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Introduction: Attaining social success is a significant concern during early adolescence. The characteristics that youth believe will bring social success are known to change over time and vary across contexts, especially over the transition to middle school. Methods: The analytic sample included 614 students (52% girls, 48% boys; 53% Black, 47% White) from the Midwestern United States. At yearly intervals during grades 6–8, participants completed self‐report surveys assessing their endorsement of five characteristics (sincerity, academic responsibility, dominance, disingenuity, athleticism/attractiveness) that described peers in their grade who have lots of friends and get along well with others (i.e., social success). The sample included students who attended the same school from kindergarten‐eighth grade (K8) and students who made a transition from an elementary to a middle school after 6th grade (ESMS). Results: Multigroup longitudinal growth models revealed some concerning trends over time. For both ESMS and K8 students, their endorsement of sincerity decreased, their endorsement of disingenuity increased, and their endorsement of athleticism/attractiveness was high and stable. ESMS students' endorsement of academic responsibility decreased over time and their endorsement of dominance showed increasing trends. K8 students' endorsements of academic responsibility and dominance were stable. However, across contexts, compared to the other characteristics, sincerity was most often ranked the highest. Conclusions: The findings highlight that some changes in students' beliefs about social success may be unique to students who experience a school transition whereas others may be developmentally normative. Implications for the education of young adolescent students are discussed. [ABSTRACT FROM AUTHOR]

The possibility of inducing value change has attracted interest among scholars and practitioners in developmental and social psychology. This study proposes a new web-based intervention aimed at enhancing the importance adolescents ascribe to social-focused values (i.e., self-transcendence and conservation), which was implemented and evaluated in the context of online schooling during the COVID-19 pandemic. Social-focused values primarily regulate how one relates to others and preserve cooperative relations. These values were found to predict positive outcomes, such as adolescents' well-being, school performance, prosocial behavior, and, most recently, COVID-19 preventive behaviors. The intervention was carried out with a group of 140 high school students (Age: M = 16.53, SD = 0.95) living in Italy during the pandemic. The intervention group (N = 84) completed four tasks, which were based on the value-changing mechanisms of priming, consistency maintenance (raising awareness and knowledge of prosociality), or direct persuasion (trying to convince another person to act prosocially). The intervention significantly increased the importance of conservation values (i.e., tradition, conformity, security) but not of self-transcendence values (i.e., universalism, benevolence) in the intervention group in comparison to the control group (N = 56). This result reflects the reality during the pandemic, where prosociality was more easily expressed through behaviors consistent with conservation values instead of self-transcendence values, which emphasize (physical) proximity to others. The effectiveness of the intervention was further supported by a qualitative analysis of adolescents' writings while completing the tasks. Limitations of the study, future research developments, and practical implications for values education in secondary schools are discussed. [ABSTRACT FROM AUTHOR]

Teacher wellbeing has gained increasing attention in recent decades, intricately related to the problems of teacher retention, attrition and shortages. In some respects, the emerging debates have been fundamentally disconnected from the everyday lives of teachers, schools and school communities. Teacher wellbeing is repeatedly foregrounded as a matter of/for education policy since it compromises quality education and the sustainability of education systems. This article presents the conclusions of a series of talanoa or open conversations with teachers in an urban secondary school in Aotearoa New Zealand, in which teachers' sense of wellbeing is marked by the fact of being in the frontline, witnessing and attempting to respond to various forms of social violence that are enacted in school. Engaging with Martin Thrupp's idea of 'context', the article proposes a social justice approach to teacher wellbeing that shifts the focus to understanding teaching as an ethico-political endeavour. [ABSTRACT FROM AUTHOR]

Implementation processes are significantly influenced by contextual conditions. To investigate which context factors are implicitly salient for teachers, we conducted interviews with N = 43 elementary school teachers who gave recommendations for designing effective teacher professional development for implementing a reading innovation into their school. On average, teachers mentioned M = 26 contextual factors unprompted to explain their recommendations. Among these, time and material resources as well as factors regarding their colleagues (cooperation, readiness for innovation, prior knowledge) were most frequently mentioned. While most contextual factors were consistently negatively framed (lacking time, staff and financial resources), teachers classified collegial cooperation, their colleagues’ prior knowledge and material resources at their school both as a barrier and as a resource. The analysis of a code map revealed that a lack of time co-occurred most frequently with a lack of personnel resources and insufficient staff prior knowledge. However, time resources also often co-occurred with positive views on collegial cooperation and material resources. These findings suggest that PD programmes should specifically address teachers’ time resources and consider cooperation and prepared material as resources to overcome context constraints.

