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The study aimed to assess and find the relationship between the attitude of high school students towards mathematics and their level of achievement in the subject. It made use of the descriptive correlation design with a validated questionnaire and documentary analysis as its main data gathering tool. Gathered data were analyzed and interpreted using weighted mean, and Pearson r. The attitude towards mathematics as reflected by the responses of the students was described as positive. Moreover, the mathematics achievement of the students is approaching proficiency level. Results revealed that a student's attitude towards the subject is related to their performance in the subject. Studies related to the subject matter may be conducted to testify to the results of this current study. Additional variables may be included to enhance the scope.

The idea of this study has been emerged from the importance of school press in enriching and enhancing the educational press, and it also contributes in detecting talents early. The researcher has conducted this study on a random sample of 360 students from intermediate school in Kuwait. The results have revealed that the majority of students in Kuwaiti schools participate in school press as the get the required encouragement from their parents to write in school press, the students also ensured that these activities do not affect their study level negatively. The results indicate that the course newspaper is the most popular activity, in which most students always participate, and the rest of students sometimes do. Also, this study has shown that; there is a significant correlation between students' participation rate in the activity of school press and their interest to read public newspapers and magazines, and that elder students have more interest to participate in school press, so, Students' participation rate in the activity of school press varies significantly depending on the gender and grade

Schools play a central role in preventing mental health problems from affecting the development and educational opportunities of youth. While school health and social pedagogical support services have expanded in many countries, they are still not considered sufficient in meeting the needs of vulnerable youth. We find particular challenges in the development of sustainable collaboration to support the target group. In this article, we present and analyze empirical data from ongoing trailing research on an interprofessional team focusing on the health and psychosocial conditions of students in various upper secondary schools in Norway. In the article, we discuss what conditions need to be in place for inter-professional collaboration to succeed in the efforts to support students at risk of dropping out of upper secondary school. The article is theoretically influenced by boundary literature and analyzes challenges and opportunities in boundary crossing between different professions and service areas. In the article, we argue for the need to spend time on establishing a reflecting understanding of which qualities the various actors possess and what they should contribute with to create a collaboration that constitutes more than the coordination of what already exists, thereby creating intersecting practices; so-called third spaces.

Trata de comprender, desde el punto de vista de los docentes, el tinglado de interacciones, respuestas y reacciones ante una presión institucional externa. Específicamente, el estudio se llevó a cabo en una institución educativa pública del distrito de Villa El Salvador (Lima) que venía aplicando un programa de mejoramiento de lectoescritura enfocado en los grados de tercero a sexto de primaria.

El presente estudio reporta los resultados de un diseño longitudinal en el que se siguió a 304 estudiantes de zonas urbanas y rurales de Puno. Los estudiantes incluidos se encontraban en quinto grado de primaria en el 2000 y debían estar en quinto de secundaria (el fin de la educación básica) en el 2006, cuando se los volvió a encuestar y entrevistar. Se logró volver a entrevistar a 76% de los estudiantes de la muestra original; del resto, la mayoría había migrado fuera de Puno, de acuerdo con reportes de amigos y familiares. De los entrevistados, 69% habían avanzado sin repetir, 13% habían abandonado la escuela y el resto habían repetido uno o más grados. Por un lado, los resultados sugieren que el rendimiento en una prueba estandarizada de matemática en quinto de primaria tiene un peso estadísticamente significativo para explicar el rendimiento en comprensión de lectura y matemática seis años después, así como la probabilidad de avanzar de grado sin repetir. Por otro lado, la deserción escolar se asoció principalmente a la necesidad del estudiante de trabajar. En conjunto, el estudio sugiere la necesidad de encontrar mecanismos para apoyar el desempeño educativo de estudiantes de contextos de mayor pobreza y/o menor rendimiento, que si bien no son discriminados por el sistema, tampoco son atendidos en sus necesidades específicas., This study presents the results of a longitudinal follow up of 304 children from urban and rural Puno. Students were in 5th grade elementary school in 2000 and should have been in 5th grade of high school (last) in 2006, when they were again surveyed. We contacted 76% of the original sample; most of the remaining children, according to friends and relatives, had for the most part migrated outside Puno. From those we interviewed, 69% had advanced to the end of secondary without repeating, 13% had dropped out and the remaining had repeated one or more grades. The results suggest that mathematics achievement in 2000 was a significant predictor of achievement in math and reading comprehension in 2006, as well as the chances of the child advancing grades without repeating. On the other hand, drop-out was mostly associated with the need of the students to work. The results of the study suggest the need to develop mechanisms to reinforce the achievement of children in impoverished areas and/or with lower achievement in early grades, given that while they are not discriminated actively in schools, they are also not supported in ways to overcome specific needs.

Esta pesquisa teve como objetivo identificar e comparar as representações de professores e de seus respectivos alunos (com e sem dificuldade de aprendizagem) sobre o processo de ensino e aprendizagem. Buscamos verificar em quais aspectos as representações de alunos e professores se correspondem e se elas se diferenciam entre alunos com e sem dificuldades de aprendizagem. A coleta de dados foi organizada por meio de uma entrevista semiestruturada, contendo 15 questões abertas para professores e alunos. Participaram deste estudo 20 professores e 40 alunos (sendo 20 com dificuldade e 20 sem dificuldade de aprendizagem) do 5º ano do Ensino Fundamental da rede municipal de uma cidade da região Metropolitana de Campinas. As respostas das entrevistas foram categorizadas e analisadas através do teste exato de Fisher, Qui-Quadrado e de Proporções. O nível de confiança foi de 95%. Os resultados demonstraram que professores e alunos apresentam uma visão parcial dos fatores envolvidos no processo de ensino e aprendizagem. O aprender, tanto para professores quanto para alunos, é sinônimo de ausência de erros, sendo um processo individual e não social. Professores e alunos sem dificuldades representam positivamente o ambiente da sala de aula, diferentemente dos alunos com dificuldades., This research aimed to identify and compare the representations of teachers and their students (with and without learning disabilities) on the process of teaching and learning. We seek to determine which aspects of the representations of students and teachers to meet and if they differ between students with and without learning difficulties. Data collection was organized through a semi-structured interviews with 15 open questions for teachers and students. The study included 20 teachers and 40 students (20 with and 20 without difficulty learning disability) in the 5th year of elementary school in the municipal city of a metropolitan region of Campinas. The responses from the interviews were categorized and analyzed using the Fisher exact test, Chi-square and Proportions. The confidence level was 95%. The results showed that teachers and students present a partial view of the factores involved in teaching and learning. The learning, for both teachers and students, is synonymous with the absence of errors, being an individual process and not social. Teachers and students without difficulties represent a positive environment of the classroom, unlike the students with difficulties.