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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School children's assessment of their experience in school through their cognitive opinions and their emotions, and their perception of their positive functioning and their relationships with others, have an impact on their educational well-being. The aim of the present study was to understand the elements that lead to school children's wellbeing at school. A qualitative study with a phenomenological approach was carried out to analyse the experiences of 302 primary school children, who filled in an open-ended questionnaire on well-being at school. The information was analysed inductively through a cyclical process that generated four categories: the teaching-learning process, school spaces and times, relationships, and emotions. The importance given to relationships with peers and with teachers, the demand for improvements in teaching (cooperative learning, play-based learning), time management (study time and free time) and the school and classroom environment stood out. Positive emotions predominated over negative ones, especially happiness and cheerfulness, although boredom and sadness also appeared frequently. This study will contribute to the construction of an instrument to measure well-being at school based on the categories and codes extracted from the students' cognitive and emotional evaluation of their experiences during their school day. [ABSTRACT FROM AUTHOR]

Motivated by the need to explore factors related to academic performance beyond those regularly examined, this research analyzes two context variables that have been overlooked and offer inconclusive findings so far: lighting and temperature conditions at schools. To reach this goal, this research uses multilevel models and the OECD's Programme for International Student Assessment (PISA) of 2012 to measure the incidence on mathematics outcomes. Once accounted by characteristics of students and schools, as well as educational processes, it is found that the average score is 15 points lower and the probability of achieving below the basic level of performance is 10 percent higher for students in schools with inadequate temperature and lighting conditions. Likewise, those conditions reduce the effect that teaching practices, disciplinary environment and school day have on learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Universitaria de Historia Militar (RUHM) is the property of Centro de Estudios de la Guerra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interdisciplinaria de Estudios de Género de El Colegio de México is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Esboços: Historias em Contextos Globias is the property of Esbocos: historias em contextos globais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A study was carried out on the possible relationship between the eating habits of adolescents during school hours and the detection of eating disorders. A total of 4362 students (49.7% girls and 50.3% boys) from 16 secondary schools aged 13 to 17 years participated. Sociodemographic variables, body mass index (BMI), EAT-40 and BSQ questionnaires, as well as the types of eating and drinking of adolescents before and during the school morning on the day of the assessment were recorded. The results show significant differences between boys and girls in their concern and eating habits. Regarding BMI, 17.8% were underweight, 19.1% overweight and 6.0% obese. A percentage of 9.6% of girls and 1.7% of boys reported eating disorders. Girls always show a greater concern about food and body image, and they are also the ones who eat the least breakfast or lunch during the school day. Worry is correlated with obesity and not so much with underweight (r = .18 in EAT, and r = .30 in BSQ). No significant correlations were found with eating habits, although those who worry more eat less, but have a higher BMI. Overall, 6.3% of the girls and 3.6% of the boys did not eat at all during the entire school day. The importance of dietary habits in relation to the prevention of eating problems at this age group is discussed. [ABSTRACT FROM AUTHOR]

Copyright of Búsqueda is the property of Corporacion Universitaria del Caribe (CECAR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The debate on the adequacy of a continuous or non-continuous school day model in Spain is still a burning topic. This paper presents analyses by 250 retired primary teachers on the types of school day, taking account factors such as student performance, family organization, their repercussion on students' sleeping hours and the training of both teachers and students. The results show that most teachers support the idea of a continuous school-day system as it makes more time available. However, the impact on academic performance, student concentration and fatigue is a variable which may be used to support either school-day system. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Aprendizaje en la Educación Superior is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper proposes the implementation of an optimum academic agenda to solve the problem of scheduling a school day in Colombia. This is done by taking into account not only the appropriate assignment of rooms and professors but considering the cognitive rhythms of the students as the most relevant factor in the optimization. The Non-dominated Sorting Genetic Algorithm, NSGA-II is proposed as a solution method. The results show a higher efficiency of the algorithm when compared to other algorithms applied to the same problem and evaluated in the same form. At the experimental level the methodology shows a reduction in academic mortality rates in the groups where the methodology was implemented compared to groups that did not considered the cognitive rhythms of the students. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Schooling in double shifts has been implemented in several countries, including Mexico. The system was adopted in the late 1950s as a strategy for helping to attain universal access to basic education. This study provides evidence of the existence of inequalities in student characteristics and school results that are associated with the operation of schools with double shifts. The analysis proves that on an average, the afternoon shift has a greater concentration of poor students, lower scores on academic evaluations, as well as higher rates of dropouts, academic failure, and at-risk students, in comparison with the morning shift at the same school. [ABSTRACT FROM AUTHOR]

El artículo examina los resultados del Informe del Programa Internacional para la Evaluación de Estudiantes (PISA) sobre la habilidades académicos de los estudiantes que viven en condiciones socioeconómicos bajos. Según el estudios basados en esto, para mejorar el desempeño de los estudiantes de desventaja, es necesario proveer más horas de la educación.