…

Coping With Verbal and Social Bullying in Middle School

Directory of Open Access Journals (Sweden)

Christopher Donoghue

2014-11-01

Full Text Available Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about the ways that they would cope with becoming a victim of verbal and social bullying. We also analyzed influences for coping strategies and student willingness to seek help with bullying at school. The results show that middle school students generally expect that they will utilize adaptive approach strategies in trying to solve the problem or obtain support from others, but those who had been victimized in the last month were more likely than those not involved in bullying, to predict that they would engage in maladaptive avoidance coping strategies if victimized in the future. Willingness to seek help was found to be enhanced by approach coping strategies, less aggressive attitudes, and lower perceptions of school bullying. Policy implications for efforts to encourage approach coping strategies in middle school students through educational interventions and school counseling are discussed.

School-related stress and psychosomatic symptoms among school adolescents.

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Natvig, G K; Albrektsen, G; Anderssen, N; Qvarnstrøm, U

1999-11-01

Associations between psychosomatic symptoms and school-induced stress, and personal and social resources were analyzed among 862 Norwegian adolescents ages 13-15 years participating in the WHO project, "Health Promoting Schools." Stress-related factors were represented by the average of scores of 3-12 items. Both in combined and separate analyses of each psychosomatic symptom, increasing school distress, the most direct measure of stress experience, was associated with increased risk. A similar relationship was found with school alienation, though not significant for all symptoms. Social support from the teacher decreased the risk among girls, whereas social support from other pupils reduced the risk among both genders, but in particular among boys. No consistent associations were seen between psychosomatic complaints and general or school-related self-efficacy or decision control. In some analyses, however, these factors seemed to modify the association with school distress or school alienation.

Learning Social Responsibility in Schools: A Restorative Practice

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Macready, Tom

2009-01-01

Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning…

Social skills headteachers of schools centers. Las habilidades sociales en directores de centros escolares

Directory of Open Access Journals (Sweden)

Margarita Salvador

2009-10-01

Full Text Available

This study aims to discover the extent of public school directors have developed and practiced their social skills, in performing his managerial functions, to plan and propose, based on the results, the training necessary additions to the exercise such leadership reach higher levels of efficiency. The sample was composed of 99 directors of schools of Public Elementary and Secondary Education, in the provinces of Granada and Almeria. The results obtained in this research provide us with reliable knowledge, hitherto non-existent, the profiles that characterize the current directors of schools, in their social and interpersonal skills. A summary of results is as follows: a half of the principals (49% obtained scores that are above the 75 centile, in behavior and social skills assertion b nearly half of the directors in our sample are characterized by implementing social skills, through behavior, where the "self-expression", "say no", "initiate interactions” and “express their anger", are the most relevant components and c the level of the center, the number of students at the school and the old director has made some significant differences.

Key words: Social skills, school directors, managerial function, leadership.

Este estudio pretende conocer, en qué medida los directores escolares de centros públicos tienen desarrolladas y practican las habilidades sociales en el desempeño de sus funciones directivas, con objeto de planificar y proponer, en función de los resultados, los necesarios complementos formativos, para que el ejercicio de dicha función directiva alcance niveles más altos de eficacia. La muestra ha estado compuesta por 99 directores, de Centros Educativos Públicos de Primaria y Secundaria, de las provincias de Granada y Almería. Los resultados obtenidos en esta investigación nos proporcionan un conocimiento fiable, hasta ahora inexistente, sobre los perfiles que caracterizan a los

The Role of Beliefs about the Importance of Social Skills in Elementary Children's Social Behaviors and School Attitudes

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Kwon, Kyongboon; Kim, Elizabeth Moorman; Sheridan, Susan M.

2014-01-01

Background: Positive attitudes toward school have been suggested as a meaningful indicator of school engagement among elementary children. The current study was guided by a social cognitive developmental perspective which suggests that social cognitions, including beliefs, play an important role in children's adjustment outcomes. Objective: The…

Trajectories of Parents' Experiences in Discovering, Reporting, and Living with the Aftermath of Middle School Bullying

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Brown, James Roger

2010-01-01

Bully victimization takes place within a social context of youths' parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or peers for support. However, there is a gap in the literature in understanding parents' experiences of what occurs before, during, and after reporting bullying to school…

The School-to-Community Transition Experiences of Hearing Young Adults and Young Adults Who Are Deaf.

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Bullis, Michael; And Others

1995-01-01

Comparison of hearing (n=222) and deaf (n=217) young adults on employment, independent living, and social experience outcomes found that the hearing group was generally more successful than deaf persons from mainstream or residential schools. Gender differences did not uniformly favor men. Suggestions for improving transition programs for the deaf…

School Persistence in the Wake of War: Wartime Experiences, Reintegration Supports, and Dropout in Sierra Leone

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Zuilkowski, Stephanie Simmons; Betancourt, Theresa S.

2014-01-01

This article examines the relationship of wartime experience and reintegration supports to students' risk of school dropout. It draws on longitudinal, mixed-methods data collected among children and youth in Sierra Leone from 2002 through 2008. The study finds that family financial support and perceived social support are positively associated…

A school-wide assessment of social media usage by students in a US dental school.

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Arnett, M R; Christensen, H L; Nelson, B A

2014-11-01

Social media sites have become an established means of communication due to the exponential growth in number of users across the world and the encouragement of interaction between users through site features. The purpose of this study was to determine the extent to which Loma Linda University School of Dentistry students use social media accounts, the types of accounts they prefer, their interest in incorporating social media into courses and their perceptions of the usefulness of social media in private practice. In addition, we wanted to determine the degree of student interest in the integration of these social tools into their instruction. One thousand one hundred and sixty-two students from Loma Linda University School of Dentistry were invited by e-mail to complete a confidential 18 item multiple choice survey through Surveymonkey.com. The overall response rate was 30% (n = 351) from the pooled response periods; the first in 2011 and the second in 2013. Similar to other studies, Facebook was used by 91% of the School of Dentistry students, and less than half used Google+, Twitter and LinkedIn. Of the respondents, 68% of students reported communicating on social media daily and 80% saw value for practising dentists to operate accounts. Time and privacy concerns were the largest barriers to usage at 16% and 12% respectively. One third of respondents were in favour of the incorporation of social media in their courses.

A Multilevel Framework for Increasing Social Support in Schools

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Grapin, Sally L.; Sulkowski, Michael L.; Lazarus, Philip J.

2016-01-01

In school contexts, social support refers to the overall perception one has of feeling included and cared for in a community of peers, teachers, caregivers, and others. Social support is critical for promoting positive academic and psychosocial outcomes for students. Conversely, a lack of perceived social support may be associated with increased…

Promoting Social and Emotional Competencies in Elementary School

Science.gov (United States)

Jones, Stephanie M.; Barnes, Sophie P.; Bailey, Rebecca; Doolittle, Emily J.

2017-01-01

There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in school, and have more successful careers and better mental and physical health as adults. Evidence from the most rigorous studies of…

Social capital and physical activity among Croatian high school students.

Science.gov (United States)

Novak, D; Doubova, S V; Kawachi, I

2016-06-01

To examine factors associated with regular physical activity in Croatian adolescents. A cross-sectional survey among high school students was carried out in the 2013/14 school year. A survey was conducted among 33 high schools in Zagreb City, Croatia. Participants were students aged 17-18 years. The dependent variables were regular moderate to vigorous physical activity (MVPA) and overall physical activity measured by the short version of International Physical Activity Questionnaire and defined as 60 min or more of daily physical activity. The independent variables included family, neighborhood, and high school social capital. Other study covariates included: socio-economic status, self-rated health, psychological distress and nutritional status. The associations between physical activity and social capital variables were assessed separately for boys and girls through multiple logistic regression and inverse probability weighting in order to correct for missing data bias. A total of 1689 boys and 1739 girls responded to the survey. A higher percentage of boys reported performing regular vigorous and moderate physical activity (59.4%) and overall physical activity (83.4%), comparing with the girls (35.4% and 70%, respectively). For boys, high family social capital and high informal social control were associated with increased odds of regular MVPA (1.49, 95%CI: 1.18 - 1.90 and 1.26, 95%CI: 1.02 - 1.56, respectively), compared to those with low social capital. For girls, high informal social control was associated with regular overall physical activity (OR 1.38, 95% CI: 1.09 - 1.76). High social capital is associated with regular MVPA in boys and regular overall activity in girls. Intervention and policies that leverage community social capital might serve as an avenue for promotion of physical activity in youth. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Psychotic experiences and social functioning: a longitudinal study.

Science.gov (United States)

Sullivan, Sarah; Lewis, Glyn; Wiles, Nicola; Thompson, Andrew; Evans, Jonathan

2013-07-01

Both adolescent psychotic experiences and poor social functioning precede psychotic disorder; however, whether poor social functioning is also a risk factor for rather than a consequence of adolescent psychotic experiences is not clear. We investigate this question as well as whether deterioration in social functioning confers the strongest risk of psychotic experiences and whether theory of mind ability mediates any association, in a large community sample. Measures of social functioning (peer problems and prosocial behaviour) at ages 7 and 11 and theory of mind ability and psychotic experiences at age 12 were collected in a large community sample (n = 3,592). The association between social functioning and psychotic experiences was examined using logistic regression models at each age and any additional impact of deterioration in social functioning between ages 7 and 11. The potential role of theory of mind as a mediator was also investigated. Peer problems at both ages were independently associated with psychotic experiences at age 12 (7 years OR 1.11 95 % CI 1.03, 1.20), (11 years OR 1.13 95 % CI 1.05, 1.22). Theory of mind ability did not mediate this association. The association was not restricted to those with deteriorating social functioning (interaction term; p = 0.49). Poor childhood social functioning precedes adolescent psychotic experiences. There was no evidence that those with deteriorating social functioning were at greatest risk.

