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This article seeks to examine Black male bonding at a predominantly White university. Prior research suggests that Black students seek social connections with other Black students as a means for negating the discomforts of racial alienation. However, these friendships are not always sought solely in response to difficulties integrating into White environments or combatting stereotypes. The authors emphasize emotional and social causes to explain the bonds Black men wished to create as they left the familiarity of home and moved on to the new environment of college. The authors find that these men sought these relationships because they lacked friends, wished to recreate family and familylike relationships, and wanted to associate with successful Black male peers. [ABSTRACT FROM AUTHOR]

This article examines a conundrum in my ethnographic fieldwork with Chinese university students who volunteered in service trips to rural communities: why did participants volunteer to suffer and to cry? This article explains students' quest for hardship and tears in relation to emerging desires for authenticity in China. It discusses how the political state and student volunteers co-constructed the peculiar expressions of these desires. As authentic emotions came to the forefront in students' understanding of meaningful engagement, they diluted the political connotation of volunteerism and consequently undermined the state's moral authority as the 'lead volunteer.' This created the room for students to align the definition of responsible citizenship with authentic commitment and youthful innocence. Delineating the paradoxes and obstacles that volunteers encountered in their quests, this article problematizes the potential and limits of authenticity in transforming the foundations of sociability and moral leadership in postreform China. 本文通过大学生对情绪表达的追求分析志愿活动在中国的冒起。作者跟随大学生往赴农村「支教」, 发现志愿者都渴慕最苦最累的体验, 以及由心而发的泪水。这些追求反映了年轻人对社会上种种造假和功利主义的不满。志愿者以汗水和泪水明志, 宣告自己参与志愿工作不为名利报酬, 只为满腔热诚所使。这种热血主导的志愿精神对参与者的道德观带来什么冲击, 如何造就年轻人对社会状况的反思? [Authenticity, Emotion, Youth, Volunteerism, China] [ABSTRACT FROM AUTHOR]

Purpose: The aim of this research is to examine the external factors which they have intervened to support adult students with neurological disorders emphasizing to the specific learning difficulties (dyslexia) in tertiary education in Greece. We study papers into the bibliographical retrospection of the external factors which are implicated in direct supporting of adult students with diagnosis ''dys'' and Attention Deficit Hyperactivity Disorder in the Agricultural University of Athens. Also, we have recorded the indirect supporting through individual teaching of Special Education and training in the University of Peloponnese in the Faculty of Humanities and Cultural Studies. Method: The tool consists of the bibliographical sources and papers between 2002-2016 and the method of interview. Also, we have used the targeted, structured, inclusive program differentiating the instructions with learning readiness activities in reading and memory skills. The factors are written down as external and internal based on the study of interventions according to the frame of Analytic Program of Special Education (Christakis, 2013). We have also used the Experimental Analytic Program for Specific Learning difficulties (Drossinou, and Markakis, 2000) adapted to the adults' teaching methodology. Results and Conclusion: The results show that the external factors which affect the support refer to the implementation of the legislation for the entrance and the facilitation of adult dyslexic students. Moreover, we noted the attitude of professors, the parents, the specialized counseling services, the external psychotherapies. In the internal factors we found that the support is affected by their so far lived experience in the school career, the awareness of the individual way of studying and their reading and mnemonic difficulties, as long as their selfesteem. In conclusion, the adult dyslexics students have and other needs ''psychological'' which cannot be included only in the external or in the internal factors. [ABSTRACT FROM AUTHOR]

Few studies have explored the engagement of fathers in children’s schooling. Understanding the role that black fathers, in particular, play in their children’s education is both important and timely given the persistent opportunity gaps faced by many black students in the US and the influential role that black fathers can play in their children’s academic success. This paper thus explores the experiences and educational engagement strategies of a socioeconomically mixed sample of 16 black fathers in a predominantly white suburb in the US. The research findings challenge dominant portrayals of black fathers as largely absent or uninvolved in their children’s education, and illustrate the importance of understanding the intersections of race, class, gender, and place in studies of parents’ engagement. [ABSTRACT FROM PUBLISHER]