BackgroundPurposeMethodsResultsConclusionsThe use of the Game Performance Assessment Instrument (GPAI) in schools has increased in recent years. Other instruments have been employed to measure tactical-technical components in sports such as the Game Performance Evaluation Tool. However, it is necessary to consider the context for employing each instrument because it is important to consider learners’ skill level to adjust the criteria definitions for evaluation.The objective of this systematic review was to review interventions using the GPAI instrument in the physical education educational field (2015-2024), and to deepen how the instrument has been used and how it has been attended to some critical issues related to this implementation. This study updates the Aguilar, Martín and Chirosa’s (2016, “The Assessment in Physical Education through the “Game Perfomance Assessment Instrument” (GPAI).” Estudios Pedagógicos 42 (2): 7–19) systematic review.A systematic search of the literature was conducted across 5 databases (WoS, ERIC, ProQuest, SPORTDiscus, SciELO) using key words related to the Game Performance Assessment Instrument, Physical Education (Spanish or English), and the Boolean operators ‘OR’ and ‘AND’. The authors conducted a manual search of reviews including instruments evaluating game performance in young people. All searches were exported to Mendeley®, and duplicated documents were removed. The first level of exclusion criteria was to remove not original articles reading titles and abstracts. The second exclusion criteria were: (1) using GPAI out of PE lessons/fields (i.e. sports training), (2) articles not applying intervention on PE (i.e. theoretical articles or data collection only), and (3) interventions on PE but not using GPAI. The PRISMA guidelines was followed during the process. Finally, the quality of the included articles was measured using the Mixed Methods Appraisal Tool.27 papers were identified as meeting the inclusion criteria. The results showed most of the included articles analysed the influence of pedagogical models on the students’ learning. In comparison to previous reviews, there was greater use of this instrument along with the implementation of the models’ hybridization that seemed to have better results than the application of one model. Conversely, invasion or net games were evaluated while previous reviews included more sport categories. The most analysed game components were Decision-Making and Skill execution and most researchers employed indexes of these components despite it could mask the nature of the students’ learning. 23 papers used video recordings to evaluate the GPAI but only 12 studies detailed the training time received by expert coders. Only one paper used the GPAI in live situations by students, and explained they received a previous training session. Knowledge tests were linked to the GPAI to measure cognitive/physical learning among students.The evaluation of game performance and its components has been linked to the application of pedagogical models and within the school context. It is suggested that the GPAI be used teaching-learning by involving the student in the peer evaluation process and with knowledge tests to confirm learning acquisition. The benefits of using technology can facilitate the implementation of GPAI through standardized software by students and teachers. Future studies should explore the involvement of students in their assessment, use of technology, and different games. [ABSTRACT FROM AUTHOR]

Despite the importance of the school environment for mental health outcomes, there is little research on how the school context during adolescence may impact depressive symptoms among Asian Americans (AAs) over time. The purpose of this study was to investigate (a) the long-term effects of perceived prejudice from peers and teachers on school belonging and depressive symptoms in adolescence, early young adulthood, and young adulthood among AAs and (b) the mediating effects of school belonging and two early depressive symptoms on the associations between perceived prejudice from peers and teachers and young adulthood depressive symptoms. The data came from the National Longitudinal Study on Adolescent Health. The present study used a subsample of 689 AAs who completed interviews during adolescence, young adulthood, and adulthood. The major data analysis strategy was structural equation modeling. The structural equation modeling results indicated that the major path coefficients from school context to depressive symptoms at the three time points for AAs were statistically significant, except for the path from adolescent depressive symptoms to young adulthood depressive symptoms. There were three significant mediating effects of school belonging and two early depressive symptoms on the association between perceived prejudice from teachers and young adulthood depressive symptoms in AAs. The results emphasize the importance of identifying school contextual risk factors leading to mental health disparities and developing culturally appropriate intervention strategies for AAs. Public Policy Relevance Statement: Asian Americans showed a pathway from perceived prejudice from teachers to young adulthood depressive symptoms through school belonging and early depressive symptoms, indicating the long-term effects of school context and early depressive symptoms on later depressive symptoms. These findings emphasize the importance of fostering a fair and inclusive school environment and implementing culturally tailored interventions for Asian Americans' mental health and well-being. [ABSTRACT FROM AUTHOR]

In the current study, latent growth curve modeling is used to explore growth in ethnic–racial identity (ERI) commitment from 9th to 12th grade as a function of two aspects of the school ethnic–racial environment—perceived representation among peers and perceived discrimination from peers. The participants included 237 students that self-identified as African American (Mage = 14.7; 50% female). The results showed that perceiving more Black peers at school buffered the negative impact of racial discrimination from peers on ERI commitment. Further, the positive impact of perceived representation remained significant even after controlling for other markers of school ethnic–racial context including objective representation and school ethnic–racial diversity. The findings have implications for the environmental factors that support ERI development as well as how we study and conceptualize the influence of the school ethnic–racial environment. [ABSTRACT FROM AUTHOR]

Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID‐19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre‐disaster involvement in bullying. Cross‐sectional data were collected from 4316 children aged 6–11 years old, from 57 schools across England and Wales. Data were collected before the national lockdowns, early 2020, and 3–5 months after the final return to school, summer 2021, when schools were operating under a range of context restrictions. Child data included bullying involvement at school and health‐related quality of life; teacher data included reports of each child's internalising, externalising and prosocial behaviours. School‐level disadvantage was determined by the proportion of children in each school eligible to receive free school meals (an indicator of family disadvantage). The results showed that victims of bullying pre‐lockdown, and pupils from schools with a higher concentration of disadvantage, had significantly reduced externalising behaviours once back in the restricted school context. Victims had also increased their prosocial behaviours. It is possible that the restricted school context may have been a relief for the most vulnerable pupils. This study adds a new phase of understanding to the global disaster literature and the initial return to school when the environment is the same but the context has changed. [ABSTRACT FROM AUTHOR]

This article aimed to analyze the textual records produced by students in their reading diaries during their participation in a reading club proposed in the school context. This is a pedagogical intervention research that sought to awaken a taste for literary reading in sixth-grade students of a public school in the city of Santa Maria, Rio Grande do Sul state, Brazil. The methodology used was the Reading Circles technique by Cosson (2021a), and emphasis was put on the pedagogical mediation carried out by the Portuguese Language teacher in the reading of the book "Matilda e o Clube de Leitura", by Roberta M. R. Trevisan (2022). The results indicate that the pedagogical proposal proved to be effective, allowing students to actively participate in reading and writing their diaries. Thus, reading literary books, combined with the debates and questions provided by the function cards, enriched learning and proved to be valuable for promoting students' cognitive, social, and emotional development. [ABSTRACT FROM AUTHOR]

Puerto Rican students are a growing population in U.S. mainland schools, yet few recent studies have focused on the school contextual and identity-based experiences of Puerto Rican youth. Using stage-environment fit and LatCrit theories, this qualitative study examined seven Puerto Rican adolescent students' perspectives on domains of school context, along with prominent aspects of how they defined "being Puerto Rican," in two urban middle schools. Based on qualitative analyses of student interview and focus groups, findings revealed that students' experiences with teachers, ethnic-racial climate, and sense of belonging were fundamentally contradictory, where examples of purported "equal treatment" were tempered by racialized experiences marked by stereotypes and the suppression of Spanish, especially among male students. However, dimensions of identity-based resiliency such as ethnic pride, sense of familismo with other Puerto Rican students, and being bilingual emerged as sources of strength. We discuss school-based possibilities for the delivery of critically conscious support and ethnic affirmation for students during this critical developmental period, based on our exploratory findings. [ABSTRACT FROM AUTHOR]

Abstract Background During recent years, Europe has faced the arrival of migrants whereof a considerable group of youth present mental health problems, such as symptoms of post-traumatic stress disorder (PTSD). Schools offer a safe environment for mental health interventions to these groups, yet there is limited research on the impact of school-based interventions addressing mental health problems in newcomer youths, especially in the Swedish context. This cluster randomized controlled trial (RCT) aimed to explore the effectiveness of the Teaching Recovery Techniques (TRT) intervention among newcomer students with PTSD symptoms in Swedish secondary schools. Methods Nine schools were randomly assigned to TRT or a wait list control group prior to the baseline assessment. Follow-up data were collected immediately following the intervention and three months post-intervention. In total, 531 students were approached, of which 61 gave consent and were eligible to be included in the study: 55 in TRT and 6 in the control condition. Given the low number of participants in the control condition, we merely analyzed students who had received TRT. Results We report on feasibility of recruitment, data collection, intervention delivery and intervention effectiveness. In terms of intervention effectiveness, within subjects ANOVAs revealed significant reductions in PTSD symptoms and general mental health problems from baseline to the three months-follow-up (p

AbstractThe COVID-19 pandemic forced school leaders to rapidly adopt digital technologies, sparking new awareness and discussions about digital education and its transformation. Despite significant advances, these changes may be minor compared to the potential impact of artificial intelligence and immersive technologies in education. This paper explores digital learning leadership in Ireland’s secondary school sector using the ISTE Standards for Educational Leaders as a guiding conceptual framework. Qualitative interviews with school principals from various secondary school types provide insights into their existing leadership practices and anticipate their future needs. Key findings revealed digital learning visions integrally woven into the school’s broader learning and educational vision and fresh assessments of student digital competence. They highlighted the salience of the school context in decision-making and the drive for more strategic deployment of formal leadership positions and relationships within and between schools. The implication of these findings underscores the imperative of professional learning models for school leaders that are sensitive to the unique context of each school, their bespoke opportunities and challenges, and the rapid advancements in digital technologies. [ABSTRACT FROM AUTHOR]

