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School engagement is considered an antidote to several academic problems found in middle and high school. Previous data highlight the importance of understanding school engagement in early years. The present systematic review aims to outline investigations regarding school engagement in elementary school. Findings are expected to (i) help educators learn about research in a comprehensible way, (ii) design future school-based interventions with strong theoretical support, and (iii) systematize information about research gaps and indicate new avenues for investigation. The systematic search for original articles published up to 2018 followed the PRISMA statement and Cochrane's guidelines. A total of 102 articles were included and organized, according to the self-system model of motivational development from Skinner et al. ("Journal of Educational Psychology," 100, 765-781, 2008). Results showed that balanced and quality support from peers, teachers, and parents positively influenced school engagement. Additionally, some common characteristics of the school context were found to undermine school engagement. Regarding interventions aimed to promote school engagement, we found various effective designs, differing in complexity. Moreover, studies focused on students' emotions, behaviors and cognitions, experiences, motivational variables, and learning provided important inputs to promote school engagement. Furthermore, studies focused on examining the trajectories of school engagement provided data to understand how to prevent school engagement from declining throughout schooling. Finally, most studies found a positive and significant relationship between school engagement and achievement; however, results differ regarding the source of information or school domain examined. The school engagement conceptualizations, dimensions, and measures used were analyzed and their relationships to the results were discussed.

Gypsy children low school engagement, high rates of school dropout, and pervasive school failure are relevant societal challenges that may be explained by Gypsy people cultural mores, but also by the discriminatory behaviors of school peers. The latter may be a consequence of insufficient accurate knowledge of Gypsy culture. The present study developed a brief school-based intervention targeting the whole class with a focus on raising awareness of Gypsy culture, the educational aspirations of Gypsy students, and their experiences with discrimination. To assess the effectiveness of the intervention, 88 classes encompassing 1505 fourth and fifth grades students enrolled in Portuguese schools were randomly assigned to one of three conditions: Control Group, Focused on the Domain Group (Gypsy culture), and Non-Focused on the Domain Group (general non-dominant cultural groups such as immigrants). These groups were assessed in three waves: pretest, post-test, and follow-up. Data from this longitudinal cluster randomized trial showed the efficacy of this brief intervention in decreasing reported social distance and increasing positive attitudes toward Gypsy people. Importantly, results from the Focused on the Domain Group intervention were more positive than the Non-Focused on the Domain Group. Implications for educational practice are discussed.

Teachers' homework follow-up practices, the in-class strategies teachers use to monitor their students' homework assignments, have an impact on their students' homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow-up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students' involvement). The teachers also reported that they were under certain constraints when they delivered homework follow-up practices (e.g., pressure to follow the curriculum), so their practices' effectiveness sometimes can be compromised. Implications for practice are discussed.

Low schooling, high non-attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%-25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half-day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four-year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non-attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture.

Understanding the factors contributing to increased perseverance and passion toward long-term goals is an ongoing research challenge. The present study explores the inner drive of individuals to achieve meaningful goals over time, despite setbacks and challenges. The scenario chosen to uncover grit processes was the Way of St. James, a long pilgrimage demanding participants' perseverance and passion for achieving their goals, despite hardship. Semi-structured interviews were conducted with thirty-one individuals completing the Way of St. James. Thematic analysis indicated three key themes contributing to improve the participants' perseverance along the walk: behavioural tools (e.g., setting behavioural and time management goals), emotional tools (i.e., enjoyment and learning, belongingness), and cognitive tools (i.e., taking perspective, use of metacognitive knowledge). These findings are consistent with prior research and lifelong learning policies while suggesting that challenges and adversities are unavoidable; however, the more autonomous and open people are to continue learning over their lifespan, the more prepared they will be to cope with changes in the environment and to pursue their meaningful goals. [ABSTRACT FROM AUTHOR]

Introduction: School educators are likely to explain the poor educational trajectories of students with Roma backgrounds related to the lack of parental support and interest in children’s education. Aiming to understand further the patterns of Roma group’s parental involvement in children’s school life and their engagement experiences in school-related activities, the current research set an intervention supported by a culturally sensitive story-tool. Method: Grounded in the intervention-based research framework, 12 participants (i.e., mothers) from different Portuguese Roma groups participated in this study. Data was collected through interviews conducted pre-and postintervention. Eight weekly sessions were delivered in the school context, using a story-tool and hands- on activities to generate culturally significant meanings regarding attitudes, beliefs, and values toward children’s educational trajectories. Results: Through the lens of acculturation theory, data analysis provided important findings under two overarching topics: patterns of parental involvement in children’s school life and participants’ engagement in the intervention program. Discussion: Data show the distinct ways Roma parents participate in children’s education and the relevance of mainstream contexts providing an atmosphere likely to build collaborative relationships with parents to overcome barriers to parental involvement. [ABSTRACT FROM AUTHOR]

