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Copyright of British Journal of Sociology of Education is the property of Taylor & Francis Ltd 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.)

Focusing on sex/gender relations in an inner-urban single-sex school, the paper examines the cultural position and development of 'the three friends', a group stigmatized as 'poofs' and subordinated within a youth cultural hierarchy dominated by the school's sporting heroes, especially 'the footballers'. Power relations within the hierarchy are analysed as effects of intercultural articulations between boys' friendship and ethnic groups and the institutional power of the school mediated through the cultures of teachers and other staff. Dominant views of appropriate male behaviour trade on essentialist, sexualizing interpretations of unorthodox male practices, attributing them to homosexuality. More moderate views, represented by' the handballers', offer family misfortunes as explanations for the 'problems' of the three. Teachers' responses vary from support for the dominant view, through sponsorship of psychological therapy to positive intervention on behalf of the three. The development of a positive and relatively autonomous culture, based on theatrical prowess, illustrates the politics of cultural struggle and suggests strategies for educational intervention in the processes of youth intercultural articulation. [ABSTRACT FROM AUTHOR]

The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students' self-concept. In addition, the change in the students' type of self-concept depended on the change in the teachers' specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student's self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students' academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students' self-concept. [ABSTRACT FROM AUTHOR]

This dissertation assesses an innovation experience carried out by the RIECU network (Early Childhood Education Schools -Teachers' Centre- University). The aim is to enable children to investigate the wealth of their city's heritage through an inclusive proposal, due to the value of a paradigm of peaceful intercultural coexistence. 234 people participated: Early Childhood Education and Special Education teachers, advisers and children, as well as students and professors. The experience focused primarily on development of project to learn more about the monuments and main features of the three cultures that coexisted peacefully in the city of Córdoba. This project was assessed with the help of a mixed focus group in which all the parties involved participated. The data analyzed reveal that: (1) Children explored the main features of the monument assigned and the culture to which it belongs; (2) The innovation experiences positively impacted educational inclusion processes; and (3) Children did not acquire an overall understanding of the city as a paradigm of peaceful intercultural coexistence. [ABSTRACT FROM AUTHOR]

Background: The majority of reviews related to Physical Education Pedagogy (PEP) refer to the English-speaking world. Some of these assert the need to obtain more data and provide reviews of what has been investigated in languages other than English to be able to assess the current state of the field internationally. Purpose: The aim of this study was to identify, categorise, and analyse articles on PEP published in Spanish sport science journals during the last decade (2005–2014). Participants and setting: A total of 13 journals were selected: 8 were indexed in the Scopus databases, and 5 were added based on expert judgement due to their importance in the field of Spanish PEP. Research design: The study uses a quantitative approach that is exploratory and descriptive in nature and includes document research techniques. Data collection: The identification of all articles published between 2005 and 2014 (both inclusive) was performed. The search yielded 3258 published articles, from which articles whose content was not related to PEP were eliminated. The final sample was 534 articles. Data analysis: The articles that comprise the final sample were analysed and classified according to their content and article type. Findings: Of the 3258 articles published in the last decade in these journals, only 534 (16.39%) address content in the PEP field of study. With regard to sub-areas, half of the research conducted pertains to teaching (50.00%), followed by curriculum (25.66%). The combination of both sub-areas comprises the third largest percentage (9.74%). Teacher education is the least addressed sub-area, with 8.80%, and its intersections with teaching and curriculum in no case exceed 3%. In terms of article type, 38.39% are theoretical studies, historical studies, or essays. One-fourth (25.09%) are quantitative empirical research, and one-fifth (22.47%) refer to experiences in education or innovation. These three article types are predominant, comprising 85.95% of the total. The remaining articles are divided into studies related to qualitative empirical research (7.68%), those conducting empirical research using a mixed methodology (quantitative and qualitative) (5.06%), and a testimonial for review articles (1.31%). Conclusions: In the decade studied, an increase in the gap between the number of articles published in Spanish journals specialising in physical education and sport and the percentage of articles related to PEP is observed. Of these journals, those publishing the most articles on PEP were included by expert judgement and are not indexed in Scopus. The implication is an academically worrying state for the field in the Spanish context, differing significantly from the English context. [ABSTRACT FROM PUBLISHER]

Copyright of European Journal of Social Work is the property of Taylor & Francis Ltd 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.)

