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Teachers' associations have been a key agent in school reform processes. This research has focused on understanding their role in macro-social negotiation processes with the State, even though teachers' demands also occur within the school sphere and in the field of micro-political relations. Based on a qualitative study with narrative characteristics of 30 interviews with Chilean teachers, we aimed to describe and understand the role of organizations and organized teachers within the school context. The results show that organized teachers are recognized within the school micro-political framework, and that they are involved in negotiating power with the governing bodies and defending their peers from State regulations. The implications of teachers' associationism at another level of teachers' political struggles are discussed. [ABSTRACT FROM AUTHOR]

The cultural transformations experienced by the occidental world since the decade of 1960 led to a modification of the relationship that the teachers used to have with their educational profession. They went over from a vocation to a profession without further ado. This is the idea that François Dubet puts forward in his analysis of what he calls the "decline of the institution". In this article, we started by considering this theory in order to put to the test its pertinence and to understand the relationship that the university teachers construct with their profession. By means of interviews in a private university, we demonstrate that what prevails is a conception and a relation with the teaching labor that can be assimilated with a vocational commitment based on a belief in a "missionary" dimension of university teaching. [ABSTRACT FROM AUTHOR]

Based on a critical examination of a deficient view of pre-service teacher education, this article explores how the notion of “culture” has been used to study teacher education and eventually, to contribute to elaborating a comprehensive view of preservice teacher education. A bibliographic review of databases in Spanish, English, and French was carried out, with a final corpus of 141 texts. The results first delineated a field map with three central topics, followed by an in-depth analysis of the notions and uses of the concept of culture in thirty articles from the corpus; lastly, precise coordinates were generated on the map. The conclusions indicate that the notion of culture offers a comprehensive, non-deficient view of pre-service teacher education, with a discussion of the potential vias of research. [ABSTRACT FROM AUTHOR]

The objective of this article is to understand the teaching practices that promoted self-regulated learning during the remote learning of the COVID-19 pandemic. An inductive qualitative method with a phenomenographic design was used. The sample consisted of thirteen teachers of engineering and basic science at a university in southern Chile. The results reveal deficiencies in teachers' conceptualizations of self-regulated learning; teachers who facilitate and hinder self-regulated learning were identified; and practices that favor the process were reported. The article concludes that teaching practices are insufficient for promoting self-regulated learning among undergraduate students in STEM, and that teachers need to be trained in self-regulation. [ABSTRACT FROM AUTHOR]

This research attempts to contribute to the area of oral interactions in online classes during the COVID-19 pandemic in Chile. Specifically, the sample considers two teachers and 85 students in two sixth-grade classes. The analysis was carried out on two levels. The first includes the codification of turns of speaking, according to the system adapted by Howe et al. The second level uses classroom observation in addition to triangulation with interviews held with the two teachers. The analysis reveals that online teaching implies important changes in the form of the class, yet the types of oral interactions are similar to those reported in face-to-face classes. The implications are discussed in the results. [ABSTRACT FROM AUTHOR]

The objective of this study is to explore the primary designs and actions of evaluation that inclusive teachers carry out in their classrooms. The participants were 119 teachers in ten public universities in Spain. Based on qualitative methodology, semi-structured individual interviews were used for data collection. The data were analyzed inductively through a system of categories and codes using MaxQDA 12 software. The results confirm the existence of teachers committed to education and the quality and fairness of their teaching processes. The actions logged in the research highlight the use of evaluation strategies at different times, student participation in evaluation, and adjustments depending on student needs. The results are compared with previous research, with a consideration of the main elements for inclusive pedagogy that can serve as an example for other teachers. [ABSTRACT FROM AUTHOR]

The study's objective is to analyze the correspondence of the role of the ideal teacher with the characteristics of the socio-constructivist paradigm, from the perspective of the diverse participant profiles in this research: graduate students in elementary education (initial and final courses, and master's program); teachers searching for employment; experienced teachers; and teacher educators. A qualitative study with a phenomenological design, using discussion groups, was based on inductive/deductive categories. The results confirm the initial hypothesis, converging in a socio-constructivist pedagogical model and the impossibilities of its implementation in the classroom. [ABSTRACT FROM AUTHOR]