Barack Obama'sMy Brother's Keeperis designed to narrow persistent gaps that boys and young men of color confront often and to help all young people achieve their potential in college and career. An important part of this initiative is comprehensive mentoring that supports students in schools and in communities. Because ethnic-minority students have extremely low graduation rates in high school and college, an essential question is addressed: CanMy Brother's Keeperand similar initiatives with a mentoring component be effective in helping minority students to achieve success in elementary and secondary schools and in college? [ABSTRACT FROM PUBLISHER]

Background/Context: Chronic school absenteeism is a pervasive problem across the US; in early education, it is most rampant in kindergarten and its consequences are particularly detrimental, often leading to poorer academic, behavioral and developmental outcomes later in life. Though prior empirical research has identified a broad range of determinants of chronic absenteeism, there lacks a single, unified theoretically driven investigation examining how such factors concurrently explain the incidence of chronic absenteeism among our nation's youngest schoolchildren. Thus, it is difficult to determine the relative importance of one factor over another, hence making it challenging to develop appropriate supports and services to reduce school absences. Purpose/Research Questions: Our study filled this critical void--we investigated multiple determinants of chronic absenteeism that were grounded, theoretically and empirically, in Bronfenbrenner's bioecological model of development. Specifically, using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 and the method of hierarchical generalized linear modeling, we analyzed how the co-occurrence of key (a) process, (b) person, and (c) context (micro-, meso-, exo- and macrosystem) factors was associated with kindergarteners' probability of being chronically absent. Findings/Results: Children who have poorer health, higher internalizing behaviors, and more frequent engagement in learning activities at home had higher odds of chronic absenteeism. Also, children from larger families and of lower socioeconomic status faced increased odds of chronic absenteeism. Conversely, children holding positive attitudes towards school had lowered odds of chronic absenteeism, a finding that remained robust across socioeconomic status groups. Finally, parent-school connections were associated with lowered odds of absenteeism. Conclusions/Recommendations: Overall, our findings strongly suggested that addressing chronic absenteeism will require comprehensive and multifaceted approaches that recognize these multiple factors. With this theoretically grounded, more descriptive approach, it is more feasible to identify key factors and subsequently design policies and practices to prevent absence behavior. [ABSTRACT FROM AUTHOR]

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Connecting is explored in this paper. Students will be more connected in the future. They will expect more bandwidth and tools. Driven by the impacts of social expectations in a world of changing sexual and gender mores, they may participate in a wider range of communities. This paper aims to summarize two scenarios about the Connecting domain from the Student Needs 2025+ project, and highlight implications for the future of higher education.Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life.Findings Students will become more connected; connected to their extended families, to communities and to artificial intelligence. The technological interfaces facilitating these connections and many others will become less dispensable and more essential to happy daily life; don't leave home without your “phone”. To address the stressors arising from increasing information and social connectivity, students will need more counseling and tools to adjust and flourish. The formation of character, which is so central an outcome of the student learning experience, will no longer rely so heavily on face-to-face interactions at brick and mortar locations, but will be the result of a kaleidoscope of machine and personal interactions conducted remotely, asynchronously, and virtually as well.Research limitations/implications In terms of research limitations, this paper is focused on the needs of students and does not purport to be an exhaustive analysis of all of the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs.Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving.Originality/value This piece explores student life in its totality as a way to more accurately identify student needs in the future. [ABSTRACT FROM AUTHOR]

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Participating is explored here. This aspect focuses on the ways that students may become active citizens by participating in civic life. Insights are gained as to how students may engage with universities and governments and how they will contribute to the public sphere. Themes such as voting, (h)activism, transparency and digital strategies to improve governance are explored. This paper aims to summarize two scenarios about the Participating domain from the Student Needs 2025+ project and highlight implications for the future of higher education.Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life.Findings The ability of students and citizens to innovate and affect change should not be underestimated. The maker movement and the “life hacking” meme are symbols of the hidden societal energy available to governments to improve the world and solve our pressing issues. For this to be effective, the role of the hacker, and hacktivism in general as a form of civic participation, should be reframed as a positive contributor of change. The relationship between governing bodies and activism is at a crossroads. The current age of interconnectivity offers tremendous potential for governing bodies to include civil contributions and innovation in a powerful, net-positive way. However, the status quo is so often the opposite and those who are being governed are perceived as a threat. There is a need for key players and leaders to creatively act according to innovative paradigms and principles that strategically reconcile the hacked and the hacking for the greater good of society.Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all of the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs.Originality/value This paper explores student life in its totality as a way to more accurately identify student needs in the future. [ABSTRACT FROM AUTHOR]