This article proposes a reading of Maria! Não Me Mates, que Sou Tua Mãe! (1848), by Camilo Castelo Branco, with a special focus on the narration instance. The analysis of the narrator's perspective, configured by the rhetorical pathos, will lead to a reflection on this Camillian narrative in the light of theodicy attempts as investigated by Immanuel Kant. Since the sapiential book of the Old Testament, the problem of theodicy has arisen when the good man Job, facing a catastrophe of unusual evils, perseveres in his belief in God. The Kantian reading of the Book of Job, a substantial hypotext in Camillian fiction, will allow us to elucidate this particular narrative in its theodicy bias, namely based on Kant's critique of doctrinal theodicy. [ABSTRACT FROM AUTHOR]

Few studies have explored how individuals can develop perseverance and passion towards longterm goals. This study addresses this research topic. Predictors of grit were tested while participants progressed on the Way of St. James, a long walk completed by foot or bicycle, taking several days or weeks, to Santiago de Compostela (Spain). 575 pilgrims of various nationalities self-reported measures of grit, harmonious passion, autonomous functioning, and lifelong learning attitudes. To study the association between these variables, path analysis modelling was conducted. The results show that autonomous pilgrims demonstrate more perseverance and passion towards their long-term goals than less autonomous pilgrims. Moreover, pilgrims who reported positive lifelong learning attitudes showed more grit behaviours than their counterparts with fewer lifelong learning attitudes. Finally, results indicate a strong association between autonomy and lifelong learning attitudes. The main conclusions suggest that perseverance with passion towards a long-term goal increases when individuals are congruent with their own interests and values, are not very susceptible to external or internal pressures, and are open to continuing to improve their knowledge and skills, regardless of age. Some implications for future research and practice are also addressed in this paper. [ABSTRACT FROM AUTHOR]

The development of reading skills foresees fluency in reading. Prior research has shown that during periods of absence from school, students are prone to showing setbacks in their learning. However, the literature presents mixed findings, possibly explained by the families' socioeconomic statuses. The present study aims to analyze fluctuations in learning acquisition, specifically in reading fluency, during the pandemic, when all students were absent from school for several months. Data were collected in two waves. The present study combines quantitative and qualitative data with an explanatory sequential approach. Participants were 52 3rd-graders and their teachers. The latter were enrolled in two-member check sessions. Statistically significant differences in speed (lower than expected) and prosody (higher than expected) were found between the two sessions. Considering ASE support (financial support for low-income families from the Portuguese government), data indicate that students benefiting from this support showed performances in accuracy and speed below the expected. Prosody scores were above the expected at both sessions. Findings may provide relevant insights to further understand fluctuations in students' reading fluency during long periods of absence from school; for example, data could help prevent learning setbacks due to summer vacations. [ABSTRACT FROM AUTHOR]

An experimental study was designed to analyze the effect of school-based training in self-regulation learning strategies on academic performance (Mathematics, Sciences, Language, and English). Class-level variables (i.e., gender, the teacher's teaching experience, class size) were considered and the effects of the intervention were measured at the end of the intervention and 3 months later. A sample of 761 students from 3rd and 4th grades (356 in the control condition and 405 in the experimental condition), from 14 schools, participated in the study. Data were analyzed using three-level analysis with within-student measurements at level 1, between-students within-classes at level 2, and between-classes at level 3. Data showed a positive effect of the intervention on student performance, both at post-test (d = 0.25) and at follow-up (d = 0.33) considering the four school subjects together. However, the effect was significant just at follow-up when subjects were considered separately. Student performance was significantly related to the students' variables (i.e., gender, level of reading comprehension) and the context (teacher gender and class size). Finally, students' gender and level of reading comprehension, as well as the teacher's gender, were found to moderate the effect of the intervention on students' academic performance. Two conclusions were highlighted: first, data emphasize the importance of considering time while conducting intervention studies. Second, more teaching experience does not necessarily translate into improvements in the quality of students' instruction. [ABSTRACT FROM AUTHOR]