Disagreement exists in Mexico in relation to the schools of education that train elementary and secondary school teachers (normal schools). The debate has emphasized that the institutional deterioration of these schools is expressed in decreased enrollment, the composition of their faculty, and their plans of study; in parallel form, the suggestion has been made to eliminate these schools or transfer initial teacher education to other institutions of higher learning. This article, based on seven topics, reviews national policies on normal schools, recognizing their evolution in the 20th century and the 21st century to date. [ABSTRACT FROM AUTHOR]

Climate change is one of the greatest challenges facing humanity. Previous studies of opinions related to climate change point to an absence of integrated comprehension. The current study, of a qualitative nature, found that university students and professors perceive climate change as real and worrisome. They associate the causes of climate change with egotism, human actions, capitalism, consumerism, overpopulation, pollution, lack of education, corruption, low public spending, and sanctions for industry; as consequences, they identify environmental impact and disease, and changes in behavior and mood; with respect to actions, they indicate the need to create awareness, to educate and sensitize, to create spaces for reflection, and to spread information about sustainability and environmental protection. [ABSTRACT FROM AUTHOR]

The aim of this study is to report on the design and validation of the Measurement Scale of Educational Practices of Comparative Reading, in order to characterize the educational practices of reading comprehension from multiple sources (also called comparative or intertextual reading) as stated by secondary school teachers. The participants were 653 teachers from 75 schools of different types (general secondary school, technical secondary school, tele-secondary school, and private secondary school) in the states of Tamaulipas and Quintana Roo, Mexico. The instrument consists of five sub-scales: self-efficacy, planning, demands, comprehension strategies, and teaching strategies. The scale was validated by independent raters, factorial analysis, and the analysis of reliability, which resulted in good psychometric properties for all subscales. The instrument can be used to research the teaching of comparative reading. [ABSTRACT FROM AUTHOR]

This article presents the results of a documentary research project with a theoretical/analytical basis that permits comprehending the configuration of pedagogical discourse in Mexico, within the framework of the educational reforms of the last three decades. The findings result from Political Discourse Analysis and Critical Discourse Analysis, which are analytical perspectives based on epistemological, ethical, and political challenges in the knowledge of education and society, respectively. The analysis of key texts in educational policy permits relating the Mexican context, determined by an economic logic, to what hap-pens in education through the elaboration of official documents. The analysis shows how the meanings of quality and evaluation are displaced and struggle to define the meaning of policy that reconfigures the pedagogical setting. [ABSTRACT FROM AUTHOR]

The objective of this study is to determine the proportion of elementary and secondary school teachers in the city and province Buenos Aires, Argentina, who know and identify various types of cyberbullying described in international literature. A second aim is to determine the proportion of teachers who believe they have sufficient tools to approach the problem of cyberbullying, and to define teachers' need for specific training. The results indicate that although many teachers identify different types of cyberbullying, many believe they have insufficient tools for intervening in such cases. Another observation is that some teachers confuse cyberbullying and grooming. The article discusses the findings and suggests offering specific information about the problem. [ABSTRACT FROM AUTHOR]

The objective of this article is to examine university professors' attitudes toward the use of mobile devices for academic purposes (mobile learning) in an institution of higher education for technological vocational training in Colombia. Since the methodological focus was qualitative, information was collected from fifteen semi-structured in-depth interviews. Based on theory, three analytical categories were identified: knowledge, attitudes and skills, and challenges and opportunities in implementing strategies of mobile learning. The main contributions the participants identified in mobile learning are improved mobility, accessibility, and interactivity in educational processes; they named challenges in the lack of academic promotion, teacher training, limited autonomy in student learning, and difficulties in accessing adequate mobile devices for students. [ABSTRACT FROM AUTHOR]

The objective of the research presented in this article is to describe the interactions among teachers, students, and educational objects in the context of the Integral Reform of Elementary Education in Mexico, and to explore if these interactions have been modified upon implementation. The participants were 18 elementary school teachers with their respective classes, from three different grades. A Spanish class and a Science class were observed in the 2002-2003 and 2015-2016 school years. The results indicated an increase in the use of information and communication technology and the integration of supplementary interactions in the science class; however, no increase in complex interactions was observed. On average, only one-third of classroom time was devoted to developing the skills and competencies established in the reform. [ABSTRACT FROM AUTHOR]