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Playing is explored here, considering changes in student approaches to leisure, recreation and having fun and investigates how playing in general is changing. The purpose of this paper summarizes two scenarios about the playing domain from the Student Needs 2025+ project and highlights implications for the future of higher education.Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life.Findings Play has gotten serious. It is increasingly scheduled, supervised and often includes some larger objective, such as learning. This purposeful play is spreading into virtual space as well, which will increasingly be the setting for play. In the longer term, play – in the form or gamification – is likely to integrate into more and more of student life. Games and play will be used for teaching in the classroom (real and virtual), at work for training, to make exercise “fun”, and even in civic life for encouraging greater participation in governance.Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs.Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving.Originality/value This research explores student life in its totality as way to more accurately identify student needs in the future. [ABSTRACT FROM AUTHOR]

Purpose A research project exploring the emerging student needs explored six aspects of a student’s life: living, learning, working, playing, connecting and participating. The aspect of “working” is explored in this paper, considering how the spread of and advances in artificial intelligence (AI) and automation might reconfigure work, and asking what the implications of shifts in how we engage in and complete work mean for student needs. The purpose of this paper is to summarize the two scenarios about the working domain from the Student Needs 2025+ project and highlight implications for the future of higher education.Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life.Findings Among the various findings of the research, the most important was the critical uncertainty as to what extent will AI, automation and general advancements in technology reshape work. These technologies are actively transforming how work is accomplished and how it is organized. Given the importance of work as a central organizing principle for many, this transition adds great uncertainty to the critical skills that students will need in the future, as well as calling into question how the other five research domains (learning, playing, connecting, participating and living) are organized. The research also found that students and those entering the workforce can expect increased levels of competition for steady work within a company. Based on the current trajectory of trends and changes, it will be increasingly challenging to climb a “career ladder”, and credentials will be even more important in terms of gaining entry into the employment market.Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs.Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving.Originality/value This research explores student life in its totality as way to more accurately identify student needs in the future. [ABSTRACT FROM AUTHOR]

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Learning is explored here. New learning models and approaches and changing student expectations could lead to dramatic reshaping of the higher education landscape. The purpose of this paper is to summarize two scenarios about the learning domain from the Student Needs 2025+ project and highlight implications for the future of higher education.Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life.Findings Students will increasingly gravitate toward new learning models focused on experiential learning, taking advantage of advanced “edutech” and aimed at achieving specific outcomes. They will seek personalized learning approaches specific to their needs, and they will be increasingly willing to look outside the traditional higher education system if needed. The landscape will be characterized by power struggles: between the traditional players and the new entrants, between institutions and students and between competing philosophies of learning.Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs.Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving.Originality/value This research explores student life in its totality as way to more accurately identify student needs in the future. [ABSTRACT FROM AUTHOR]

Exile is usually cast as a time of hardship, narrated through tropes of nostalgia and loss. Yet it is not always experienced and remembered in this way. This article provides a counterpoint to the familiar nostalgic lament by exploring the narratives of Zimbabwean students ‘in exile’ in Britain during the country's liberation war of 1965–1980, who looked back on their stay in the imperial heartland as a time of opportunity and excitement. They recalled their own youthful militancy, the optimism of liberation movements before independence and invoked the conviviality of joint political campaigns with British-based allies. The article explains their up-beat recollections by locating exile in transnational socio-political spaces created by Rhodesia's contested sovereignty, focusing on exiles' relations with mainstream liberal-left solidarity organizations, with Caribbean/black British groups and the liberation movements' own transnational networks. By locating exile in this way, the article extends two hitherto disconnected bodies of scholarship – on southern African nationalisms in the making and British decolonization and postcolonial cultural politics. It highlights how Zimbabwean students helped foster liberation movements' international standing and their influence on post-independence ideas of status. The article also offers a new vantage point on Britain's re-racialized cultural politics, as performed in middle-class spaces on student campuses and internationalist campaigns. Zimbabwean students' accounts of exile in Britain can thus do more than reveal the inadequacies of generalisations about a singular exile condition. Their narratives of the opportunities and sociability of exile in Britain reveal the occlusions of narrow military versions of southern African liberation history, while adding new, transnational dimensions to historical geographies of decolonization, urban cosmopolitanism and the African presence in 1960s and 1970s Britain. [ABSTRACT FROM AUTHOR]