Psycho-social correlates of stressful experiences among primary ...

African Journals Online (AJOL)

The study was guided by Social Cognitive Theory, employed to examine the psycho-social environments of serving primary school teachers in Olugbo-Less City, Odeda Local Government Area of Ogun State, Nigeria. 100 rural active teachers currently undergoing in-service training in Ogun State Universal Basic Education ...

Radon mitigation experience in difficult-to-mitigate schools

International Nuclear Information System (INIS)

Leovic, K.W.; Craig, A.B.

1990-01-01

Initial radon mitigation experience in schools has shown sub-slab depressurization (SSD) to be generally effective in reducing elevated levels of radon in schools that have a continuous layer of clean, coarse aggregate underneath the slab. However, mitigation experience is limited in schools without sub-slab aggregate and in schools with characteristics such as return-air ductwork underneath the slab or unducted return-air plenums in the drop ceiling that are open to the sub-slab area (via open tops of block walls). Mitigation of schools with utility tunnels and of schools constructed over crawl spaces is also limited. Three Maryland schools exhibiting some of the above characteristics are being researched to help understand the mechanisms that control radon entry and mitigation in schools where standard SSD systems are not effective. This paper discusses specific characteristics of potentially difficult-to-mitigate schools and, where applicable, details examples from the three Maryland schools

Managing social, emotional and behavioural difficulties in schools in the Netherlands

Directory of Open Access Journals (Sweden)

Ed Smeets

2009-04-01

Full Text Available Three key aspects of the school environment are crucial for the prevention and management of social, emotional, and behavioural difficulties (SEBD in schools. These include an adequate instructional environment, a supportive social-emotional climate, and a systematic process of identification and intervention. This paper addresses these critical aspects by presenting results from two studies in primary education in The Netherlands. According to teachers, one in six pupils in mainstream primary schools exhibits some kind of SEBD. Severe cases of aggressive behaviour or ADHD present the greatest difficulties for teachers. The focus in mainstream schools is on the provision of a supportive social-emotional environment and on the identification of SEBD, with little attention to an adequate instructional environment or consistent interventions. This paper describes a systematic approach to the prevention and early intervention of SEBD which will address this issue.

School Absenteeism: An Online Survey via Social Networks.

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Pflug, Verena; Schneider, Silvia

2016-06-01

School absenteeism is a significant social and public health problem. However, existing prevalence rates are often not representative due to biased assessment processes at schools. The present study assessed school absenteeism in Germany using a nationwide online self-report survey. Although our definition of school absenteeism was more conservative than in previous studies, nearly 9 % of the 1359 high school students reported school absenteeism within the past 7 days. Absent students lived less often with both parents, were on average of lower socioeconomic status, and reported more emotional problems, behavioral problems and less prosocial behavior than attending students. Being an indicator of a wide variety of problems in children and adolescents, school absenteeism deserves much more attention. Future directions for research and implications for prevention and intervention programs are discussed.

FACTOR ANALYSIS OF A SOCIAL SKILLS SCALE FOR HIGH SCHOOL STUDENTS.

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Wang, H-Y; Lin, C-K

2015-10-01

The objective of this study was to develop a social skills scale for high school students in Taiwan. This study adopted stratified random sampling. A total of 1,729 high school students were included. The students ranged in age from 16 to 18 years. A Social Skills Scale was developed for this study and was designed for classroom teachers to fill out. The test-retest reliability of this scale was tested by Pearson's correlation coefficient. Exploratory factor analysis was used to determine construct validity. The Social Skills Scale had good overall test-retest reliability of .92, and the internal consistency of the five subscales was above .90. The results of the factor analysis showed that the Social Skills Scale covered the five domains of classroom learning skills, communication skills, individual initiative skills, interaction skills, and job-related social skills, and the five factors explained 68.34% of the variance. Thus, the Social Skills Scale had good reliability and validity and would be applicable to and could be promoted for use in schools.

Possibility Thinking and Social Change in Primary Schools

Science.gov (United States)

Craft, Anna Rachel; Chappell, Kerry Anne

2016-01-01

This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested.…

Teaching for Social Justice: Experiences and Epiphanies

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Ringo, Saroja

2008-01-01

If people believe that identities are in large part socially constructed, they might also agree that the morals and values they each hold may also be a product of their experiences as social beings. The author's experiences with othering led her to an epiphany about the importance of teaching for social justice and guided her work as a teacher…

Astronomy: social background of students of the integrated high school

Science.gov (United States)

Voelzke, M. R.; Barbosa, J. I. L.

2017-07-01

Astronomy-related contents exist in almost all levels of basic education in Brazil and are also frequently disseminated through mass media. Thus, students form their own explanations about the phenomena studied by this science. Therefore, this work has the objective of identifying the possible social background of the Integrated High School students on the term Astronomy. It is a research of a basic nature, descriptive, and for that reason a quali-quantitative approach was adopted; the procedures to obtain the data were effected in the form of a survey. The results show that the tested students have a social background about the object Astronomy, which is on the one hand fortified by elements they have made or which is part of the experience lived by the respondents within the formal space of education, and on the other hand based on elements possibly disseminated through the mass media.

School climate for transgender youth: a mixed method investigation of student experiences and school responses.

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McGuire, Jenifer K; Anderson, Charles R; Toomey, Russell B; Russell, Stephen T

2010-10-01

Transgender youth experience negative school environments and may not benefit directly from interventions defined to support Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth's experience of school harassment, school strategies implemented to reduce harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant. Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those interventions.

Information barriers and social stratification in higher education: evidence from a field experiment.

Science.gov (United States)

Abbiati, Giovanni; Argentin, Gianluca; Barone, Carlo; Schizzerotto, Antonio

2017-11-29

Our contribution assesses the role of information barriers for patterns of participation in Higher Education (HE) and the related social inequalities. For this purpose, we developed a large-scale clustered randomised experiment involving over 9,000 high school seniors from 62 Italian schools. We designed a counseling intervention to correct student misperceptions of the profitability of HE, that is, the costs, economic returns and chances of success of investments in different tertiary programs. We employed a longitudinal survey to test whether treated students' educational trajectories evolved differently relative to a control group. We find that, overall, treated students enrolled less often in less remunerative fields of study in favour of postsecondary vocational programmes. Most importantly, this effect varied substantially by parental social class and level of education. The shift towards vocational programmes was mainly due to the offspring of low-educated parents; in contrast, children of tertiary graduates increased their participation in more rewarding university fields. Similarly, the redistribution from weak fields to vocational programmes mainly involved the children of the petty bourgeoisie and the working class, while upper class students invested in more rewarding university fields. We argue that the status-maintenance model proposed by Breen and Goldthorpe can explain these socially differentiated treatment effects. Overall, our results challenge the claim that student misperceptions contribute to horizontal inequalities in access to HE. © London School of Economics and Political Science 2017.

SOCIAL ENVIRONMENTAL RISK AND PROTECTION: A TYPOLOGY WITH IMPLICATIONS FOR PRACTICE IN ELEMENTARY SCHOOLS.

Science.gov (United States)

Bowen, Natasha K; Lee, Jung-Sook; Weller, Bridget E

2007-01-01

Social environmental assessments can play a critical role in prevention planning in schools. The purpose of this study was to describe the importance of conducting social environmental assessments, demonstrate that complex social environmental data can be simplified into a useful and valid typology, and illustrate how the typology can guide prevention planning in schools. Data collected from 532 3(rd) through 5(th) graders using the Elementary School Success Profile were analyzed in the study. A latent profile analysis based on eight child-report social environmental dimensions identified five patterns of social environmental risk and protection. The classes were labeled High Protection, Moderate Protection, Moderate Protection/Peer Risk, Little Protection/Family Risk, and No Protection//School Risk. Class membership was significantly associated with measures of well-being, social behavior and academic performance. The article illustrates how the typology can be used to guide decisions about who to target in school-based preventions, which features of the social environment to target, and how much change to seek. Information is provided about online resources for selecting prevention strategies once these decisions are made.

'Uncrunching' time: medical schools' use of social media for faculty development.

Science.gov (United States)

Cahn, Peter S; Benjamin, Emelia J; Shanahan, Christopher W

2013-06-27

The difficulty of attracting attendance for in-person events is a problem common to all faculty development efforts. Social media holds the potential to disseminate information asynchronously while building a community through quick, easy-to-use formats. The authors sought to document creative uses of social media for faculty development in academic medical centers. In December 2011, the first author (P.S.C.) examined the websites of all 154 accredited medical schools in the United States and Canada for pages relevant to faculty development. The most popular social media sites and searched for accounts maintained by faculty developers in academic medicine were also visited. Several months later, in February 2012, a second investigator (C.W.S.) validated these data via an independent review. Twenty-two (22) medical schools (14.3%) employed at least one social media technology in support of faculty development. In total, 40 instances of social media tools were identified--the most popular platforms being Facebook (nine institutions), Twitter (eight institutions), and blogs (eight institutions). Four medical schools, in particular, have developed integrated strategies to engage faculty in online communities. Although relatively few medical schools have embraced social media to promote faculty development, the present range of such uses demonstrates the flexibility and affordability of the tools. The most popular tools incorporate well into faculty members' existing use of technology and require minimal additional effort. Additional research into the benefits of engaging faculty through social media may help overcome hesitation to invest in new technologies.

Scaling-Up Youth-Led Social Justice Efforts through an Online School-Based Social Network.