In this article, I want to show how my initial encounter with the work of Stuart Hall was grounded in my reading of the later philosophy of Ludwig Wittgenstein, and was shaped by my interest in understanding the nature of racism across the three countries in which I had lived. Over the years, Hall's various writings have helped me to make sense of the shifting logics of racism, especially his insistence that racism cannot be understood in its own terms, but requires a conjunctural analysis of the contested processes of historical and political formation. I argue moreover that Hall does not so much as write about racism in or from diaspora, but rather he thinks diasporically, a notion that has significant implications for public pedagogy. [ABSTRACT FROM AUTHOR]

The aim of this work is to analyze the dimensional structure of the Spanish version of the School and College Ability Test, employed in the process for the identification of students with high intellectual abilities. This test measures verbal and mathematical (or quantitative) abilities at three levels of difficulty: elementary (3rd, 4th, and 5th years in Primary school), intermediate (6th year in Primary school plus the 1st and 2nd years of Compulsory Secondary School or ESO), and advanced (3rd and 4th years of ESO plus the 1st and 2nd years of bachillerato – equivalent to High school). For each level there are two forms, X and Y. The research was undertaken with the results obtained from the application carried out for the validation and norming of the Spanish version of the test, and for which a representative sample of students from Navarre at these mentioned levels was taken. This study assessed the possible unidimensionality of the simplicity or the complexity of the structure of this test as an essential aspect of construct validity. To this end, the results were triangulated for the classic factorial techniques and non-parametric methods based on the item response theory. [ABSTRACT FROM PUBLISHER]

To assess the effect of health education on blood pressure control and depression symptoms, we conducted a prospective study in 272 patients with essential hypertension. Depression symptoms were assessed by the Zung Self-rating Depression Scale (SDS). There was no significant difference in the level of hypertension and SDS scores between the educational ( n = 138) and control ( n = 134) group before the study ( p > 0.05). After 12 months of follow-up, the body mass index (BMI) was reduced in the educational group (23.6 ± 2.6 vs 21.4 ± 2.2 kg/m 2 , p < 0.01), but it remained unchanged in the control group. The average systolic and diastolic blood pressure were reduced in both groups, but the amplitude of systolic blood pressure reduction in the educational group was greater than that of the control group (7.9 ± 2.3 vs 4.2 ± 2.0 mmHg, p < 0.01). The incidence of depression (10.9% vs 10.4%) and the average SDS scores (32.4 ± 6.7 vs 33.2 ± 6.9) were similar between the two groups ( p > 0.05). However, in the depressed patients who received hypertension education, the average systolic (160.2 ± 12.4 mmHg) and diastolic (89.8 ± 7.3 mmHg) blood pressure was significantly lower than that of the control group (169.1 ± 16.8 and 96.8 ± 13.0 mmHg, respectively, p < 0.01). We conclude that hypertension education does not reduce the incidence or symptoms of depression, but it may facilitate blood pressure management in patients with clinical depression. [ABSTRACT FROM AUTHOR]

In this paper we look at the history of youth research and cultural studies in Britain, and consider the relationship between these two very different intellectual trajectories and traditions. We argue that the youth question is potentially at the cutting edge of interdisciplinary enquiry in the human sciences, that it has an important role to play in reconstituting the problematics of identity and modernity and that it serves to focus policy debates around a strategic nexus of social contradiction in post-colonial Britain. But we also suggest that until we transcend the narrow empiricism of most youth transition studies, and the theoreticism that continues to characterize the study of cultural texts, the youth question will continue to remain a side-show. The article concludes by outlining one possible approach that may help build bridges between youth studies and cultural studies in order to advance research beyond these limitations. [ABSTRACT FROM AUTHOR]