Introduction: The escalating prevalence of personification abuse in language disorders among students poses a substantial challenge for autistic students in the domain of language disorders. While prior research has mainly focused on the cognitive hurdles faced by autistic students, ongoing debates persist about the onset, severity, and roots of these challenges in their classroom behavior, with limited exploration of how preconceived notions impact personification abuse. This study aims to delve into emotional treatments for language disorders, specifically targeting personification abuse, to facilitate the shift from distorted perceptions to normative expression. It seeks to pinpoint the primary emotional interventions linked to instances of personification abuse and scrutinize the emotional factors influencing therapeutic approaches for language disorders. Methods: The research encompassed a cohort of 110 autistic students, aged 2 to 5 years, diagnosed with language disorders, all clinically determined to have autism by developmental pediatricians at a prestigious medical facility. Among these children, 95 were attending specialized schools, while 15 were situated in community settings. Results: The outcomes disclosed that children across all developmental phases displayed instances of personification abuse in language disorders, showcasing noteworthy enhancements in personification abuse following emotional treatment. Significantly, the discernible disparity in personification abuse performance and emotional treatment can be linked to the simultaneous cognitive advancement of autistic students across four grade levels, with variations noted based on normative expressions. Discussion: These findings underscore the insufficiency of solely relying on intrinsic trends to comprehend personification abuse within an emotional treatment context. The study accentuates the potential pitfalls associated with emotional treatment for language disorders and stresses the imperative need for additional research and psychiatric intervention strategies [ABSTRACT FROM AUTHOR]

Citizen science initiatives, where non-professional citizens contribute to the development of science, have been increasing in recent years, extending their application into school classrooms. This collaboration presents a huge range of challenges, as the objectives of professional science often do not align with educational objectives. This article explores the quality of initiatives carried out in the school contexts. To address this issue, a tool has been developed to characterize and assess the key dimensions of these initiatives. It has been applied to a set of 46 initiatives selected from a systematic literature review. The analysis allows us to point out some reflections on the quality and aspects that should be taken into account for their design in school classrooms. [ABSTRACT FROM AUTHOR]

Objectives: To describe the daily Physical Activity (PA) patterns of adolescents with Attention-deficit/hyperactivity disorder (ADHD), to analyze the differences in terms of PA patterns between adolescents with ADHD and those without ADHD, and to study the factors associated with achieving the daily PA recommendations. Methods: The sample was composed of 778 adolescents who provided complete information on their PA patterns through the Physical Activity Questionnaire for Adolescents (PAQ-A). Of these, 97 had ADHD according to DSM-5 criteria. Results: The results show that being a girl or being of foreign origin and having ADHD have an impact on the achievement of the recommended amount of daily PA. Conclusions: When promoting PA in adolescents with ADHD within the school environment, it is necessary to consider different domains and specific contexts of a school day, paying special attention to girls and adolescents with ADHD of immigrant origin. [ABSTRACT FROM AUTHOR]

This article examines secondary school learners' motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners' motivation, conceptualized as a continuum from fully autonomous to fully controlled, was measured through a survey at two time points, 2 years apart, which provided an assessment of motivational change. The second measurement was followed by interviews with selected learners. Our results show that learners from general secondary schools in the two locations exhibited different motivational patterns, while those from technical schools were similarly motivated regardless of their schools' locations. A decrease in extrinsic motivation over time was observed in both types of small-town schools. Based on these results, we discuss the implications for EFL pedagogy. [ABSTRACT FROM AUTHOR]

Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results' transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions' effects on different learning outcomes (cognitive, metacognitive, affective-motivational) in the school context, using studies published between 2015 and 2020 and meta-analytic techniques (including moderator analyses) to examine the effectiveness of DGBL interventions compared to traditional instruction methods. Results from random-effects models revealed a significant medium effect for overall learning (g =.54) and cognitive learning outcomes (g =.67). Also found were a small effect for affective-motivational learning outcomes (g =.32) and no significant effect for metacognitive learning outcomes. Additionally, there was no evidence of publication bias. Further meta-regression models did not reveal evidence of moderating personal, environmental, or confounding factors. The findings partially support the positive impact of DGBL interventions in school, and the study addresses its practical implications. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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 Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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.)

Teachers' teaching practices are influenced by various factors, including the teacher's personal (e.g. beliefs, efficacy and attitudes) and school context (e.g. administrative and collegial support). However, the previous model did not consider the interactions between these factors simultaneously in effecting the teaching practices. Thus, an integrated model is needed to gain a better understanding of teachers' teaching practices. This study proposes a structural equation model by integrating beliefs (constructivist conception of teaching and learning) (CC), self-efficacy in integrated STEM teaching (SE), attitudes towards integrated STEM teaching (ATT) and school context (CF) in predicting science teachers' integrated STEM teaching practices (TP). The results of a cross-sectional survey of 333 science teachers show that desired improvements in the CC, SE, ATT and CF may result in corresponding changes in the TP. The effects of CC on TP are fully mediated by ATT, while SE affects TP both directly and indirectly via ATT. The results of the study provide a theoretical base for prospective researchers involved in exploring integrated STEM training or other active learning practices. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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.)