Science.gov (United States)

Kornbluh, Mariah; Neal, Jennifer Watling; Ozer, Emily J

2016-06-01

The exploration of social networking sites (SNS) in promoting social change efforts offers great potential within the field of community psychology. Online communities on SNS provide opportunities for bridging across groups, thus fostering the exchange of novel ideas and practices. Currently, there have only been limited efforts to examine SNS within the context of youth-led efforts. To explore the potential of SNS to facilitate the diffusion of social justice efforts between distinct youth groups, we linked three school-based youth-led participatory action research projects involving 54 high school students through a SNS. This study offers an innovative methodological approach and framework, utilizing social network analysis and strategic sampling of key student informants to investigate what individual behaviors and online network features predict student adoption of social change efforts. Findings highlight prospective facilitators and barriers to diffusion processes within a youth-led online network, as well as key constructs that may inform future research. We conclude by providing suggestions for scholars and practitioners interested in examining how SNS can be used to enhance the diffusion of social justice strategies, youth-led engagement efforts, and large-scale civic organizing. © Society for Community Research and Action 2016.

Supporting learning experiences beyond the school context

NARCIS (Netherlands)

Rusman, Ellen

2015-01-01

In this workshop you’ll become familiar with two examples of how technology can support learning experiences that go beyond, but still connect to, the school context. The first example, called Elena, is for primary schools. The second example, called weSPOT, is for secondary schools. The Elena

Community Involvement in School: Social Relationships in a Bedroom Community

Science.gov (United States)

Preston, Jane P.

2013-01-01

The purpose of this qualitative case study was to describe how community involvement in school is associated with the social relationships existing/lacking within a bedroom community. Thirty-five interviews with school council members, teachers, and community members highlighted that traditional forms of community involvement in school generate…

Crossing the Frontier to Inland China: Family Social Capital for Minority Uighur Students in Chinese Boarding Schools

Science.gov (United States)

Chen, Yangbin

2010-01-01

This paper examines family influences on Uighur (a Muslim ethnic minority in northwestern China) students' experiences in Xinjiang classes in an inland China boarding school. Supported by the concept of family social capital, the paper argues that, although family structure becomes deficient for Uighur students away from home, their families can…

Psychopathology and Academic Performance, Social Well-Being, and Social Preference at School : The TRAILS Study

NARCIS (Netherlands)

Sijtsema, J. J.; Verboom, C. E.; Penninx, Brenda; Verhulst, F. C.; Ormel, J.

Psychopathology during adolescence has been associated with poor academic performance, low social well-being, and low social preference by peers at school. However, previous research has not accounted for comorbid psychopathology, informant-specific associations between psychopathology and

Civic Virtue, Social Justice and Catholic Schools: Part II.

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Ognibene, Richard; Paulli, Kenneth

2002-01-01

Details the history of the Catholic Church's involvement in social justice issues from the Second Vatican Council (1962-65) on. Describes social justice programs in schools in the diocese of Albany, New York, as well as other programs. Stresses that social justice activity rises out gratitude for the gift of life and should be seen in the context…

The process of socialization and education in school

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Peter Ondrejkovič

2014-04-01

Full Text Available Becoming a social being is not just a matter of education; it is a process of socialization, "learning in social conditions", and the process of formation and development of personality in the interdependence of a socially mediated social and physical environment. A theory of socialization at school must explain how social reproduction is associated with the development of one's personality and also must explain how they can work together in the critical development of entity and societal changes. It is an important part of education and is responsible for the identity formation of students. Without creating an identity "of me" it is not possible to speak about self-regulation.

Theoretical Perspectives on Critical Thinking Teaching: Reflections from Field Experiences from a Norwegian Lower Secondary School in Comparison to Tanzanian Secondary School Teaching Practices

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Leatitia Gabriel Mashaza

2017-08-01

Full Text Available This paper presents the theoretical perspectives relevant to critical thinking as my topic of research during my teaching practice period which was conducted from 12th -28th October 2015 at Eidsvag secondary school in Bergen, Norway. As a requirement for Masters’ degree in social science education, all master students were required to engage in teaching practice in different Norwegian primary and secondary schools. Importantly, every student teacher was given a topic of concentration as a mini-research for the whole teaching practice period. My topic of research focused at exploring and gaining the theoretical and practical perspectives on critical thinking teaching by drawing some experiences from a Norwegian lower secondary school (Eidsvag skole in reflection to secondary school teaching practice experiences in Tanzania. Therefore, in this paper, my reflections with regard to the conditions favoring the possibility for critical thinking teaching and how it was enhanced by teachers at my practice school will be discussed. Further to that, I will also present the observed challenges of which, in my view, in way or another intervened the possibility for effective critical thinking teaching to take place.

Social Reproduction and Sex in German Primary Schools

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Smith, Daniel Scott; Wendt, Heike; Kasper, Daniel

2017-01-01

To understand the relationship between social background and sex in schooling, we use Bourdieu's theory of social reproduction and a feminist perspective of gender as practice. We pose two questions: (1) What is the relationship between economic and cultural capital and achievement for 4th-grade females versus males studying in Germany? (2) Is the…

SOCIAL MOVEMENTS AND HISTORICAL-CRITICAL PEDAGOGY: THE LEAP OF QUALITY REQUIRED IN PRACTICE OF SCHOOL EDUCATION AND NON-SCHOOL

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Maria de Fatima Felix Rosar

2013-12-01

Full Text Available The content of this article is structured in three sections: 1- Preamble, 2- Contradictions and dialectical overcoming the history of education, 3- Social Movements and Historical-Critical Pedagogy in Brazil. Identifies relationships between experiences of qualitative change of the social order in the sixteenth, eighteenth and nineteenth centuries, and education as political and pedagogical element constitutive of revolutionary processes. It is evident that among the conservative ideologies of the old social order, played by the Church and bourgeois state, emerge new perspectives of education and society, thus overcoming the contradictions produce processes that can be identified in the history of education. Social movements as an expression of conflicts between these ideologies can be strengthened to the extent that work with the prospect of united struggles and deepen their strategies from their anchorage in the historical-dialectical materialism. The Historical- Critical Pedagogy, as a theoretical and practical perspective grounded in Marxist thought, has been linked to social movements and pedagogical processes in and out of school, contributing to a qualitative leap occurs in national education and the struggles of building the socialism.

An Investigation of High School Social Studies Teachers' Understandings of Vocabulary Teaching and Learning

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Harmon, Janis; Antuna, Marcos; Juarez, Lucinda; Wood, Karen D.; Vintinner, Jean

2018-01-01

This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support…

Navigating Social Networking and Social Media in School Psychology: Ethical and Professional Considerations in Training Programs

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Pham, Andy V.

2014-01-01

Social networking and social media have undoubtedly proliferated within the past decade, allowing widespread communication and dissemination of user-generated content and information. Some psychology graduate programs, including school psychology, have started to embrace social networking and media for instructional and training purposes; however,…

Social Capital in the Classroom: A Study of In-Class Social Capital and School Adjustment

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Van Rossem, Ronan; Vermande, Marjolijn; Völker, Beate; Baerveldt, Chris

2015-01-01

Social capital is generally considered beneficial for students' school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils' performance and well-being. The sample in this study consists of 1036 children in 60…

A Peer-Delivered Social Interaction Intervention for High School Students with Autism

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Hughes, Carolyn; Harvey, Michelle; Cosgriff, Joseph; Reilly, Caitlin; Heilingoetter, Jamie; Brigham, Nicolette; Kaplan, Lauren; Bernstein, Rebekah

2013-01-01

Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few published social interaction interventions have been conducted among high school students with autism and their general education classmates. Such studies…

Phenomenology of School Leaders' Experiences of Ethical Dilemmas

OpenAIRE

Guy, Timothy Michael

2016-01-01

This research study explores the intersection of school leadership and ethics. This study used the hermeneutic phenomenological approach described by Max Van Manen (1990, 2014) to explore the question: How do school leaders experience ethical dilemmas in their role as school leaders? Hermeneutic phenomenology seeks to find the meaning of a phenomenon, which in this case is the experience of an ethical dilemma. Hermeneutic refers to the interpretive-reflective-analytical component and phenom...

High Magnitude of Social Anxiety Disorder in School Adolescents

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Kindie Mekuria

2017-01-01

Full Text Available Introduction. Social phobia is the most prevalent and chronic type of anxiety disorder worldwide and it affects occupational, educational, and social affairs of the individual. Social phobia is also known for its association with depression and substance use disorder. Objective. The aim of this study was to assess the prevalence and associated factors of social phobia among high school students in Ethiopia. Methods. Cross-sectional study was conducted among 386 randomly selected students. Data were collected using pretested and self-administered questionnaire. Social phobia was assessed by using Social Phobia Inventory (SPIN. Logistic regression was used to analyze the data with 95% confidence interval and variables with p value less than 0.05 were considered as statistically significant. Results. From 386 study participants, 106 (27.5% of them were positive for social phobia. Being female (AOR = 3.1; 95% CI: 1.82–5.27, current alcohol drinking (AOR = 1.75; 95% CI: 1.03–2.98, poor social support (AOR = 2.40; 95% CI: 1.17–4.92, and living with single parent (AOR = 5.72; 95% CI: 2.98–10.99 were significantly associated with social phobia. Conclusion. The proportion of social phobia was higher compared to previous evidences. School-based youth-friendly mental health services might be helpful to tackle this problem.

Social Organization of Classes and Schools. Issue Paper 89-2.