This article analyzes the experiences of female students at a school for indigenous children in colonial Connecticut, Moor's Indian Charity School (1754-1771), founded by Congregationalist minister Eleazar Wheelock. The school's environment was shaped by Wheelock's missionary paternalism, and exploited the labor of the female students in order to maintain the financial health of the mission project. However, the Indian girls enrolled in the school were able to use Wheelock's gendered expectations to assert their own agency in subtle ways. In comparison with the male students, the female students were able to resist certain aspects of Wheelock's educational plan while still maintaining a relationship with Wheelock and the white world. [ABSTRACT FROM AUTHOR]

Increasing immigration and school ethnic segregation have raised concerns about the social integration of minority students. We examined the role of immigrant status in social exclusion and the moderating effect of classroom immigrant density among Swedish 14-15-year olds ( n = 4795, 51 % females), extending conventional models of exclusion by studying multiple outcomes: victimization, isolation, and rejection. Students with immigrant backgrounds were rejected more than majority youth and first generation non-European immigrants were more isolated. Immigrants generally experienced more social exclusion in immigrant sparse than immigrant dense classrooms, and victimization increased with higher immigrant density for majority youth. The findings demonstrate that, in addition to victimization, subtle forms of exclusion may impede the social integration of immigrant youth but that time in the host country alleviates some risks for exclusion. [ABSTRACT FROM AUTHOR]

Although research with Asian American (AA) students typically indicates high levels of collegiate success, little attention has been given to the differences among Asian American subpopulations. A gap in the literature exists for a number of AA subpopulations and how they navigate the higher education system. This study focused on understanding the sense of belonging fostered by Native Hawaiian and other Pacific Islander (NHPI) students from Hawai'i at a predominately White institution (PWI). Data analyzed from individual interviews conducted with nine NHPI students from Hawai'i indicated that their college experience included a reconceptualization of their identities while developing a sense of belonging. Recognizing participants as their own, unique group provides an opportunity to give a voice to their experiences. [ABSTRACT FROM AUTHOR]

Supportive teacher-student relationships play a significant role in the trajectory of students' academic life. Teachers may use various strategies to improve this relationship, one of which is teacher stroke (teacher encouragement). The stroking behavior of teachers might be influenced by several factors, including the socioeconomic status (SES) of students. Accordingly, the current study aims to investigate the differences among female English language teachers at three different school districts (i.e., upper, middle, and lower socio-economic class) in Mashhad, Iran, with regard to their stroking behavior. To fulfill this aim, 300 eighth-grade female students responded to an 18-item questionnaire and the collected data were subsequently analyzed using a one-way ANOVA. The results revealed that teachers tend to stroke high-SES students more frequently. The second aim of this study was to find out if there is a significant correlation between teacher stroke and students' GPA. The results indicated that all the sub-components of stroke significantly correlate with students' GPA. Moreover, the results of a stepwise multiple regression test indicated that two of the sub-components of stroke, namely valuing and classroom activities, strongly predict students' GPA. Finally, the findings of the study have been discussed in light of the existing literature and implications have been provided for language teaching in the formal context of education. [ABSTRACT FROM AUTHOR]

This article explores late modern Black and Muslim young men’s and women’s experiences of higher education. Carrying out qualitative research with 14 male and female young people, these students claimed that their Youth and Community Work course at their university made available an alternative representational space, enabling them to develop a major transformation of their sense of identity and self. In deploying the termpedagogical self, we are attempting to capture their naming pedagogy as central, in their terms, to the ‘reinvention of their selves’. We conclude by suggesting that our research participants’ narratives are located within an exploration of late modern identity and the self in higher education. In turn, this enables us to reflect on a generational shift in meanings around racialisation and difference in thinking about the future of higher education in Britain. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses various reports within the issue including the racism in higher education institutions, the creation of anti-racist university and the lack of progression of black and ethnic minority students in the academic workforce.