Community schools extend traditional school responsibilities by providing additional resources to support students, families, and communities, and ultimately attempt to change the school institution. Integral to the institutionalization of community schools are community school managers (CSMs) and their institutional work. Drawing from institutional theory, this study uses interview data to explore the deliberate actions taken by CSMs to create institutions, focusing on their efforts to develop their institutional identities and change normative associations. Institutional identities of CSMs were defined by their implementational responsibilities and organizational positioning. While CSMs skillfully identified, provided, and allocated resources within their implementational identity, the organizational identity remained ambiguous, lacking clarity on their organizational position or consistency in the teams on which they served. CSMs struggled to create normative associations that linked the resources they provided to the community school strategy. Moreover, the local leadership structure and principal support significantly and differentially impacted CSMs' institutional work. [ABSTRACT FROM AUTHOR]

This study examines the association between school-based discrimination and social-emotional learning (SEL) for Latinx students and the potential protective role of school commitment to diversity, equity, and inclusion (DEI). We also examine whether these associations differ based on Latinx youth's gender and sexual orientation. The sample included 2,017 Latinx youth (ages 11–21; 49% girls) from middle schools and high schools across the United States based on path analyses, we found that school-based discrimination is negatively associated with SEL and that commitment to DEI buffers the negative impact of discrimination on SEL. Multigroup analyses revealed some differences in the path analyses among girls compared to boys and sexual minority youth compared to heterosexual youth. Our findings suggest that school commitment to DEI can be protective against the negative effects of school-based discrimination on SEL for Latinx students and highlight the importance of considering within-group differences among Latinx youth. [ABSTRACT FROM AUTHOR]

International bodies recommend the daily practice of physical activity from developmental age, emphasizing the priority of enhancing levels of motor-sport activity (Who, 2015; 2020). In this sense, physical and sports education in the school setting represents an educational opportunity to increase awareness of the importance of Health Enhancing Physical Activity. The aim of this contribution is to present the national project "Gymnastics Game" promoted by the Ministry of Education, University and Research (MIUR) and The Italian Gymnastics Federation with the purposes of: facilitating a lifestyle-oriented healthy, cognitive and relational approach from kindergarten onward; preventing deviant behaviour; and developing both useful problem-solving skills facing with a creative approach and adaptable and transferable skills to everyday life. The pilot project, implemented in all regions of Italy's national territory, involved No. 40 schools, a total of 222 classes, 4500 pupils attending sections 3-4-5 years of kindergarten and the first and second classes of primary school (6-7 years old), with an additional 285 classes that only received the educational kit without being able to participate in the pilot project. The initiative involved the active participation of curricular and support teachers of the affected classes, 40 FGI specialists and families. The pathways guidelines have started a nationwide comparison aimed at developing research and educational-methodological innovation in physical and sport science, improving over the years, participation in motor and sports activities and opposing the early abandonment. [ABSTRACT FROM AUTHOR]

Current education policy in Aotearoa New Zealand (Aotearoa is the country's indigenous Māori name) requires schools and teachers to engage with parents and the school community to enhance student educational experience and achievement. The broad wording in these policy statements allows schools and teachers to tailor their parental engagement practice to specific community contexts. There is, however, little attention given to the built space of the school itself as an aspect of the material context within which parental engagement occurs. This article draws on a case study analysis of a single, bounded primary school in Aotearoa New Zealand, to examine how the school's built environment influences parental engagement. It involves the analysis of plans and other school artifacts, semi-structured interview transcripts of staff and parents, and the mental maps of parents. The findings reveal that multiple meanings are read from built space, with staff at risk of underestimating those readings and their agency to author new stories that better support parental engagement. [ABSTRACT FROM AUTHOR]

The present study provides insights on the influence of family socioeconomic and school resources on principal leadership and, in turn, the influence of principal leadership on the science learning of students. The study uses data from the Programme for International Student Assessment (PISA) in 2015 (248,620 students and 9370 principals) from 35 developed countries. Three-level structural equation modeling indicates that family and school contexts influenced the enactment of principal leadership. Specifically, principals were able to exercise leadership (envisioning, conducting instructional management, promoting professional development, and advocating empowerment) in schools with more science resources. In contrast, principals seemingly addressed teacher capacity issues by envisioning and promoting the professional development and empowerment of teachers in schools with low socioeconomic status. The instructional management of principals was positively related to the enjoyment and interest of students in science, and those with high levels of such learning attitudes obtained high levels of science achievement. In contrast, the promotion of the professional development of teachers was negatively related to science enjoyment and interest of students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Abstract The concept of giftedness has evolved significantly over time. Today, it still lacks a singular and precise definition, but it is continually evolving. One notable model found in the literature is the Differentiated Model of Giftedness and Talent (DMGT) by Gagné. This model appears to be a valid contribution to better understanding giftedness, the characteristics of gifted students and the problems related to these constructs. The article aims to highlight the characteristics of gifted students, underlining critical points and strengths in relation to the various contexts, specifically to the school context, and to Gagné’s model (personal, scholastic, environmental and social), with a focus on future implications.