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Florio-Ruane, Susan

This paper describes the importance of knowledge about the social organization of schools and classrooms for beginning teachers. The paper begins with a consideration of schools and classrooms as cultural settings and examines the beginning teacher's role within them. The remaining sections of the paper examine the interweaving of school social…

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations

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Verónica López

2017-07-01

Full Text Available School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students’ perceptions of teachers’ wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher’s wellbeing, and (a school achievement, and (b school performance. School achievement was computed as a product of (a the probability of passing the school year, and (b the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA at the end of the school year, based on the students’ previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students’ social wellbeing at school, their perception of teachers’ wellbeing and school climate and school achievement. For school achievement, two variables were mediated (students’ social wellbeing at school and school climate. However, for school performance, no significant mediations were found. We conclude that, on the

Household-level Social Capital in Cameroon and Children's Schooling

African Journals Online (AJOL)

This article examines household-level social capital as a determinant of children's schooling using a cross-sectional data of the 2001 Cameroon Household Survey. Reduced form demand equations of schooling for the entire sample, male and female children are estimated separately. Results indicate that parent's ...

Social Justice Leadership: Advocating Equity, Access and Opportunity for Black Students Attending Urban High-Poverty Elementary Schools

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Pounders, Cherise

2017-01-01

The purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.…

An Analysis of Social Justice Research in School Psychology

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Graybill, Emily; Baker, Courtney N.; Cloth, Allison H.; Fisher, Sycarah; Nastasi, Bonnie K.

2018-01-01

The purpose of the current content analysis was to build upon previous empirical research both within school psychology and in other subdisciplines of psychology to refine the operationalized definition of social justice within school psychology research. Operationalizing the definition and substantiating it within the empirical literature is a…

Middle School Girls: Perceptions and Experiences with Robotics

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Hyun, Tricia

2014-01-01

The purpose of this qualitative case study was to investigate the impact a robotics curriculum might have on the experiences and perceptions of middle school girls in two California classrooms. The research found that middle school girls in two different California classrooms felt that their experiences with robotics were personalized experiences…

A model to facilitate collaborative social support for pregnant students in secondary schools

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Matlala SF

2017-09-01

Full Text Available Sogo F Matlala Department of Public Health, University of Limpopo, Sovenga, South Africa Abstract: Pregnancy among secondary school students remains a public health problem and is associated with school dropout as well as poor maternal and child health outcomes. Schools in South Africa no longer expel pregnant students as was the case before 2000. Instead, the government encourages them to remain in class to complete their education, but pregnant students often face stigma, and some drop out of school as a result. To remain in class and access antenatal care, pregnant students require social support from teachers, parents and professional nurses. Unfortunately, teachers, parents and professional nurses support pregnant students on an ad hoc basis, and this calls for a model to facilitate collaborative social support. The purpose of this paper is to present and describe a model to facilitate collaborative social support for pregnant students attending secondary schools in South Africa, using the model description steps of Chinn and Kramer. The model is designed as a tool to enable pregnant students to remain in school, attend antenatal care and in the end, deliver healthy babies. The professional nurse, as a member and leader of the school health team which visits secondary schools to provide a package of school health services, is the agent or facilitator of the model. Keywords: communication, health team, learner pregnancy, maternal and child health, school health services, social network

Masturbation Experiences of Swedish Senior High School Students: Gender Differences and Similarities.

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Driemeyer, Wiebke; Janssen, Erick; Wiltfang, Jens; Elmerstig, Eva

Research about masturbation tends to be limited to the assessment of masturbation incidence and frequency. Consequently, little is known about what people experience connected to masturbation. This might be one reason why theoretical approaches that specifically address the persistent gender gap in masturbation frequency are lacking. The aim of the current study was to explore several aspects of masturbation in young men and women, and to examine possible associations with their social backgrounds and sexual histories. Data from 1,566 women and 1,452 men (ages 18 to 22) from 52 Swedish senior high schools were analyzed. Comparisons between men and women were made regarding incidence of and age at first masturbation, the use of objects (e.g., sex toys), fantasies, and sexual functioning during masturbation, as well as about their attitudes toward masturbation and sexual fantasies. Cluster analysis was carried out to identify similarities between and differences within the gender groups. While overall more men than women reported experience with several of the investigated aspects, cluster analyses revealed that a large proportion of men and women reported similar experiences and that fewer experiences are not necessarily associated with negative attitudes toward masturbation. Implications of these findings are discussed in consideration of particular social backgrounds.

Social class and the STEM career pipeline an ethnographic investigation of opportunity structures in a high-poverty versus affluent high school

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Nikischer, Andrea B.

This research investigates science, technology, engineering and mathematics (STEM) high school opportunity structures, including student experiences with math and science course sequences and progress, college guidance and counseling, and STEM extracurricular activities (Weis and Eisenhart, 2009), specifically related to STEM fields and career and college choice, for top-performing math and science students. Differences in these structures and processes as they play out in two representative high schools that vary by social class and racial/ethnic makeup are examined. This comparative ethnography includes 36 school and classroom observations, 56 semi-structured individual interviews, and a review of relevant documents, all gathered during the focal students' junior year of high school. Three data chapters are presented, discussing three distinct, yet interconnected themes. In the first, I examine the ways in which chronic attendance problems and classroom distractions negatively impact math and science instruction time and lead to an instruction (time) deficit. In the second, I compare the math and science course and extra-curricular offerings at each school, and discuss the significant differences between sites regarding available STEM exposure and experience, also known as "STEM educational dose" (Wai, et al., 2010). In the third, I investigate available guidance counseling services and STEM and college-linking at each site. Perceived failures in the counseling services available are discussed. This dissertation is grounded in the literature on differences in academic achievement based on school setting, the nature/distribution of knowledge based on social class, and STEM opportunity structures. The concepts of "social capital" and "STEM capital" are engaged throughout. Ultimately, I argue through this dissertation that segregation by race, and most importantly social class, both between and within districts, damages the STEM pipeline for high-performing math and

Social Media for School Communication. Research into Practice

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Williamson, Ronald

2012-01-01

It's easy to dismiss social media as a fascination of young people but to do so minimizes one of the fastest growing trends in technology. The Pew Internet and American Life Project recently found that over 71% of teens have a Facebook profile and 75% of adults have one too. Social media tools have become the way for a school or business to…

Social Justice: The Missing Link in School Administrators' Perspectives on Teacher Induction

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Pinto, Laura Elizabeth; Portelli, John P.; Rottmann, Cindy; Pashby, Karen; Barrett, Sarah Elizabeth; Mujuwamariya, Donatille

2012-01-01

Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators' perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher…

School Personnel Responses to Children Exposed to Violence

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Kenemore, Thomas; Lynch, John; Mann, Kimberly; Steinhaus, Patricia; Thompson, Theodore

2010-01-01

Authors explored the experiences of school personnel in their responses to children's exposure to violence. Thirty-one school personnel, including administrators, teachers, counselors, school social workers, and psychologists, were interviewed to obtain data on their experiences related to violence exposure in their schools and the surrounding…

Effect of social games on class social structure in the third triad of primary school with adapted programme for children with special needs

OpenAIRE

Kleinberger, Anja

2018-01-01

Building adequate social relationships and learning about them is very important in our society. Nowadays social games are often used in schools, especially to enhance good behaviour and improve relationships between students. By learning social skills in school we can improve the quality of life for our students during schooling as they will feel accepted in their class and as a result feel better about themselves. In addition, social games give them knowledge that they can use in adulthood ...

Socialization and organizational citizenship behavior among Turkish primary and secondary school teachers.

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Çavuş, Mustafa Fedai

2012-01-01

The aim of the present study is to investigate the effects of organizational socialization levels of employees on organizational citizenship behavior (OCB). A total of 185 (70 female, 115 male) teachers were sampled at 27 primary and secondary schools. Their ages ranged from 23 to 55 years, with a mean (SD) of 36 (5.1). In this sample, 100 (54.1%) worked in primary schools, and 85 (45.9%) worked in secondary schools. A three-part questionnaire was designed for the study. The research scales were self-report measures of organizational socialization, OCB, and demographic variables. The hypothesized model was tested using Pearson correlation analyses and multiple regression analyses. The teachers demonstrated high level socialization (Mean 4.2, SD 0.7) and OCB (Mean 4.0, SD 0.54). Understanding, coworker support, and performance proficiency explained significant variance in organizational citizenship behavior; however, there was no relationship (p=0.286) between the organizational goals and values and OCB. The findings contribute to our understanding of the relationship between the level of organizational socialization and organizational citizenship behavior in educational settings. These findings suggest that high level organizational socialization supports organizational citizenship behavior in primary and secondary school teachers.

Enhancing Student Engagement Through Social Media A School of Business Case Study

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M. Glowatz

2014-12-01

Full Text Available While many universities have been deploying both electronic learning (eLearning and social media applications for academic purposes, there is currently little research on the impact on their use on students’ overall learning experiences and associated learning possibilities. This paper elaborates on several online academic activities, such as Facebook, Twitter and quizzes for one classroom taught school of business undergraduate (UG module. The similarities and differences discovered across all aspects of this paper’s research findings are examined against Chickering & Gamson’s [1] seven principles of good practice teaching and Astin’s [2] five tenets of engagement. Online activities were tracked over a period of one academic semester (fifteen weeks and results insinuate that innovative and sustainable social media can indeed be utilised in higher education to enhance student learning and engagement.

Exploring rural high school learners' experience of mathematics anxiety in academic settings

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Dipane Hlalele

2012-01-01

Full Text Available The purpose of the study was to explore rural high school learners' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on confidence, motivation and achievement. This quantitative study is exploratory and descriptive in nature. The participants were 403 learners doing mathematics in 18 rural schools in the Free State province of South Africa. Participants completed a 20-item questionnaire and 373 (92.5% questionnaires were found to contain valid responses and were analysed by a professional statistician at the University of the Free State using the Statistical Package for the Social Sciences (SPSS, Version 17.0. The questionnaire was testedfor reliability using the Cronbach alpha coefficient and was found to have a reliability score of .841, indicating an acceptable reliability coefficient. Findings reveal that all learners sometimes, often, or always experience mathematics anxiety in academic settings. It is therefore important for teachers and authorities in education to observe its prevalence and to implement strategies toward the alleviation of the effects ofmathematics anxiety.