Copyright of Saúde Coletiva is the property of MPM Comunicacao 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 study aims to reflect the impact of COVID 19, considering gender, race, and class markers. This is an exploratory study, with an emphasis on the analysis of selected publications, based on a systematized search on official websites, and on the PubCovid-19 platform that includes papers published on COVID-19, which are indexed in PubMed and EMBASE. This work was based on these documents and built with reflections from the authors from the perspectives of social markers related to gender, race, and class, which contribute to the prognosis of the disease. The reflection carried out from the analyzed literature revealed that the markers of gender, class, and race emerge as a vulnerable condition to the exposure of COVID-19 in the most diverse world scenarios. This context reveals the historical need to implement strategies to improve the lives of this population, not only during the pandemic but also after their passing. Therefore, it is necessary to adopt socioeconomic policies with a more significant impact on the lives of these people and with greater coverage, expanding access to better health, education, housing, and income. [ABSTRACT FROM AUTHOR]

Existing literature has analyzed homework characteristics associated with academic results. Researchers and educators defend the need to provide quality homework, but there is still much to be learned about the characteristics of quality homework (e.g., purposes, type). Acknowledging that teachers play an important role in designing and assigning homework, this study explored teachers' perspectives regarding: (i) the characteristics of quality homework and (ii) the characteristics of the homework tasks assigned. In the current study, mathematics teachers from elementary and middle schools (N = 78) participated in focus group discussions. To enhance the trustworthiness of the findings, homework tasks assigned by 25% of the participants were analyzed for triangulation of data purposes. Data were analyzed using thematic analysis for elementary and middle school separately. Teachers discussed the various characteristics of quality homework (e.g., short assignments, adjusted to the availability of students) and shared the characteristics of the homework tasks typically assigned, highlighting a few differences (e.g., degree of individualization of homework, purposes) between these two topics. Globally, data on the homework tasks assigned were consistent with teachers' reports about the characteristics of the homework tasks they usually assigned. Findings provide valuable insights for research and practice aimed to promote the quality of homework and consequently students' learning and progress. [ABSTRACT FROM AUTHOR]

This study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers' feedback provided to students, students' feedback provided to teachers, and homework self-feedback), being teachers' monitoring of students' learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research. [ABSTRACT FROM AUTHOR]

The history of aesthetic ideas has explored, from its beginnings, an incompatibility between aesthetics and perfection. On the one hand, this explains the tension found in Plato and Aristotle between the prescribed theory and the practice. On the other hand, it also explains the modern claim of imperfection — as an attribute of the work of art — in authors such as Victor Hugo and Baudelaire. In fact, this claim was only possible in the wake of the third Kantian Critique, which restored the foundations of aesthetics while removing the idea of perfection as end. This essay proposes that an aesthetics of imperfection rests not on an apology of chance and error, but that flaw rises in the exercise of maximum freedom linked to a maximal demand. Whether in creation or reception, aesthetic experience implies moving on a risky course, without guarantees or safety. [ABSTRACT FROM AUTHOR]

Aims: This study aimed to evaluate oral health status, using index missing decomposition index for definitive teeth (DMF), Missing decomposition index for deciduous teeth (dmf), both in children and teenagers from Seixal's public schools, as well as to characterize the level of physical exercise practiced by these students and to analyze its possible relationship with oral health. Materials and Methods: A transversal study was performed using a group or sample of 4164 students, with ages between 6 and 18 years. Data were collected using a questionnaire adapted, to evaluate the amount of exercise practiced and the index of teeth with cavities, lost or crowned, to then evaluate their level of oral health. Results: It was verified that 43.2% of children and adolescents between 6 and 18 years of age practiced some form of regular or the high physical activity (AFI) was more common in men (61.2%) than in women (P <.001). All dmf indices were lower in girls (0.91±1.84) than in boys (1.13±2.06) (P < 0.001). Adolescents who practiced low physical activity (BAF) had, on average, a higher DMF index (DMFI). All DMFIs were higher in girls 1.55 ± 2.46 than in boys 1.34 ± 2.35 (P < 0.008). DMF rates also tended to increase with age. Conclusion: Using this study, it was possible to verify the correlation between dmf index and the practice of physical exercise. Male teenagers showed higher dmf indexes. Besides, individuals who did not practice much physical exercise also showed high dmf indexes. [ABSTRACT FROM AUTHOR]

Copyright of Volume! is the property of Editions Melanie Seteun 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 Lectora: Revista de Dones i Textualitat is the property of Lectora: Revista de Dones i Textualitat 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.)

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children's education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children's autonomous behaviors reported by parents, nor parental style, seem to be related with the children's level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement. [ABSTRACT FROM AUTHOR]

Copyright of Revista Crítica de Ciências Sociais is the property of Centro de Estudos Sociais 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 study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions. [ABSTRACT FROM AUTHOR]

Copyright of Saberes Plurais is the property of Saberes Plurais 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.)