Teachers develop their identity during initial teacher training and continue to develop it throughout their careers. Many teachers in rural schools find themselves teaching in challenging contexts. This study contributes to the body of knowledge by exploring agency as part of the development of a female teacher’s professional identity over six years as she obtains her degree and begins working in a rural town in South Africa. We used a narrative approach to listen to the participant’s stories and present narratives related to the proactive and generative actions that the participant took. By drawing on Bandura’s Social Cognitive Theory (SCT), we illustrate the importance of intentionality, forethought, self-reactiveness, and self-reflectiveness for agentic actions. Bandura’s ecological model highlights the importance of personal, behavioural, and environmental determinants of agency. The findings reveal that teachers experiencing similar challenging school contexts can draw on their skills, knowledge, personal values, and teaching and learning experiences to develop into teachers with a strong sense of agency who remain actively engaged in their school and the wider community. The authors propose that initial teacher educators refer to SCT as a framework during teaching practice to support the development of student teachers’ agency as part of their professional identities. [ABSTRACT FROM AUTHOR]

The study reported herein examined the influence of school contexts on leaders' leadership practices in South Africa. To this end, deputy principals were put under the microscope to scrutinize the relationship between their leadership practices and the school contexts in which they operate. The narrative inquiry--a qualitative methodology--was adopted to engage with deputy principals' lived experiences. Five deputy principals were purposively and conveniently sampled, each representing a different school context. Narrative ways of generating and analyzing field texts were utilized. The findings revealed disparities in the influence of school contexts on the deputy principals' leadership practices. While lower Quintile schools appeared to subject deputy principals to a state of leadership deficit, higher Quintile schools appeared to be springboards that enable the leadership endeavors of deputy principals. These disparities reflect inconsistencies in South African communities, mostly characterized by social and economic inequality. [ABSTRACT FROM AUTHOR]

The present study aims to generate broad insights from the large corpus of literature on the associations between a comprehensive range of school leadership practices and student outcomes in different school contexts. Three-level meta-analysis of 493 independent effects from 108 studies published since 2000 showed that the mean effect size was small at r = 0.14. Effect sizes for leadership practices ranged from r 's = 0.10 to.26. Results underscored the importance of different types of leadership practices related to instructional management, enhancing teacher capacity, and engaging external stakeholders to improve student outcomes. School leadership practices were significantly associated with students' academic achievement (in different subjects except science) and learning attitudes/processes but not attainment. Moderator analyses showed that school leadership effects were significant in studies using a school-level analysis but not in those using a lower-level of analysis. Additionally, school leadership effects were significant at different grade levels (G1–G6, G7–G12) and in research reported in different study types (articles, dissertations) and in different years (2000–2009, 2010–2018). [ABSTRACT FROM AUTHOR]

Venezuela-based social music education programme El Sistema has been operating in Vantaa since 2009. The Vantaa Tempo Orchestra is a key tool in El Sistema Finland's pursuit of musical and social goals. These include a partnership between children from diverse backgrounds and a good and meaningful life with music playing as an important part of it. In this article we address the significances of the Tempo Orchestra’s orchestral work in El Sistema Finland’s context in Vantaa. The research is topical and important, as it explores low-threshold, goal-oriented leisure activities based on the "Finnish model". In addition, the study provides information about the Finnish elementary school system as a comprehensive and supportive context for students at increased risk of social exclusion. The research questions in this article were: • What are the main elements of Vantaa El Sistema Finland? • What is going on behind the scenes? • How can the social educational elements and music educational elements in Vantaa El Sistema Finland’s activity be seen? We observed activities throughout the school day, in performances, behind the scenes, in instrument lessons, not just orchestral rehearsals. In this study we used an ethnographic approach strategy. The data were based on the participating observations and notes made at schools offering Vantaa Tempo orchestral activities during the 2021– 2022 academic year. The analysis is ethnographic based on the material and the interpretation is hermeneutic. Results: School and part of the school day are appropriate contexts for Vantaa Tempo Orchestras to act in. The activities contribute to one of the region's interventions, social inclusion, and the promotion of the democratisation of art. Most of those who want can at least try playing in the Tempo Orchestra and many of them find their own important issue in it. The expansion of operations will bring new employees, whose sharp introduction to the principles of El Sistema without causing problems on their own pedagogical personality is a topical challenge. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 tackle positive and negative intergroup contact in school and out‐of‐school contexts to test whether a spillover effect (i.e., the extent to which experiences that individuals have in one context spill over into another) applies to intergroup contact. Participants were 984 adolescents (Mage = 14.66; 62.7% female; 24.8% ethnic minority). Results indicated that positive contact in school was related over time to higher positive contact in out‐of‐school contexts and vice versa (i.e., valence consistent spillover effect). Positive contact in school was linked over time to lower negative contact in out‐of‐school contexts (i.e., valence inconsistent spillover effect). Overall, this study provides novel insights into the transmission of adolescents' intergroup contact across socialization contexts by emphasizing the leading role of positive contact in schools. [ABSTRACT FROM AUTHOR]