The Impact of School Management Strategies on Academic Achievement in Texas Schools

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Ogundokun, Olubunmi K.

2012-01-01

This study analyzes the relationship between school management strategies and student's academic achievement, while controlling for factors such as the school principals' age, gender, experience, as well as school size and location, Student's Social Economics Status (SES), English as a Second Language learner's population (ESL), Special Education…

Mental Health, School Problems, and Social Networks: Modeling Urban Adolescent Substance Use

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Mason, Michael J.

2010-01-01

This study tested a mediation model of the relationship with school problems, social network quality, and substance use with a primary care sample of 301 urban adolescents. It was theorized that social network quality (level of risk or protection in network) would mediate the effects of school problems, accounting for internalizing problems and…

School Leadership that Builds Teacher Social Capital

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Minckler, Cheri Hoff

2014-01-01

This quantitative study explores the relationship between school leadership and the development and sustenance of teacher social capital. The literature review discusses aspects of leadership theory to elucidate understanding of how leadership influences teachers' working relationships. Quantitative methodology and analyses ascertain the…

School Contextual Features of Social Disorder and Mental Health Complaints—A Multilevel Analysis of Swedish Sixth-Grade Students

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Bitte Modin

2018-01-01

Full Text Available This study addressed school-contextual features of social disorder in relation to sixth-grade students’ experiences of bullying victimization and mental health complaints. It investigated, firstly, whether the school’s concentrations of behavioural problems were associated with individual students’ likelihood of being bullied, and secondly, whether the school’s concentrations of behavioural problems and bullying victimization predicted students’ emotional and psychosomatic health complaints. The data were derived from the Swedish National Survey of Mental Health among Children and Young People, carried out among sixth-grade students (approximately 12–13 years old in Sweden in 2009. The analyses were based on information from 59,510 students distributed across 1999 schools. The statistical method used was multilevel modelling. While students’ own behavioural problems were associated with an elevated risk of being bullied, attending a school with a higher concentration of students with behavioural problems also increased the likelihood of being bullied. Attending a school with higher levels of bullying victimization and behavioural problems predicted more emotional and psychosomatic complaints, even when adjusting for their individual level analogues. The findings indicate that school-level features of social disorder influence bullying victimization and mental health complaints among students.

Explaining Social Class Inequalities in Educational Achievement in the UK: Quantifying the Contribution of Social Class Differences in School "Effectiveness"

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Hobbs, Graham

2016-01-01

There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to…

Punishment in School: The Role of School Security Measures

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Mowen, Thomas J.

2014-01-01

Although investigation of school security measures and their relationships to various outcomes including school crime rates (Gottfredson, 2001), perpetuation of social inequality (Ferguson, 2001; Nolan, 2011; Welch & Payne, 2010), and the impact on childhood experiences has seen significant growth within the last 20 years (Newman, 2004;…

School Nurse Resilience: Experiences after Multiple Natural Disasters

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Broussard, Lisa; Myers, Rachel

2010-01-01

This qualitative descriptive study explored the experiences of school nurses in coastal Louisiana, who were affected by Hurricanes Gustav and Ike in 2008 and who had also been in the path of destruction caused by Hurricanes Katrina and Rita in 2005. The purpose of the study was to describe the experiences of school nurses affected by repeated…

The Analysis of Social Teachers' Performance in the Senior High Schools of Ciamis Regency

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Mulyadi, Endang; Yuniarsih, Tjutju; Disman; Supardan, Dadang

2016-01-01

This research is intended to analyze the principal's leadership, school cultures, teachers' welfare, achievement motivation and the competence of social teachers at Senior High Schools in Ciamis regency and their effects towards the teachers' performance. Population of this research are Social teachers at Senior High Schools in Ciamis regency,…

Social Work Experience and Development in China

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Sibin, Wang

2013-01-01

This article presents the experience and limitations of government-run social work and the nonprofessional nature of social work, and suggests that the rapid development of social work and its professionalization are the inevitable results of the reform in the system. The author maintains that under market socialism, social work requires the…

The Emotional Experience of School Change: Resistance, Loss, and Grief.

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Marshak, David

1996-01-01

Ignoring the emotional experience of school change may unintentionally sabotage rational planning. Reinventing schools means attending to educators' emotional experience, particularly their expectations, sense of loss, and resulting grief. School norms must be transformed so that teachers and administrators can have meaningful conversations about…

Do comprehensive schools reduce social mobility?

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Boliver, Vikki; Swift, Adam

2011-03-01

This paper investigates the claim that the shift from a selective to a comprehensive school system had a deleterious effect on social mobility in Great Britain. Using data from the National Child Development Study, we compare the chances, for both class and income mobility, of those who attended different kinds of school. Where media attention focuses exclusively on the chances for upward mobility of those children from lowly origins who were (or would have been) judged worthy of selection into a grammar school, we offer more rounded analyses. We match respondents in a way that helps us to distinguish those inequalities in mobility chances that are due to differences between children from those due to differences between the schools they attended; we look at the effects of the school system on the mobility chances of all children, not merely those from less advantaged origins; and we compare comprehensive- and selective-system schools, not merely comprehensive and grammar schools. After matching, we find, first, that going to a grammar school rather than a comprehensive does not make low-origin children more likely to be upwardly mobile but it helps them move further if they are; second, that grammar schools do not benefit working-class children, in terms of class mobility, more than they benefit service-class children, but, in terms of income mobility, such schools benefit low-income children somewhat more than they benefit higher-income children - that benefit relating only to rather modest and limited movements within the income distribution. Finally, however, the selective system as a whole yields no mobility advantage of any kind to children from any particular origins: any assistance to low-origin children provided by grammar schools is cancelled out by the hindrance suffered by those who attended secondary moderns. Overall, our findings suggest that comprehensive schools were as good for mobility as the selective schools they replaced. © London School of

Leading Schools of Excellence in Academics, Character, and Social-Emotional Development

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Bencivenga, Anthony S.; Elias, Maurice J.

2003-01-01

In the 21st century, students' character, social-emotional skills, and academic competencies will define school excellence. This article describes characteristics of visionary leadership for such schools based on settings already characterized by strengths in "EQ + IQ = Best Leadership Practices for Caring and Successful Schools." Core beliefs…

Coping with Verbal and Social Bullying in Middle School

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Donoghue, Christopher; Almeida, Angela; Brandwein, David; Rocha, Gabriela; Callahan, Ian

2014-01-01

Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about…

Social Software: Participants' Experience Using Social Networking for Learning

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Batchelder, Cecil W.

2010-01-01

Social networking tools used in learning provides instructional design with tools for transformative change in education. This study focused on defining the meanings and essences of social networking through the lived common experiences of 7 college students. The problem of the study was a lack of learner voice in understanding the value of social…

Social Trust and the Growth of Schooling

DEFF Research Database (Denmark)

Bjørnskov, Christian

2009-01-01

The paper develops a simple model to examine how social trust might affect the growth of schooling through lowering transaction costs associated with employing educated individuals. In a sample of 52 countries, the paper thereafter provides empirical evidence that trust has led to faster growth...

Fitness as 'social heritage': a study of elementary school pupils in Berlin

DEFF Research Database (Denmark)

Pfister, Gertrud; Reeg, Annemarie

2006-01-01

information on attitudes towards the issue of sport and health as well as on sporting activities. In this contribution, we concentrate on the influence of parents and schools on the fitness and motor competencies of the children. The results of the test and the survey clearly showed correlations between...... the fitness level of the pupils and the education level of the parents. According to our results, fitness and physical skills are, at least to a certain extent, socially inherited. The fitness differences found in the different schools can be explained partly by the different social back ground......Health and fitness among children and adolescents is a subject currently receiving public attention. This article focuses on the fitness of German pupils (third and fourth grades) in five schools in Berlin with widely differing social catchment areas as well as children from differing social...

School Social Workers as Response to Intervention Change Champions

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Deneca Winfrey Avant

2016-02-01

Full Text Available School social workers (SSWs are known for serving students with social, emotional, and academic needs. Implementing Response to Intervention (RTI/Multi-Tiered System of Supports (MTSS is one avenue in which SSWs play an integral role by guiding the development and implementation of student interventions. RTI/MTSS requires substantive and multifaceted system changes that involve more than simply adopting new approaches. This paradigm shift brings change which may not be desired or easily accepted by school systems. However, developing collaborative relationships and using effective leadership strategies throughout the RTI/MTSS transformation can be a pathway to success. A survey of 192 SSWs in Illinois revealed the challenges that SSWs experienced as the process of implementing RTI/MTSS transformed them into change leaders. This revelation was viewed as an opportunity to closely align social and emotional practices with students’ academic achievement.

School-based obesity policy, social capital, and gender differences in weight control behaviors.

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Zhu, Ling; Thomas, Breanca

2013-06-01

We examined the associations among school-based obesity policies, social capital, and adolescents' self-reported weight control behaviors, focusing on how the collective roles of community and adopted policies affect gender groups differently. We estimated state-level ecologic models using 1-way random effects seemingly unrelated regressions derived from panel data for 43 states from 1991 to 2009, which we obtained from the Centers for Disease Control and Prevention's Youth Risk Behavior Surveillance System. We used multiplicative interaction terms to assess how social capital moderates the effects of school-based obesity policies. School-based obesity policies in active communities were mixed in improving weight control behaviors. They increased both healthy and unhealthy weight control behaviors among boys but did not increase healthy weight control behaviors among girls. Social capital is an important contextual factor that conditions policy effectiveness in large contexts. Heterogeneous behavioral responses are associated with both school-based obesity policies and social capital. Building social capital and developing policy programs to balance outcomes for both gender groups may be challenging in managing childhood obesity.