Objective: The aim of this research was to obtain the views of young children regarding their reasons for rejecting a peer. Method: To achieve this goal, we conducted a qualitative study in the context of theory building research using an analysis methodology based on Grounded Theory. The collected information was extracted through semi-structured individual interviews from a sample of 853 children aged 6 from 13 urban public schools in Spain. Results: The children provided 3,009 rejection nominations and 2,934 reasons for disliking the rejected peers. Seven reason categories emerged from the analysis. Four categories refer to behaviors of the rejected children that have a cost for individual peers or peer group such as: direct aggression, disturbance of wellbeing, problematic social and school behaviors and dominance behaviors. A further two categories refer to the identities arising from the preferences and choices of rejected and rejecter children and their peers: personal identity expressed through preferences and disliking, and social identity expressed through outgroup prejudices. The "no-behavior or no-choice" reasons were covered by one category, unfamiliarity. In addition, three context categories were found indicating the participants (interpersonal-group), the impact (low-high), and the subjectivity (subjective-objective) of the reason. Conclusion: This study provides researchers and practitioners with a comprehensive taxonomy of reasons for rejection that contributes to enrich the theoretical knowledge and improve interventions for preventing and reducing peer rejection. [ABSTRACT FROM AUTHOR]

The article offers the author's view regarding the decision of the Fifth Circuit of the U.S. Court of Appeals in the court case Hopwood v. Texas. The author mentions that the court ruled that the law school could not take account of race or ethnicity in both 1993 and 1994 during the pendency of the litigation. The author discusses the impact of the case on the educational experiences of Black and Mexican-American students.

Young Jewish students in the Pale of Settlement have not received comprehensive scholarly attention, despite their impact on Jewish politics and the public sphere in the late nineteenth century. Typically, representations of Jewish pupils and students are limited to the study of small and non-representative radical groups. This paper fills this gap through a contextualized examination of the practices and meanings of acculturation among educated Jewish youth. It focuses on a previously unknown diary by Yonah Berkhin, a Jewish teenager who strove to obtain a secondary education between 1879 and 1882. The discussion of this document adds a critical contextual perspective to the existing scholarship on acculturation among Jewish learning youth in late nineteenth-century Russia. I suggest that acculturation was a complex, multidirectional process. I show how, rather than merely creating alienation from Jewish society – which is often described as a “departure” leading either to a complete assimilation or to “repentance” and “return” – acculturation created new as well as modified existing modes of attachment to Jewish society. [ABSTRACT FROM AUTHOR]

This paper estimates peer effects in a university context where students are randomly assigned to sections. While students benefit from better peers on average, low-achieving students are harmed by high-achieving peers. Analyzing students' course evaluations suggests that peer effects are driven by improved group interaction rather than adjustments in teachers' behavior or students' effort. Building on Angrist's research, we further show that classical measurement error in a setting where group assignment is systematic can lead to a substantial overestimation of peer effects. However, when group assignment is random-like in our setting-peer effect estimates are biased toward zero. [ABSTRACT FROM AUTHOR]

This paper examines the effectiveness of a three week mindfulness group program as a tool for improving academic performance, managing study stress and improving overall well-being. A mindfulness based approach was chosen due to its effectiveness in reducing stress as well as improving psychological wellbeing and working memory in various groups of university students. Evaluations from students over a three year period have consistently reported improved life and study skills across a number of areas, including capacity to manage stress and to stay more present. They also reported increased focus and improved sleep. The outcomes demonstrate an effective and innovative way to support student learning and wellbeing as well as providing students with a non-threatening way to engage with the counselling service. [ABSTRACT FROM AUTHOR]