The literature shows that impulsivity, prevalent in adolescence, is negatively linked with a variety of psychosocial factors (e.g., positive interpersonal relationships, emotion regulation); however, there is limited research examining the relative contribution of multiple factors for this trait nor exploring how these factors influence the associations between impulsivity and risk-related outcomes. Drawing on multiple components of the unified theory of development (i.e., psychological variables, peers subsystem, community subsystem, family processes subsystem), this cross-sectional study aims to identify explanatory psychosocial variables (i.e., early memories of warmth and safeness, rational decision-making style, resilience, emotion regulation, coping, parental attachment, social group attachment, satisfaction with school and family-related variables) that are negatively related with impulsivity, in younger (13–15) and older (16–19 years) adolescents, and explore their moderating role in the associations between this trait and some risk-related outcomes (i.e., verbal aggression, anger, self-harm, other high-risk behaviors). A representative sample of 6894 adolescents (52.9% female) living in the Azores (Portugal), with ages ranging from 13 to 19 (M = 15.4), was used. Two stepwise multiple regressions, one for each age group, revealed that only emotion regulation, parental attachment, and social group attachment had a negative effect on impulsivity in both age groups; additionally, satisfaction with teachers also had this effect in younger adolescents. The first three variables weakened the positive associations between impulsivity and the risk-related outcomes. These results suggest that the psychological system and all subsystems of the social context measured play a relevant role in explaining adolescent impulsivity and that it may be reduced by promoting emotion regulation, positive parenting practices, healthier relationships with peers, and healthier relationships with teachers. [ABSTRACT FROM AUTHOR]

Since the publication of the Education for People with Special Educational Needs Act in 2004, inclusion in Ireland has become a priority for the educational system. Despite the promotion of physical education (PE) as a key setting for facilitating inclusion in schools, research has shown that the children with special educational needs and disabilities are still excluded from PE. Research evidence shows that teachers' attitudes and self-efficacy and the broader school context within which teachers work are among the most important factors facilitating inclusion in PE. Therefore, the aim of this study was to explore teachers' attitudes towards inclusion, self-efficacy in delivering inclusive pedagogies, and perceptions about whether inclusion was supported within the schools. A cross-sectional design was used, and a questionnaire was sent to Irish PE teachers. Results of this study showed that teachers' attitudes were positively correlated to the number of different types of disabilities in PE class. It was found that secondary school teachers had higher self-efficacy levels than their primary school colleagues. Findings from this study revealed that teachers who had frequent personal contact with SEND people showed more positive perceptions about the extent to which inclusion was supported in the school within which they worked. [ABSTRACT FROM AUTHOR]

Introduction: This study examined the direct and indirect effects of school context (negative peer relationships, school environment) on ethnic and racial identity (ERI) development in middle school and later depression symptoms in high school. Differences by racial group were examined for non-Hispanic White (NHW) early adolescents, monoracial adolescents, and multiracial adolescents. Methods: This study used existing data from a large, multiwave, longitudinal study that included 593 racial/ethnically diverse adolescents from sixth grade through ninth grade across three public middle schools in the Pacific Northwest. Results: Using multigroup path analysis in structural equation modeling, the findings indicated differences by racial group--school environment was associated with positive ERI development in middle school for NHW and monoracial adolescents but not for multiracial adolescents. For multiracial adolescents, ERI predicted later depression symptoms. Discussion: These findings demonstrated the importance of examining school context and peer relationships in relation to ERI development and psychological wellbeing. [ABSTRACT FROM AUTHOR]

This article is based on the collection of the Cinémathèque centrale de l'enseignement public (CCEP) and focuses on four films produced by Intermondia Films, an educational film production company in the 1950s. The corpus will be approached inductively, in the sense that it is through viewing these films and audiovisual analysis of their content that recurrences, redundancies and a kind of structuring "narrative schema" can be noticed, making it possible to problematize their existence and their stakes in the educational sphere. Analysis of these classroom films involves studying the audiovisual devices they employ: camera placement, choice of shots, staging of the protagonists, verbal exchanges. It also draws on sociological references to better interpret the staging of bodies in the classroom, normalized by a pedagogical relationship that the film both reflects and is symptomatic of.

ABSTRACT Orienteering is a sport that stands out for its pedagogical and formative potential because it includes physical, cognitive and social aspects that contribute to the integral education of students. Its reproduction or recreation in the school context can be a concrete experience of transformation and stimulus to the student leadership actions. The present study aims at showing the possibilities of inserting Orienteering in school units over the years of Basic Education by presenting it as a model of educational sport. This is a descriptive study with propositional characteristics. The specificities of this sport are shown based on Pierre Bourdieu’s relational perspective, the analytical model of the 5E’s proposed by Wanderley Marchi Júnior, and on the document analysis of the National Common Curricular Base. The pedagogically rich content that could be included in Physical Education classes is emphasized.