This study reconstructs the trajectories of teachers who work in indigenous education and then analyzes the means that their sociocultural experiences influence their teaching work. We sustain that teachers have a determined identity that results from their social experience and consists of three forms of logic: integration, strategy and subjectivation. Also intervening in their identity are economic historical, cultural and institutional factors that form their biography. In particular, this study recognizes that formal and informal educational devices constitute spaces that foster a series of experiences that infl uence teacher's dispositional systems and contribute to the development of certain educational practices. [ABSTRACT FROM AUTHOR]

Research on effective teaching is perhaps the line of analysis that has most improved the quality of education. The objectives of this article are to identify the factors that make teaching effective and to determine the impact of each factor, as well as to elaborate an Ibero-American model of effective teaching. Multilevel analysis with four levels is used, with four product variables: two in cognitive development (achievement in language and achievement in mathematics) and two in social-affectivity (self-concept and satisfaction at school), considering the student's previous achievement. An analysis is made of information regarding 5,722 students in nine Ibero-American countries. The existence of ten factors of effective teaching is proven. [ABSTRACT FROM AUTHOR]

This article reports the implementation of projects by a middle school science teacher, who developed one assignment about earthquakes and another about reusing water, for her second- and third-year groups, respectively. A qualitative analysis was carried out of the educational context of this curricular innovation, and of the empirical data from interviews and class observations. The analysis permitted the identification of some gaps and limitations in the curricular proposal (curricular tensions) and the way that the teacher solved these and other problems in her teaching (teaching solutions). The results facilitate the discussion of certain limitations and opportunities in project-based learning in middle school science; reflections are made on aspects for improving this curricular innovation. [ABSTRACT FROM AUTHOR]

This research explored the barriers in pedagogical relationships barriers that impact the learning of students living in poverty and that emerge from the voices of preschool, elementary, and special education teachers. The study's objective was to contribute to pre-service and in-service teacher education. A qualitative exploratory design was used individual and group interviews were conducted, and analysis showed that teachers refer to four aspects of students living in poverty: their limited views and expectations; homogeneous views; tensions concerning pedagogical knowledge and teacher identity; and cultural differences. The conclusion is that the main barrier is related to teachers' beliefs, which exert pressure on the cultural encounter of the school and the students' contexts. [ABSTRACT FROM AUTHOR]

During the past decade in Chile, the participation of secondary school students in student mobilizations has increased. The current research, based on 36 interviews with secondary history teachers from six Chilean cities, asks if student mobilizations in Chile constitute a form of youthful participation pertinent to curricular training in citizenship. The study concludes that teachers value these mobilizations and effectively include the topic in their teaching, in spite of various conflicts within the school system. [ABSTRACT FROM AUTHOR]

This article presents the process of constructing and validating the Inventory of Teachers' Motivational Self-effectiveness (IAM-D), which considers, by means of a set of scales, the theoretical difficulties that arise from the multiple ways that teachers understand school motivation. The IAM-D was validated in a sample of Chilean teachers and students (n=773). The results show psychometric characteristics that make the IAM-D an instrument that allows valid, reliable evaluation of various facets of the feeling of competence as a motivating agent in the classroom. Thus it indirectly permits exploring teachers' representations of school motivation. [ABSTRACT FROM AUTHOR]

Because of the sociocultural changes that have occurred in Chile during the past ten years, schools have seen a significant increase in the presence of immigrant students. Although academic concern for multicultural education has risen noticeably, attention has been focused on students from indigenous minorities/cultures. From the perspective of qualitative and ethnographic research, this article presents results that show how teachers at schools with a high presence of immigrant students value diversity in the classroom and conceptualize the role of schools in this type of contexts. The evaluations and roles under study present challenges for the initial training of teachers in considering a more critical and global view of multicultural education in Chile. [ABSTRACT FROM AUTHOR]

The purpose of the study is to identify the administrative and academic competencies of high school teachers in Ciudad Juárez, Chihuahua, Mexico, according to the educational model the Secretariat of Public Education implemented for high school education. With a qualitative focus, a descriptive exploratory study was carried out in the framework of interpretative research. A review was made of official documents, institutional plans of teacher training, and opinions expressed at the First National Forum for revising the educational model for teacher professionalization. In interviews and focus groups, the teachers identified learning in administrative competencies relevant for planning, test construction, and institutional management, but mentioned their concerns in promoting training and academic competencies in pedagogical processes, given the contradictions present in the evaluation of teachers' performance. [ABSTRACT FROM AUTHOR]