Shared responsibility: school nurses' experience of collaborating in school-based interprofessional teams.

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Reuterswärd, Marina; Hylander, Ingrid

2017-06-01

The Swedish Education Act (2011) mandated a new combination of services to boost students' physical health, their mental health and special education through interprofessional pupil health and well-being (PH) teams. For Swedish school nurses, providing these services presents new challenges. To describe how Swedish school nurses experience their work and collaboration within the interprofessional PH teams. Twenty-five school nurses (SNs) were interviewed in five focus groups. Content analysis was used to examine the data and to explore SNs' workplace characteristics by using the components of the sense of coherence (SOC) framework. SNs' experiences of work and collaboration within PH teams can be described using three domains: the expectations of others regarding SNs' roles, SNs' contributions to pupils' health and well-being, and collaboration among SNs within PH teams. The results indicate a discrepancy between SNs' own experiences of their contribution and their experiences of other professionals' expectations regarding those contributions. Some duties were perceived as expected, comprehensible, manageable and meaningful, while other duties - though expected - were perceived as less meaningful, taking time away from school-related matters. Other duties that were not explicitly expected - promoting general health and creating safety zones for pupils, teachers and parents, for example - were nonetheless perceived as meaningful. Collaboration within PH teams was considered meaningful, comprehensible and manageable only if the objectives of the team meetings were clear, if other professionals were available and if professional roles on the team were clearly communicated. The SNs reported a lack of clarity regarding their role in PH and its implementation in schools, indicating that professionals in PH teams need to discuss collaboration so as to find their niche given the new conditions. SOC theory emerged as a useful framework for discussing concrete work

School Psychology and Childhood – a public school experience

Directory of Open Access Journals (Sweden)

Silvia Maria Cintra da Silva

2009-02-01

Full Text Available This work reports an activity performed as part of coursework in Psychology class during a school semester which aimed to provide students an effective experience of what public school psychologists do, based on the critical presumptions about Psychology and also aimed to present reflections on the performance of this professional together with children. The proposal involved encounters with teachers and children and the undergraduates were responsible for the preparation and execution of activities under the supervision of professors. The Psychology students highlighted the importance of this practice for their professional training, which provided discussions on key questions such as childhood, education and the impact of School Psychology in the Brazilian educational scope.

Social Media as an Engagement Tool for Schools and Colleges of Pharmacy

Science.gov (United States)

Chen, Emily

2018-01-01

Objective. To describe the importance of and potential approaches to social media strategy development for schools and colleges of pharmacy. Findings. In recent years, pharmacy educators have begun exploring the benefits of social media. Effectively utilizing social media as a tool to fulfill marketing, recruitment, and student engagement initiatives is contingent on having a fully developed social media strategy that is well-positioned for success. Developing a sustainable social media strategy involves the following important components: establishing goals and objectives, identifying target audiences, performing competitive and channel analyses, developing content strategy, activities planning, identifying roles, budget and resources planning, and analyzing ongoing performance. Summary. This paper provides relevant information and guidance for colleges and schools of pharmacy that wish to enhance their social media presence.

Social Media as an Engagement Tool for Schools and Colleges of Pharmacy.

Science.gov (United States)

Chen, Emily; DiVall, Margarita

2018-05-01

Objective. To describe the importance of and potential approaches to social media strategy development for schools and colleges of pharmacy. Findings. In recent years, pharmacy educators have begun exploring the benefits of social media. Effectively utilizing social media as a tool to fulfill marketing, recruitment, and student engagement initiatives is contingent on having a fully developed social media strategy that is well-positioned for success. Developing a sustainable social media strategy involves the following important components: establishing goals and objectives, identifying target audiences, performing competitive and channel analyses, developing content strategy, activities planning, identifying roles, budget and resources planning, and analyzing ongoing performance. Summary. This paper provides relevant information and guidance for colleges and schools of pharmacy that wish to enhance their social media presence.

Social-cognitive and school factors in initiation of smoking among adolescents: a prospective cohort study

DEFF Research Database (Denmark)

Bidstrup, Pernille Envold; Frederiksen, Kirsten; Siersma, Volkert

2009-01-01

AIMS: The aim of the present study was to examine the association between social-cognitive factors, school factors, and smoking initiation among adolescents who had never smoked. METHODS: The study was based on longitudinal data on Danish adolescents attending randomly selected public schools....... Adolescents enrolled in grade 7 (mean age, 13 years) who had never smoked (n = 912) were followed up for 6 months after baseline. Those who had still never smoked were followed up again 18 months after baseline, in grade 8 (n = 442). Social-cognitive factors were examined with five measures: self......-efficacy, social influence (norms), social influence (behavior), social influence (pressure), and attitude. We used multilevel analyses to estimate the associations between social-cognitive factors at baseline and smoking initiation as well as the random effects of school, school class, and gender group...

How can we strengthen students’ social relations in order to reduce school dropout?

DEFF Research Database (Denmark)

Ingholt, Liselotte; Sørensen, Betina Bang; Andersen, Susan

2015-01-01

on ethnographic methods, including 22 qualitative interviews with students 17-19 years old and fieldwork with participant observations at four vocational schools over 40 days, including informal interviews and discussion meetings with managers, teachers, counselors and students. As part of the fieldwork, four......BACKGROUND: This article describes the rationale and contents of an intervention program aimed at strengthening students' social relations in order to reduce dropout from vocational schools in Denmark. Taking its theoretical cue from the concept of 'social participation', a qualitative study...... was performed to investigate the specific relationships between the social environment within the schools and the institutional structures in order to analyse reasons for school dropout and their relation to well-being, cigarette smoking and substance use. METHODS: The development study was based...

Applying Social Justice Principles through School-Based Restorative Justice

Science.gov (United States)

von der Embse, Nathan; von der Embse, Daniel; von der Embse Meghan; Levine, Ian

2009-01-01

Social justice has recently received attention within the school psychology community. Yet, social justice is a nebulous term, as opined by Connelly (2009), who cautioned against searching for what is wrong and instead striving for the highest standards and recognizing needs of every unique child. Shriberg and colleagues (2008) have sought to…

Everyday Family Experience: A Child’s Home Preparation for School

Directory of Open Access Journals (Sweden)

Majerčíková Jana

2017-08-01

Full Text Available Introduction: The family life of a child of compulsory school age is influenced by the way that a child’s educational career is discussed and practically supported. This is transmitted into normal family life through the completion of the child’s homework and any other school-related responsibilities. The parent is considered an actor who contributes significantly to the supervision of the child’s homework. Methods: This research project explored how parents and children describe their experience of homework through semi-structured interviews with elementary school pupils and their parents. The results are presented in our study. Seven, mostly university-educated parents and six pupils were interviewed at the start of compulsory schooling, when the bonds and interaction are the most intensive between parents and children in the context of homework. The transcribed interviews were analysed using the technique of open coding. Codes identified were repeatedly read, reviewed and subsequently grouped into categories with the aim of description and explanation. Results: The survey revealed that the completion of homework in the parent - child interaction is an implicit part of everyday family life. Homework and advance home preparation are considered to be the responsibility of the parent as well as the child, on the other hand, the home preparation is also time-consuming and gendermarked. Limitations: The limitations of the study relate primarily to the construction of the research sample. The intentional sample of parents was determined by socioeconomic status and quantity and also by the parents’ willingness to share their parenting experience, and for the child by the extent of data gathered. In further research, this will be supported by observation in the home setting. Conclusions: The research findings contribute to a description of the child’s life in the family and confirm the importance of inevitable parental participation in their

The Educational Governance of German School Social Science: The Example of Globalization

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Andrea Szukala

2016-10-01

Full Text Available Purpose: This article challenges the outsiders' views on European school social science adopting genuine cosmopolitan views, when globalisation is treated in social science classrooms. Method: The article is based on the theoretical framework of educational governance analysis and on qualitative corpus analysis of representative German Laenders' social science curricula from 1994-2014 (n=13. Findings: The article highlights tendencies of renationalisation of the global learning agenda and the problematisation of democracy in contexts of globalisation studies at German schools.

The Influence of Social Networks on High School Students' Performance

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Abu-Shanab, Emad; Al-Tarawneh, Heyam

2015-01-01

Social networks are becoming an integral part of people's lives. Students are spending much time on social media and are considered the largest category that uses such application. This study tries to explore the influence of social media use, and especially Facebook, on high school students' performance. The study used the GPA of students in four…

The CMS Data Analysis School Experience

Energy Technology Data Exchange (ETDEWEB)

De Filippis, N. [INFN, Bari; Bauerdick, L. [Fermilab; Chen, J. [Taiwan, Natl. Taiwan U.; Gallo, E. [DESY; Klima, B. [Fermilab; Malik, S. [Puerto Rico U., Mayaguez; Mulders, M. [CERN; Palla, F. [INFN, Pisa; Rolandi, G. [Pisa, Scuola Normale Superiore

2017-11-21

The CMS Data Analysis School is an official event organized by the CMS Collaboration to teach students and post-docs how to perform a physics analysis. The school is coordinated by the CMS schools committee and was first implemented at the LHC Physics Center at Fermilab in 2010. As part of the training, there are a number of “short” exercises on physics object reconstruction and identification, Monte Carlo simulation, and statistical analysis, which are followed by “long” exercises based on physics analyses. Some of the long exercises go beyond the current state of the art of the corresponding CMS analyses. This paper describes the goals of the school, the preparations for a school, the structure of the training, and student satisfaction with the experience as measured by surveys.