Despite Latinx students having the second highest rates of dropouts compared with other racial/ethnic groups, few studies qualitatively examine how Latinx youth view the academic and family contexts of leaving school. In this study, 16 Mexican descent youth from low-income backgrounds discussed why they felt pushed out of high school in focus groups. Grounded theory analysis revealed that youth perceive a lack of caring within schools and feel that they are blamed for lack of academic progress. Some youth felt they had to put their dreams on hold due to family stressors and lack of school resources—yet, they sustained hope for future career aspirations. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae 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.)

IntroductionThis study examined the direct and indirect effects of school context (negative peer relationships, school environment) on ethnic and racial identity (ERI) development in middle school and later depression symptoms in high school. Differences by racial group were examined for non-Hispanic White (NHW) early adolescents, monoracial adolescents, and multiracial adolescents.MethodsThis study used existing data from a large, multiwave, longitudinal study that included 593 racial/ethnically diverse adolescents from sixth grade through ninth grade across three public middle schools in the Pacific Northwest.ResultsUsing multigroup path analysis in structural equation modeling, the findings indicated differences by racial group—school environment was associated with positive ERI development in middle school for NHW and monoracial adolescents but not for multiracial adolescents. For multiracial adolescents, ERI predicted later depression symptoms.DiscussionThese findings demonstrated the importance of examining school context and peer relationships in relation to ERI development and psychological wellbeing.

Abstract Objective This article sought to analyze the perceptions of parents and teachers regarding the school trajectory of adopted children. For this, Elementary School (3rd to 7th grade) teachers and adoptive parents were interviewed, investigating how they perceive adopted children’s possible successes and difficulties in school, and if there is a relationship between adoption and school performance. Method The theoretical-methodological perspective of the “Rede de Significações” [Network of Meanings] was employed, seeking to understand and investigate the perceptions of the interviewees in a contextualized and articulated way. It was understood that it is important to go beyond the analysis of the child’s individual components (as a biological or adopted child), considering the interactional network and the context in which he/she is inserted. Results As results, teachers attributed a direct influence on learning to the “family structure”, while parents focused their representations on individual issues of their children. Conclusion The children’s school difficulties and successes, therefore, were not directly related to adoption, but to previous experiences and the current family context.

The aim was to explore predictors of employment during the school year in adolescents aged 13. We report on a population-based sample of children followed-up from 5 months to this day. Parents and children answered questions on family, school, health, and work. A multinomial logistic regression was used to identify the predictors of informal and formal work. Results show that female sex and leisure time physical activity (LTPA) at age 12 were associated with an increased probability of doing informal work at age 13. Also, results indicate that 13-year-olds doing formal work for an employer or in the family business were more likely to report higher LTPA, to have used alcohol, to exhibit more delinquent behaviors, and to report lower educational aspirations at age 12. Such information must be used to devise interventions aiming at reducing the risks that school year employment may entail for education and health of adolescents. [ABSTRACT FROM AUTHOR]

The entry of students into middle school constitutes a life transition that involves adaptive challenges at the psychological, academic and social levels. The provision of autonomy support and avoidance of controlling tactics by parents can be effective resources to help the students through this transition. The purpose of the present study was twofold: (1) to identify distinct profiles of parenting support of autonomy and of control, and (2) to examine whether membership to these profiles relates to students' school adjustment once in middle school. Latent profile analysis served to analyze data collected from a sample of 672 students in the spring of their sixth grade and one year later at middle school. Results revealed a three-class model of parenting: Autonomy Centered group (67%), Control Centered group (8.0%), Autonomy/Control Balanced group (25%). School adjustment was poorest for students whose parents belong to the Control Centered group and generally the highest for those whose parents belong to the Autonomy Centered group. [ABSTRACT FROM AUTHOR]

The aim of the present study was to investigate variations between schools when it comes to gambling and risk gambling, and, in particular, to analyse the links between school collective efficacy and student gambling and risk gambling. The data consists of official register information on schools as well as survey data collected in 2016 among 1,061 teachers and 5,191 students in 46 Stockholm upper secondary schools. School collective efficacy was operationalized on the basis of teacher responses, which were aggregated to the school level. Gambling and risk gambling were based on students' self-reports. Two-level binary logistic regression analyses were performed. The results show that there is between-school variation in gambling and in all the study's indicators of risk gambling. Both gambling and risk gambling were more commonly reported by students attending schools with weak collective efficacy, even when adjusting for student- and school-level sociodemographic characteristics. The findings suggest that conditions at school may counteract students' engagement in gambling and risk gambling. [ABSTRACT FROM AUTHOR]