This study uses autobiographical narratives to present the professional trajectory of two English language teachers employed by Universidad Autónoma de Tamaulipas. In particular, the article examines the impact of the social and educational context on the formation of the participants' agency and professional identity. The paper concludes by highlighting the importance of understanding the nature of each teacher's agency for helping them enhance their pedagogical practice and achieve congruent professional development. The advantages of autobiography as a methodological strategy that allows for an improved understanding of the ways in which teachers' professional identities are constructed and reconstructed are also emphasized. Similarly, the study stresses the argument that autobiographies enable teachers to establish a more active and reflexive relationship with their past and present experiences. [ABSTRACT FROM AUTHOR]

This paper deals with the relationship between biographies (life stories) and their contexts, between voices and their (re)presentation in research reports. Teacher's voices, in order to become "life stories" must be duly contextualized. The interactive or reciprocal relationship among voices, lives, and contexts must be made explicit in research. A task of interpretative research is to transform life stories into life histories, the narratives of actions into the genealogies of context, by employing triangulation and adequate methodology. Life stories reflect narrative biographical learning. The final part of the paper, as current context, analyzes the role of life histories in times of educational change and restructuring. [ABSTRACT FROM AUTHOR]

This article presents the main findings of research that compiles the experience of novice teachers with respect to the constitution of their professional identity, based on a perspective of ethics. Ethics is not reduced to the morality of obligation, but corresponds to a desire for self-improvement with and for others at fair institutions. The article compiles the biographies of elementary school teachers that narrate their experiences before and during their initial training, as well as their relationships with other significant individuals, such as parents, teachers, friends, or students at the schools where they complete their student teaching. These experiences have configured self-improvement projects that are organized into three identities: egotistical, focused on others, and agent. [ABSTRACT FROM AUTHOR]

In this article, we reflect on the ways that state presence intervenes in processes of structuring teaching work. We base our study on data constructed from ethnographic fieldwork carried out in two private schools, both configured as cooperative, in the city of Buenos Aires. To this end, we document various forms of state presence in the two schools, along with individual positions regarding such interventions. We analyze the changes in teachers' working conditions once the cooperative is created, and describe teachers' relations with each other and with the state. [ABSTRACT FROM AUTHOR]

This article presents the results of research aimed at showing the representations of secondary teachers regarding students' reading problems. Emphasis is placed on locating information, as a form of schoolwork, to involve both reading and the writing of summaries. Some basic elements of the theory of causal attribution are assumed, in order to analyze focus group discussions. The author concludes, based on teachers' accounts, with a list of causes of reading difficulties. [ABSTRACT FROM AUTHOR]

This article analyzes evaluations of the teacher training reform that were collected from teachers serving in various functions in the state of Aguascalientes. Interviews were held by following an interview guide focused on the purposes and facets of the Program of Academic Transformation and Development of Normal School. The analysis of the information was centered on identifying the positive traits of the reform, its achievements, and the obstacles to its implementation. The conclusions, on one hand, refer to the consensus that the reform was necessary and that it contributed academic, financial, and material elements leading to institutional improvement; on the other hand, an identification is made of obstacles of an administrative, political, pedagogical, and managerial nature that have limited the full institutionalization of the reform, which needs to be continued and strengthened. [ABSTRACT FROM AUTHOR]

In this article we discuss findings relative to the opinions of sixty teachers at technological high schools on the reform of 2004. We comment on their answers to four open-ended questions, which explore their view of the benefits and challenges they faced on implementing the reform. We discuss the impact of measures that introduce significant changes in curriculum content and the pedagogical model (constructivism) without training teachers to manage them. In the light of changes recently introduced by the Integral Reform of High School Education, which retains a pedagogical focus but substantially modifies contents, the results of this study can serve to anticipate the challenges the new reform will represent for teachers. The results will also serve to promote critical consideration of the reform's design, planning, and implementation. [ABSTRACT FROM AUTHOR]