The Social Content Strategy of the ATLAS Experiment

CERN Document Server

Sidoti, Antonio; The ATLAS collaboration

2018-01-01

Social media is an essential tool for communicating particle physics results to a wide audience. This presentation will explore how the nature of social media platforms has impacted the content being shared across them, and the subsequent effect this has had on the user experience. The ATLAS Experiment has adapted its communication strategy to match this social media evolution, producing content specifically targeting this emerging audience. The success of this approach is examined and the effect on user experience is evaluated.

Effects of Social Psychological Phenomena on School Psychologists' Ethical Decision-Making: A Preliminary Empirical Analysis

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Klose, Laurie McGarry; Lasser, Jon; Reardon, Robert F.

2012-01-01

This preliminary, exploratory study examines the impact of select social psychological phenomena on school-based ethical decision-making of school psychologists. Responses to vignettes and hypothetical statements reflecting several social psychological phenomena were collected from 106 practicing school psychologists. Participants were asked to…

Individual, social, and family factors associated with high school dropout among low-SES youth: Differential effects as a function of immigrant status.

Science.gov (United States)

Archambault, Isabelle; Janosz, Michel; Dupéré, Véronique; Brault, Marie-Christine; Andrew, Marie Mc

2017-09-01

In most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background. The first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout. Next, we examined the differential associations between these individual, social, and family factors and high school dropout as a function of students' immigration status. Participants were 2291 students (54.7% with an immigrant background) from ten low-SES schools in Montreal (Quebec, Canada). Individual, social, and family predictors were self-reported by students in secondary one (mean age = 12.34 years), while school dropout status was obtained five or 6 years after students were expected to graduate. Results of logistic regressions with multiple group latent class models showed that first- and second-generation students faced more economic adversity than third-generation-plus students and that they differed from each other and with their native peers in terms of individual, social, and family risk factors. Moreover, 40% of the risk factors considered in this study were differentially associated with first-, second-, and third-generation-plus students' failure to graduate from high school. These results provide insights on immigrant and non-immigrant inner cities' students experiences related to school dropout. The implications of these findings are discussed. © 2017 The British Psychological Society.

Caring Climate, Empathy, and Student Social Behaviors in High School Band

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Lalama, Susana M.

2016-01-01

The purpose of this study was to explore connections among perceived caring climate, empathy, and student social behaviors in high school bands. Nine high school band directors (N = 9 schools), along with their students (N = 203), completed an electronic questionnaire for variables of caring climate, cognitive empathy, affective empathy, social…

An Examination of the Job Training and Job Experiences of High School Students as They Exit School

Science.gov (United States)

Andrews, Wilbur Drew

2010-01-01

The purpose of this investigation was (a) to determine the level of satisfaction that exiting high school students felt regarding the job preparation and training they received in high school, (b) gather data on work experiences during high school, (c) gather data on job training experiences during high school, and (d) gather data on students…

A Social Marketing Approach to Promoting Healthful Eating and Physical Activity in Low-Income and Ethnically Diverse Schools

Science.gov (United States)

Paek, Hye-Jin; Jung, Yumi; Oh, Hyun Jung; Alaimo, Katherine; Pfeiffer, Karin; Carlson, Joseph J.; Wen, Yalu; Betz, Heather Hayes; Orth, Julie

2015-01-01

Objective: To evaluate the short-term outcome of the social marketing approach used in Project FIT, we developed a school- and community-based programme for promoting healthful eating and physical activity in kindergarten to 5th-grade children and their parents. Design: A 2-year quasi-experiment for children and two cross-sectional surveys for…

How Effective Is the Health-Promoting School Approach in Building Social Capital in Primary Schools?

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Sun, Jing; Stewart, Donald

2007-01-01

Purpose: The purpose of this paper is to describe a study which investigated the relationship between the "health-promoting school" (HPS) approach and social capital and tested the proposition that the implementation of an HPS intervention leads to a significant improvement in HPS features and social capital. Design/methodology/approach:…

Why Social Media Must Have a Place in Schools

Science.gov (United States)

Krutka, Daniel G.; Carpenter, Jeffrey P.

2016-01-01

While most young people regularly consume and produce social media content, many schools focus on what students should not do with these technologies rather than address what students and teachers can do. The authors share ways that some educators leverage social media to enhance the who, when, where, why, how, and what of educational processes.

A POSITIVE SOCIALIZATION MODEL FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS: COMPREHENSIVE AND INTERDISCIPLINARY APPROACHES. Part 2. Russian experience in social-psychological support of children with asd and their families

Directory of Open Access Journals (Sweden)

Albina A. Nesterova

2016-01-01

Full Text Available Abstract. The second part of the article aims to analyze domestic experience in support of children with autism; to show the complex model of support of positive socialization of children with ASD and severe defects; to justify the necessity of creating a scientifically validated complex model of support of children with ASD. Methods. The methods involve theoretical analysis and summarization of scientific and methodical publications on the issue of socialization of children with ASD; modeling method. Results. Scientific approaches to socialization and social integration of children with ASD are analyzed, summarized and systematized. The most efficient empirically validated methods and techniques that may be included in the process of social-psychological support of children with ASD and their families are indentified. Regional experience of the Russian Federation in solving the issue of socialization of children with ASD and their families is uncovered, the most effective programs and developments of domestic specialists are highlighted. The model of support of the positive socialization of children with ASD is developed and validated. Scientific novelty. The proposed model is developed on the basis of the principles of multidisciplinarity and interdisciplinarity in the process of interaction between specialists of support, aimed at solving socialization problems of children with ASD and their families. The model incorporates such basic conditions of positive socialization of a child with ASD as: a state of mental health of a child; creation of conditions for successful process of socialization of a child, in particular, for the formation of basic social skills; provision of close interaction of children, psychologists, teachers, parents, social partners; monitoring of dynamics of total indicators of social competence and development of children. Practical significance. The model is supposed to be the basis while creating support for

Sexual experience among emotionally and behaviorally disordered students in therapeutic day schools: an ecological examination of adolescent risk.

Science.gov (United States)

Donenberg, Geri R; Emerson, Erin; Brown, Larry K; Houck, Christopher; Mackesy-Amiti, Mary Ellen

2012-09-01

This study examined gender differences in family, peer, partner, and mental health characteristics related to sexual experience among emotionally and behaviorally disordered students in therapeutic day schools, a population at elevated risk for negative sexual health outcomes. A total of 417 13- to 20-year-old adolescents reported on their family functioning, peer and partner relationship characteristics, mental health problems, and self-reported sexual behavior. For boys and girls, peer influence and conduct problems predicted sexual experience, and family dysfunction was related to negative peer influence. Greater rejection sensitivity was related to less sexual experience for boys and girls. The final path model revealed indirect effects of family dysfunction on boys' but not girls' sexual experiences. Findings underscore the utility of an ecological approach to understand social and personal mechanisms that increase risk and mitigate negative outcomes among emotionally and behaviorally disordered boys and girls in therapeutic day schools.

Pathways to School Readiness: Executive Functioning Predicts Academic and Social-Emotional Aspects of School Readiness

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Mann, Trisha D.; Hund, Alycia M.; Hesson-McInnis, Matthew S.; Roman, Zachary J.

2017-01-01

The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social-emotional indicators of school readiness. It was unique in focusing on positive aspects of social-emotional readiness, rather than problem behaviors. One hundred four 3-5-year-old children completed tasks measuring executive…

Facebook and socializing among high school students

OpenAIRE

Kordić, Boris; Babić, Lepa

2011-01-01

Facebook is currently the most popular friend-networking site in the world. The concept of friends on social networking site does not coincide with the notion of friends in real life. Nevertheless, Facebook is a social network that is based on real friends with the possibility of accepting strangers. In a study on a sample of 150 pupils from High School of Economics, we found that all have a profile on Facebook, the majority spends two hours a day on Facebook and has over a hundred Facebook f...

Socioemotional characteristics of elementary school children identified as exhibiting social leadership qualities.

Science.gov (United States)

Scharf, Miri; Mayseless, Ofra

2009-03-01

Elementary school teachers identified characteristics in 4 major socioemotional domains associated with children's social leadership: self-perception, social anxiety, attachment orientation with peers, and interpersonal goals and skills in close friendships. Participants were 260 4th- and 5th-grade students (126 boys, 134 girls) from 10 classes in a school in northern Israel. Social leadership skills were associated with positive self-perceptions in various domains, low social anxiety, secure orientation to peers, higher levels of relationship-maintenance goal, lower levels of revenge goal in close friendships, and-unexpectedly-lower levels of accommodation as a strategy to solve conflicts with a friend. Positive self-concept and attachment security were indirectly associated with leadership qualities through their significant association with prosocial orientation skills. The authors discuss these findings as reflecting an internalization of positive model of self and positive model of others in children who exhibit social leadership qualities. The authors also discuss implications of these qualities for school and class ecology, as well as the importance of culture.