The increasing calls for diversity research signal a need to explore contemporary learning and instruction strategies that respond to diversity in courses and curricula. The major objective of this research was to measure the level of openness to diversity and challenge (ODC) among college students as a function of their perceived constructivist learning environment in traditional lecture-based courses (LBE) and seminars (SM). The study included 243 undergraduate students. Data were gathered using the Constructivist Learning in Higher Education Settings scale (CLHES), which measures students' perceptions of the occurrence of constructivist practices in learning environments along three dimensions of constructive activity, teacher- student interaction and social activity, and the Openness to Diversity and Challenge scale. Structural equation modelling (SEM) results indicated a positive connection between the general factor of CLHES and ODC over and above several pre-entry variables such as gender and culture. According to a further SEM analysis, the social activity variable mainly explained the ODC variable whereas the teacher- student interaction factor was mainly connected to the constructive activity variable. Multivariate analysis of variance results indicated that students enrolled in SM perceived this environment as more constructivist and reported having higher levels of feelings of ODC than LBE students. Interpretation of these findings, in conjunction with theory, applications, and implications for future research are discussed. [ABSTRACT FROM AUTHOR]

This research tested a social-developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11-14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans' subsequent discipline infractions and 4-year college enrollment. Causality was confirmed with a trust-restoring "wise feedback" treatment delivered in spring of seventh grade that improved African Americans' eighth-grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11-14; Study 2, N = 206). [ABSTRACT FROM AUTHOR]

The article discusses the conversations, reflections and questions of students. Topics discussed include the culture of learning in a classroom environment for the academic growth of students, the dialogic approach to student conversations, and the metacognitive approach to student reflections and learning.

The article discusses the importance of shared talk and classroom discourse on developing the voice of students. Topics discussed include the spoken language as a nature of the classroom discourse, the role of guided reading lessons for shared talk and classroom discourse in small-group for balanced literacy, and the purpose of the literacy, language and debate center for students.

The author discusses the article "Does a white curriculum matter?" Topics include the ongoing student protests face by the institutions of higher education in South Africa due to the slow pace of change perceived by students, the disruption to the academic functional of the institutions, and preventing black students from pursuing a university education due to financial problems.

The question of how students’ sense of membership and connectedness to their school can be supported through school practices concerns educational contexts internationally. According to the Programme of International Student Achievement test, students’ experiences of school belonging have decreased and polarized in many of the participating countries since the 2003 test. This study provides new knowledge about the topic by investigating students’ experiences of schoolwide activities from the perspective of social integration. The study approaches social integration from the conceptual pre-understanding presented in Jürgen Habermas’ (1984; 1987) theory of communicative action about the creation of solidarity among groups. The study is based on interview data with Finnish lower secondary students (14–16 years old). The findings show that schoolwide events can be valuable for creating social integration, but the negative aspects of school community may also culminate during these occurrences. This study provides new knowledge about how social integration is constructed in schoolwide events through cultural-level values and commitments, school community-level practices, and personal-level interactions among students. This study has practical importance for developing school practices internationally. [ABSTRACT FROM AUTHOR]

The convergence of standards, accountability, and school finance policies necessitates a systematic rethinking about how state-level resource allocation policies can be created to distribute resources in a manner that provides equal educational opportunities for all students. Given the demand for policymakers to distribute adequate resources to improve schools’ capacities to increase student learning, there is a need for evidence detailing the effects of those educational resources on student achievement. Therefore, the purpose of this study was to discern the effects of educational resources on student achievement using structural equation modeling. Using data from a southeastern state in the United States, the authors offer resource allocation policy recommendations that align with the state’s constitutional obligation to provide equality of educational opportunity, particularly for students living in poverty. [ABSTRACT FROM AUTHOR]

The article discusses the implementation of an inquiry-based learning through collaboration. Topics mention including the means of inquiry-based learning such as students have presentation format, questions and ownership of topics, setting of benchmark conferences and tips on how to start an inquiry movement.

In recent years, sociometric techniques have been increasingly used to assess friendship development in children with special educational needs integrated in regular educational settings. In this paper, the findings produced by different techniques are contrasted with a view to examining whether the variable findings reported can be attributed to the technique employed. The analysis revealed that peer nominations have been used to determine pupils' social status and have overwhelmingly produced negative results. Peer ratings have been used to ascertain the level of acceptance pupils enjoy within their class network and have also produced negative results. Social Cognitive Mapping has been used to obtain information about the nature of social networks and the relations among peers and has produced mixed to positive results. As such, Social Cognitive Mapping could be viewed as a more robust approach that addresses more thoroughly the complexities of young children's social relations than the other two classic sociometric techniques. The paper concludes with highlighting methodological challenges surrounding the application of sociometric techniques and advocates their embedding within innovative multi-method research designs. [ABSTRACT FROM AUTHOR]