This article presents an interpretative descriptive study of teachers' subjective theories on teaching and student learning in a school with low performance. Qualitative methodology was employed for the study and work was carried out with six fourth-grade teachers from a municipal elementary school in the region of Atacama, Chile. The main findings on teaching/learning reveal simple subjective theories, with a structure of arguments based on variables diat are felt to be predominantly uncontrollable, associated to a degree with pedagogical practices that could lead to low results. The discussion presents a comprehensive framework of schools with low effectiveness, positioning the teacher's thinking as a necessary variable for understanding results. [ABSTRACT FROM AUTHOR]

This article analyzes, from the perspective of activity theory, the methods used by a group of high school science teachers in science laboratory systems and the systems of Techniques of Collaborative Learning with Information and Communication Technology in Science (TACTICS). A qualitative focus is employed to describe both systems structurally (activity, actions, operations) and dynamically (contradictions). A comparison of the systems leads to an identification of change and persistence in teaching methods, and the possibilities and difficulties teachers face by introducing technological and pedagogical innovations in their methods. [ABSTRACT FROM AUTHOR]

This article describes the results of research aimed at evaluating the incidence of bullying among equals at a secondary school in the city of Mérida, Yucatan, Mexico. The results refer to fear at school, students' relations with their teachers, observed abuse at school, abuse suffered by victims, and gender differences. [ABSTRACT FROM AUTHOR]

Exploring the quality of life and free time from the perspective of self is a difficult theoretical and experiential task for teachers. This study integrates important categories for explaining how teachers experience self in their daily interaction and how they perceive their quality of life and use of free time. The comparison took place in the schools of psychology, architecture, and computer science at Universidad Autónoma de Sinaloa, where six professors were interviewed: one male and one female from each school. The compiled information was interpreted through an analysis of discursive content, in teacher-determined conceptual categories. Within the vast experiential world of teachers, much research is lacking to progress from a photographic session of teacher behavior to a computerized tomography that reveals more information in this respect. [ABSTRACT FROM AUTHOR]

Educational institutions face the challenge of selecting teachers best able to perform their functions, in addition to training teachers to take advantage of their individual potential. It is not easy, however, to distinguish teachers with outstanding skills and aptitudes from teachers who simply transmit knowledge. Based on a previous study's identification and differentiation of the skills and aptitudes of good teachers versus talented teachers (Sánchez and Dominguez, 2006), an instrument was developed to evaluate aptitudes and teaching skills by asking teachers to solve ten vignettes representing various practical situations. The instrument proved to be useful for detecting teachers' strengths and weaknesses in relation to the characteristics evaluated; it was also adequate for measuring aspects uncommon in institutionalized evaluations. [ABSTRACT FROM AUTHOR]

This article examines, from an ethnographic perspective, some basic elements of the ritual present at the meetings of a secondary school's Consejo Técnico Escolar (Scholastic Technical Council --CTE). It is thus possible to situate the activities carried out by the Council at a designated time and place, not only as physical containers of human action, but also as dimensions of the spatiality and temporality of socially significant practices. Such practices reveal and permit the analysis of certain key links in understanding the organizational system of an educational institution. This perspective questions the idea of the homogenization of official policies in promoting collectivism; value is attached to the knowledge of each school to the degree that individuals with professional experience --carriers of culture, tradition, ritual, and belief-- interact within the institution. [ABSTRACT FROM AUTHOR]

This article compares the educational level of full-time faculty members at Universidad de Colima with their teaching and academic performance, based on an analysis of variance and canonical discrimination in the 2001-2004 period. During each one of the four years, in terms of teaching performance, no significant difference was found in educational level: professors with doctoral, master's and undergraduate degrees were statistically equal in teaching performance. Educational level was found to have a direct effect, however, on academic performance: the more education the teacher had, the better his academic performance. The predominant factors were teaching duties and research activities, thus minimizing the influence of tutoring and collegiate action. [ABSTRACT FROM AUTHOR]

In this article we analyze the development of participants in state programs of ongoing training in seven different states in Mexico, guided by the national program of ongoing training. We studied data and held interviews with various teaching collectives, technical support teams, supervisors and members of teacher centers. Our techniques were group dynamics and the analysis of relations. We showed the objective and subjective effects of the program's implementation on teachers, on their collectives, and on institutional supervisors. We conclude by questioning the characteristics of the program's structure, effects on agents, teacher education, and the structure of basic education. [ABSTRACT FROM AUTHOR]