Racial and Ethnic Socialization as Moderators of Racial Discrimination and School Adjustment of Adopted and Non-adopted Korean American Adolescents

Science.gov (United States)

Seol, Kyoung Ok; Yoo, Hyung Chol; Lee, Richard M.; Park, Ji Eun; Kyeong, Yena

2015-01-01

This study investigated roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 non-adopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than non-adopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. Moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas, ethnic socialization buffered this link for non-adopted Korean American adolescents. Findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment. PMID:26479418

Social interactions of eating behaviour among high school students: a cellular automata approach

Science.gov (United States)

2012-01-01

Background Overweight and obesity in children and adolescents is a global epidemic posing problems for both developed and developing nations. The prevalence is particularly alarming in developed nations, such as the United States, where approximately one in three school-aged adolescents (ages 12-19) are overweight or obese. Evidence suggests that weight gain in school-aged adolescents is related to energy imbalance exacerbated by the negative aspects of the school food environment, such as presence of unhealthy food choices. While a well-established connection exists between the food environment, presently there is a lack of studies investigating the impact of the social environment and associated interactions of school-age adolescents. This paper uses a mathematical modelling approach to explore how social interactions among high school adolescents can affect their eating behaviour and food choice. Methods In this paper we use a Cellular Automata (CA) modelling approach to explore how social interactions among school-age adolescents can affect eating behaviour, and food choice. Our CA model integrates social influences and transition rules to simulate the way individuals would interact in a social community (e.g., school cafeteria). To replicate these social interactions, we chose the Moore neighbourhood which allows all neighbours (eights cells in a two-dimensional square lattice) to influence the central cell. Our assumption is that individuals belong to any of four states; Bring Healthy, Bring Unhealthy, Purchase Healthy, and Purchase Unhealthy, and will influence each other according to parameter settings and transition rules. Simulations were run to explore how the different states interact under varying parameter settings. Results This study, through simulations, illustrates that students will change their eating behaviour from unhealthy to healthy as a result of positive social and environmental influences. In general, there is one common characteristic of

Connecting university science experiences to middle school science teaching

Science.gov (United States)

Johnson, Gordon; Laughran, Laura; Tamppari, Ray; Thomas, Perry

1991-06-01

Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science. This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school science teachers to utilize their university science training they must search for ways to adapt their college experiences into appropriate middle school learning experience. The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching hands-on science. The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training as a basis for teaching middle school science.

High School Size, Participation in Activities, and Young Adult Social Participation: Some Enduring Effects of Schooling.

Science.gov (United States)

Lindsay, Paul

1984-01-01

This study evaluates a model predicting that school size affects student participation in extracurricular activities and that these leisure interests will continue in young adult life. High school social participation, it is hypothesized, also is influenced by curriculum track placement and academic performance, which are affected by student…

Edmodo social learning network for elementary school mathematics learning

Science.gov (United States)

Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

2017-12-01

A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

Do Hostile School Environments Promote Social Deviance by Shaping Neural Responses to Social Exclusion?

Science.gov (United States)

Schriber, Roberta A; Rogers, Christina R; Ferrer, Emilio; Conger, Rand D; Robins, Richard W; Hastings, Paul D; Guyer, Amanda E

2018-03-01

The present study examined adolescents' neural responses to social exclusion as a mediator of past exposure to a hostile school environment (HSE) and later social deviance, and whether family connectedness buffered these associations. Participants (166 Mexican-origin adolescents, 54.4% female) reported on their HSE exposure and family connectedness across Grades 9-11. Six months later, neural responses to social exclusion were measured. Finally, social deviance was self-reported in Grades 9 and 12. The HSE-social deviance link was mediated by greater reactivity to social deviance in subgenual anterior cingulate cortex, a region from the social pain network also implicated in social susceptibility. However, youths with stronger family bonds were protected from this neurobiologically mediated path. These findings suggest a complex interplay of risk and protective factors that impact adolescent behavior through the brain. © 2018 Society for Research on Adolescence.

Inappropriate Lessons: Elementary Schools and the Social Organization of Sexuality

Science.gov (United States)

Boas, Erica Misako

2013-01-01

This dissertation responds to the question: How is sexuality organized in elementary schools? I argue that despite the absence of overt discussions on sexuality in elementary schools, sexuality is "organized" through social processes that are recursively linked to ideology. Due to the widely held belief that "children" and…

School Systems' Practices of Controlling Socialization during Principal Succession: Looking through the Lens of an Organizational Socialization Theory

Science.gov (United States)

Bengtson, Ed; Zepeda, Sally J.; Parylo, Oksana

2013-01-01

The importance of effective school leadership is well known. The inevitable changing of school leaders raises concerns over the successfulness of the succession process. Directly linked to leader succession is socialization; therefore, the purpose of this study was to examine the processes and practices of school systems that control the…

A Study of Rural High School Principals' Perceptions as Social Justice Leaders

Science.gov (United States)

Albritton, Shelly; Huffman, Stephanie; McClellan, Rhonda

2017-01-01

This multisite case study explores how rural principals in high poverty schools in a Southern state that had identified themselves as social justice leaders perceived student diversity, specifically LGBTQ students, and how they sustained a socially-just school climate for all students. Using a qualitative approach lent itself to understanding the…

Bullying and social exclusion anxiety in schools

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

2012-01-01

In this article, I develop a new conceptual framework, a new thinking technology, for understanding the bullying that takes place between children in schools. In addition, I propose a new definition of bullying. This new thinking technology reflects a shift in focus from individual characteristics...... to the social processes that may lead to bullying. The social approach theorises bullying as one of many reactions to particular kinds of social insecurity. The concepts I develop include the necessity of belonging, social exclusion anxiety and the production of contempt and dignity by both children and adults....... I also draw on Judith Butler’s concept of abjection. In the last part of the article, I employ Karen Barad’s theory of agential realism, focusing specifically on her concept of intraacting enacting forces. The entry to the theoretical development is based on empirical data generated in Denmark...

Social factors outside of family and school related to student dropout

Directory of Open Access Journals (Sweden)

Stepanović-Ilić Ivana

2017-01-01

Full Text Available The paper presents a systematisation of broader social factors affecting student dropout in Serbia from the framework of Bronfenbrenner’s approach. Although recognised by authors and commonly related to community and education as a system, these factors are rarely investigated. Starting from our previous research into dropout, focused primarily on family and school, this study is aimed at investigating community and systemic factors. The data were compiled by semi-structured interviews with respondents from the following groups (including relevant public statistical data: students who dropped out/are at risk and their parents; school principals and counsellors from schools with high and low attrition rates; teachers’, parents’ and students’ representatives from schools with high dropout rates; social workers in charge of schools with a low attrition rate; representatives of national educational institutions. The findings reveal that factors with a negative impact on children’s education dominate over supportive ones which could have a preventive effect on attrition. Negative influences exist in all social niches: in microsystems (peers prone to risky behaviour, poor neighbourhoods, in weak mesosystem connections of school and family with local institutions, in exosystems (undeveloped regions, up to the macrosystem level (legislative inefficiency, lack of cooperation within educational institutions and between governmental departments. Productive features were observed in mesosystem connections of schools as examples of good practice, as well as at macrosystem level in the form of recognising the dropout problem at the national level. Although preliminary, the obtained results provide useful guidelines for future investigations.

Social Networking as a Strategic Tool in the Management of School-Based Violence

Science.gov (United States)

Eke, Chidi Idi; Singh, Shakila

2018-01-01

School-based violence is serious, and on the rise in South African schools. The violence affects learners, teachers, communities and the management of schools. Towards finding possible ways to manage school violence, this article presents social networking as a strategic tool in the management of school-based violence in high schools, based on the…

Democracy, Ethics and Social Justice: Implications for Secondary School Leadership in Kenya

Science.gov (United States)

Jwan, Julius O.; Kisaka, Sella T.

2017-01-01

Principals in Kenyan schools are required to adopt democratic school leadership practises as part of the government policy. Adopting an interpretive case study, this paper set out to explore the application of democracy, ethics and social justice in secondary schools in Kenya. The study was in two phases. Phase one: twelve school principals were…

School Social Workers Sanctioned by State Departments of Education and State Licensing Boards

Science.gov (United States)

Boland-Prom, Kim; Alvarez, Michelle E.

2014-01-01

This article presents the results of a study on the unprofessional conduct of school social workers who have been sanctioned by state regulatory boards (boards of education and licensing boards). The data represent information from 14 states and the District of Columbia. Results indicate that school social workers are rarely sanctioned at the…

Social Justice in India: Perspectives from School Leaders in Diverse Contexts

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Richardson, Jayson W.; Sauers, Nicholas J.

2014-01-01

This study focuses on social justice from the perspective of five school leaders in Delhi, India. Four of the schools in the study are affluent. One school serves primarily students who live in extreme poverty. Through interviewing these leaders, two major themes were identified. First, these leaders tended to view human rights as a driver of a…

Socialization and School Environment in an Inclusive Learning Community in the Province of Talca , Chile

OpenAIRE

Marí­a Teresa Muñoz Quezada; Boris Andrés Lucero Mondaca; Claudia Alejandra Cornejo Araya; Pablo Andrés Muñoz Molina; Nelson Eduardo Araya Saravia

2014-01-01

Currently there is concern for promoting healthy and inclusive coexistence in schools. The aim of this research was to assess the perception of socialization and school environment in an inclusive school in the Province of Talca, Chile. We conducted a cross-sectional case study in a sample of 180 students, 193 parents and 21 teachers. A questionnaire evaluating school life was applied to students, parents and teachers and another assessing the school's social climate and bullying was applied ...

Parent Social Networks and Parent Responsibility: Implications for School Leadership

Science.gov (United States)

Curry, Katherine A.; Adams, Curt M.

2014-01-01

Family-school partnerships are difficult to initiate and sustain in ways that actually promote student learning, especially in high-poverty communities. This quantitative study was designed to better understand how social forces shape parent responsibility in education. Based on social cognitive theory as the conceptual framework, the…

The School Counselor in Israel: An Agent of Social Justice?

Science.gov (United States)

Erhard, Rachel Lea; Sinai, Mirit

2012-01-01

In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine their role as "agents of social justice" in schools, with a view to promoting equal educational opportunities for all students. This research examines counselors' perceptions of the role, role behaviors, personal…

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