Inclusive education of pupils with special educational needs (SEN) has become a global trend. However, a considerable number of studies have shown that mere enrolment in mainstream classrooms is not enough to support the social participation of pupils with SEN. These children are at risk of experiencing difficulties in their involvement with peers at school. Thus, the question arises of how social participation can be fostered in mainstream classrooms. A systematic review of 35 studies was conducted to investigate which interventions are effective in inclusive mainstream preschool and elementary classrooms. Teaching interaction strategies to typically developing pupils, group activities in the academic context (cooperative learning and peer-tutoring), support groups for pupils with SEN, and training paraprofessionals to facilitate social interactions, were found to improve the social participation of pupils with SEN in general education classrooms. Nevertheless, there is need for more intervention studies implementing a variety of strategies and including different groups of pupils with SEN. [ABSTRACT FROM AUTHOR]

This paper presents some results of the project entitled "Improve your emotional skills" (IYES), promoted in the framework of Erasmus+ program in a partnership of organizations from 6 European countries. The project concept started from the very poor academic student's performancein engineering and one of the main objectives of the I-YES project is to reduce school failure by increasing student's academic performance. In order to achieve the I-Yes project objective, this paper sought to identify their main emotional and social skill needs and deficits. The research employed both quantitative and qualitative instruments, namely questionnaires and focus-groups. The research suggests that the following variables are most critical in this respect: self-management skills, school interest, self-awareness and well-being at school. [ABSTRACT FROM AUTHOR]

The objectives of this study were to exam the influence of personal, social and cultural factors on determining the degree of cross-cultural adjustment among International (ASEAN) students in Thailand. In addition to the direct relationship, this study also focused on testing for the mediating impacts of online social capital on the relationship between the individual, social and cultural factors to the dependent variable of cross-cultural adjustment. The quantitative method was employed to explore the significance of relationships with the sample size of 420 international students. The samples were specific to international students who are from ASEAN countries. Data collection was done via purposive sampling method in which questionnaires were launched to 4 universities include both public and private that had the highest number of student within the international programs or English programs. The target respondents were those students who were having personal Facebook accounts and studying in the programs for more than 6 months. The empirical findings of this study indicated that personal, social and cultural factors had direct causal relationship with the cross-cultural adjustment, but only social and cultural factors were found to have indirect impacts on cross-cultural adjustment via the mediator of online social capital among the international student in Thailand. The findings leaded to the implications that online social capital is the crucial factor that could be used systematically to enhance the overall cross-cultural adjustment of ASEAN students in Thailand. [ABSTRACT FROM AUTHOR]

The objectives of this study were to exam the influence of personal, social and cultural factors on determining the degree of cross-cultural adjustment among International (ASEAN) students in Thailand. In addition to the direct relationship, this study also focused on testing for the mediating impacts of online social capital on the relationship between the individual, social and cultural factors to the dependent variable of cross-cultural adjustment. The quantitative method was employed to explore the significance of relationships with the sample size of 420 international students. The samples were specific to international students who are from ASEAN countries. Data collection was done via purposive sampling method in which questionnaires were launched to 4 universities include both public and private that had the highest number of student within the international programs or English programs. The target respondents were those students who were having personal Facebook accounts and studying in the programs for more than 6 months. The empirical findings of this study indicated that personal, social and cultural factors had direct causal relationship with the cross-cultural adjustment, but only social and cultural factors were found to have indirect impacts on cross-cultural adjustment via the mediator of online social capital among the international student in Thailand. The findings leaded to the implications that online social capital is the crucial factor that could be used systematically to enhance the overall cross-cultural adjustment of ASEAN students in Thailand. [ABSTRACT FROM AUTHOR]

The present study studies the evaluation of the social position of students towards cyberbullying. The dedicated survey was targeted on the self-evaluation of students among their classmates and the students' social positions were consequently put into the relation with cyberbullying. The research was aiming at identifying the relations between students' social positions and the level of cyberbullying. The results of the research confirm the assumption that there is a relation between the perceived social position of student and cyberbullying. The research was carried out as the part of VEGA project no. 1/0244/15 Detection and resolving cyberbullying. [ABSTRACT FROM AUTHOR]