This paper reviews some of the particularities of the social reality of a group of professors who train teachers. Such aspects reveal diverse characteristic traits, and permit an understanding of the genesis of training processes. For this purpose, a direct line has been drawn to the origin and education of their parents, followed by indicators of gender, age, and incorporation into the subsystem. Lastly, the relations among the professors' positions are distinguished; at times, these relations show more homogeneity than differences. [ABSTRACT FROM AUTHOR]

This study explored eighteen elementary teachers' ideas on scientists and the relevance, challenges and possibilities of teaching about scientists. The teachers completed a questionnaire, and their responses were incorporated and studied in greater detail in a semi-structured individual interview. The principal findings suggest that the teachers' ideas on scientists and their work are very diverse and include, but are not limited to, stereotyped viewpoints; such ideas form part of a complex network of notions connected to ways of conceiving the teaching and learning of science at school. The analysis also suggests that the teachers' pedagogical opinions are oriented to generating interest and motivating their students to learn science, while reflecting certain recognition of their reaching goals. The results are discussed in terms of the implications for teacher training and curricular development. [ABSTRACT FROM AUTHOR]

This study is based on a distance course for the continuing training of physics teachers. The objective was to research the degree on-line discussion promoted the proposed training activities and the development of teachers' professional knowledge. The analysis of the content of the on-line interactions showed that if the teachers become aware of their deficiencies through the critical analysis of the traditional teaching modal, they discuss the difficulties of transition for a constructivist conception and the creation of new methodologies. The conclusion is that on-line discursive interaction led the teachers to reach important objectives of training, and to advance in the progression of professional knowledge. [ABSTRACT FROM AUTHOR]

We present a conception of science education that serves to improve classroom teaching and teacher training programs. It is based on a model of educational reconstruction that sustains that topics of interest related to the subject of science, on one hand, and students' needs and abilities to learn, on the other hand, must receive equal attention in any attempt to develop a focus of qualitative improvement. In addition, research and development activities must be closely linked. The affirmation is made that such a frame of reference for researching science education is an unavoidable prerequisite for improving institutional practice, and thus the ulterior progress of scientific bibliography. [ABSTRACT FROM AUTHOR]

This article analyzed the ways secondary school students appropriated cultural resources (material and symbolic) from the school context or other contexts, to express and recreate their condition as young people. For example, through classroom games, the use of tools like the grade book and school assignments, and the handling of backpacks, students construct forms of participation for having fun, organizing power relationships and processes of inclusion/exclusion, and attempting to be recognized as fashionable young people. I also consider the perspective of school personnel regarding the use of cultural resources, but I sustain that students must be analyzed in their present situation, and not as adolescents who are expected to change over time. [ABSTRACT FROM AUTHOR]

The article reports on a research project carried out in Mexico from 2000 to 2004. The project followed up on the performance of 800 mathematics teachers who were teaching approximately 200 thousand secondary students at the time. The study was centered on: a) the changes that could occur in the teachers' conceptions and teaching practices, and b) the way the systematic classroom use of a computerized algebraic system affects the student/teacher relationship. The project describes the facilities offered by a computerized algebraic system, in a frame of reference of the teaching of arithmetic and algebra before the appearance of computer technology. The article presents a brief discussion of the theoretical referent on which the study is based, and the method employed in compiling and analyzing the data, and concludes with a discussion of results. [ABSTRACT FROM AUTHOR]

The article presents parts of the findings of a study on violence among students conducted at an elementary school in Mexico. Focus was made on teachers' social representations of children's violence and how these representations are in conflict when they try to solve such problems. This lack of coherence causes confusion among students' responsibility for their actions and affects the kind of interactions children have with their peers.

The article examines school violence in two public elementary schools in Mexico City, Mexico. One major cause of violence in the schools is the discrimination, which is ironically supported by the structure and functions of the schools. A study in 1997 which consisted of interviews with teachers, students and parents from various parts of Mexico is also included.

The article reports on a study on school violence in nine preschools, elementary and secondary schools and preparatory schools in Mexico. In a sample of 193 female high school students and 153 male high school students, 205 incidents of peer intimidation and 228 violent acts by teachers. Violence by teachers included insult, humiliation and discrimination. Peer violence included physical and psychological aggression.

The article examines practices used by teachers and school personnel in public secondary schools in Mexico in constructing the identity of problem students. An ethnographic method was used to determine school personnel's practices of positioning and classifying and excluding afternoon students whom they considered problem students.