Black students face challenges in navigating predominantly White institutions. Some of these challenges include social isolation, racial discrimination, culture shock, lack of interpersonal relationships with White peers and faculty, and the absence of Black role models (Grier-Reed, Madyun, & Buckley, 2008). West (2015) discusses the tragedy that occurs when Black women doubt the validity of their perspectives, contributions, and worldview. Our narrative further explores this tragedy at the student level, in addition to the ways Black women experience being underrepresented student affairs professionals. Through the process of creating professional identities and developing a sense of authenticity, the well-being of Black women continues to be affected by issues of isolation and marginalization (West, 2015). Two Black women use poetry to affirm their identities, reclaim space for authenticity, and celebrate diversity. [ABSTRACT FROM AUTHOR]

The article discusses the impact of gender segregated spaces in university and college campuses on the transgender students, including lack of accessibility of public restrooms, harassment on campus through verbal abuse, and binarism within the facilities of the institution. Access to student services including healthcare, residences, and athletic facilities is also discussed.

This paper aims to investigate the influence the Program Keluarga Harapan (PKH) in Indonesia, on the academic performance of poor students in elementary and junior high school. The design of this impact assessment was based on Randomized Control Trial (RCT). Data was drawn from panel surveys conducted in six provinces in 2007, 2009 and 2013, covering approximately 3,360 villages. Evaluation of the PKH found that it has been able to increase net enrolment rate by 7.1% and the gross participation rate for junior high school students by 7.6%. Nonetheless, PKH has yet to yield significant increases in enrolment and gross participation rate at the primary school level. PKH significantly improves student attendance at the elementary level but, contrarily, has not shown a significant impact on junior high school attendance. PKH delivers significant results in terms of school examination achievement at the junior high school level for Bahasa Indonesia, Mathematics and English, as well as national examinations for Mathematics. However, the basic education in Indonesia is still unable to address issues of the teacher absenteeism (in both elementary and junior high schools) and the lack of quality educational facilities. [ABSTRACT FROM AUTHOR]

The latest two international educational assessments found global prevalence of sleep deprivation in students, consistent with what has been reported in sleep research. However, despite the fundamental role of adequate sleep in cognitive and social functioning, this important issue has been largely overlooked by educational researchers. Drawing upon evidence from sleep research, literature on the heavy media use by children and adolescents, and data from web analytics on youth-oriented game sites and mobile analytics on youth-oriented game apps, we argue that heavy media use, particularly digital game play, may be an important contributor to sleep deprivation in students. Therefore, educational researchers, policy makers, teachers, and parents should pay greater attention to student sleep and develop programs and interventions to improve both quality and quantity of student sleep. [ABSTRACT FROM AUTHOR]

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This study investigated measurement invariance by gender among commonly used teen dating violence ( TDV), sexual harassment, and bullying measures. Data were collected from one cohort of seventh-grade middle school students ( N = 754) from four schools. Using structural equation modeling, exploratory and confirmatory factor analyses assessed measurement models and tested measurement invariance by gender for aggression measures. Analyses invoked baseline data only. Physical and psychological TDV perpetration measures achieved strict measurement invariance, while bullying perpetration demonstrated partial strict invariance. Electronic TDV and sexual harassment perpetration achieved metric/scalar invariance. Study findings lend validation to prior and future studies using these measures with similar populations. Future research should increase attention to measurement development, refinement, and testing among study measures. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify trajectories of school improvement experienced by Chilean elementary schools over the last decade. Using econometric analysis and controlling for potential confounding factors, we created an index of school performance combining outcome indicators focused on different school dimensions, and estimated the 2002/2010 evolution of school improvement for all Chilean schools with available data. Broadly, we estimated an average increase in the school performance of about 0.19SD; nevertheless, while 41% of the schools increased their educational performance by at least 0.1SD, 25% of the schools decreased it during the same period; we also found that improving school effectiveness was more probable among schools with lower student socioeconomic status (SES). Finally, we found that the observed school improvement trajectories tended to be non-linear; thus, we estimated that only 13.4% of the schools improved their performance in a systematic way during the entire decade. [ABSTRACT FROM PUBLISHER]