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This study aimed to analyze and understand the actual learning experiences of senior high school students who are incarcerated in Digos City District Jail - Male Dormitory. Unaware of much, this was undertaken to unveil the voice of the youth behind bars. The current study uses a single-case design and a purposive sampling of five (5) individuals and is conducted within a qualitative framework. The emergent themes from the transcriptions and qualitative template analysis of the audio-recorded interviews were documented. The study revealed the views and experiences of the student-inmates as well as their coping mechanisms and insights. Based on the findings, the following themes emerged: being locked in long years, encountering circumstances, trying to accept reality, full of uncertainties, longingness, being given the privilege, limited opportunities, full of unrequited dreams, praying unceasingly, motivating oneself, collaborating with others, set family as inspiration, study hard, change for the better, life inside the prison cell is hard, surpass everything despite difficulties, giving importance to education, uplift spiritual life, listen to parents, and reflect and do better. The study's findings could not generate a generalization of the participants' experiences. Other research approaches can also prove beneficial in assessing the severity of the issue and developing solutions. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

The prevalence of digital technologies in education has fundamentally reshaped the learning landscape. Despite acknowledging their positive impact, limited studies exist in understanding the factors influencing students' engagement and its effect on teaching and learning outcomes. To address this gap, the study evaluates students' willingness to use digital technologies by utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to analyze the determinants that shape students' usage patterns of digital technologies. A quantitative research approach included surveying 222 university students who were actively engaged with digital technologies. Data analysis comprised mean, standard deviation, and Pearson correlation calculations, with appropriate reliability and validity values established based on the obtained data. Correlation analysis validates the proposed model's hypothesis, revealing a statistically significant yet weak relationship between performance expectancy, effort expectancy, and students' willingness to use digital technologies. Conversely, social influence and facilitating conditions exhibit a moderately positive and statistically significant correlation with students' willingness to adopt digital technologies. These findings indicate factors that influence and have a positive relationship with students' willingness to use digital technologies, providing insights into effective ways for integrating and maximizing educational technologies in today's increasingly digital learning environment. [ABSTRACT FROM AUTHOR]

Since the year 2000, most parents have emigrated en masse due to a deepening socio-political and economic crisis in Zimbabwe, leaving their school-going children in the country. This paper assesses the experiences and challenges faced by these Left-Behind Learners (LBL), and ascertain the challenges faced by teachers in meeting the needs of these learners through inclusive education. The study followed a qualitative research approach with data collected at two high schools in Harare using in-depth interviews and focus group discussions. The results of the study indicate that LBL faced numerous challenges: excessive household chores, lack of help from guardians, inadequate representation at school meetings, and non-payment of school expenses. Teachers in the sample were not aware of the vulnerability of LBL, and were inadequately equipped to deal with this 'new' vulnerability. The study recommends the crafting of an inclusive education policy for the country so that new vulnerabilities are holistically dealt with, and that teachers be trained in inclusive education methodologies. [ABSTRACT FROM AUTHOR]

This paper reports on a study that examined the process of two international doctoral students' academic socialisation in Chinese universities. Drawing on the concept of academic socialisation and social network analysis, we analysed multiple types of data, including study-abroad social network questionnaires, concentric circles interviews, reflective journals, and observational field notes over six months. The analysis of findings revealed that doctoral supervisors acted as the most influential agents in guiding the participants' academic socialisation. The participants also enacted agency to engage in a self-directed socialisation process during which they strategically appropriated resources to cope with various challenges. By unpacking the multi-layered relationships in the participants' networks, this study provides insights into the dynamic and intricate processes of international research students' academic socialisation. Implications are briefly addressed to support international students' experiences in postgraduate research programmes for successful academic socialisation. [ABSTRACT FROM AUTHOR]

In the context in which school education can be a source of support for the social integration of children and youths in the welfare system, their educational experiences become relevant. This article pinpoints the school experiences of 65 children and youths in the special residential care system in Romania, with references to several numbers of international studies. Educational experiences are described through a multidimensional approach, from a psycho-emotional, pedagogical, and relational perspective. Based on the perspective of institutionalised children and youths, feelings and emotions related to school, perceptions of the educational act and climate, educational needs, as well as relationships with peers or teachers are explored. The research methods used were mixed; we used both the questionnaire-based survey and the interview. The research results suggest that the voices of institutionalised students need to be heard and valued. These are important resources for restoring the right of these children and youths to a fair education. [ABSTRACT FROM AUTHOR]

Education is one of the most crucial instruments for refugee youth to remove the disadvantages and enhance their social and structural integration into society. However, the unequal education opportunities concerning the barriers avoid the integration of refugee students into society and make them prone to discrimination. This qualitative descriptive design study aimed at describing the experiences of the subjective perspectives of Syrian refugee students about higher education. The participants were final-year undergraduate Syrian refugee students. Data were collected by conducting in-depth semi-structured face-to-face interviews using a pilot-tested interview guide. The researchers followed a systematic data analysis procedure. The themes were finalized once the researchers had reached a consensus. The responses of the students were subsumed under the following three main themes: (1) Being 'other', (2) Hopes vs Realities, and (3) What doesn't defeat me makes me stronger. The participants reported feeling ignored and worthless due to the biases and assumptions of society, which result in stigma and discrimination. Additionally, refugee students revealed that their peers and even educators may sometimes share the same beliefs. However, the study also underlined the value of resilience in shaping the perspectives, even though they faced many challenging experiences. [ABSTRACT FROM AUTHOR]

Narrative inquiry has been widely used in different disciplines around the world. In this article, we focus on narrative inquiry in China where we start by retelling our first close contact with narrative researchers in China in 2007 when Professor Gang Ding at East China Normal University invited leading Chinese researchers to a three-day narrative inquiry workshop co-planned with us (Connelly and Xu). Second, we review narrative studies published in Chinese to demonstrate how widely narrative inquiry has been adopted in educational studies in the country in the past two decades by Chinese university researchers, graduate students, and schoolteachers. Next, our review of English literature of narrative studies related to education in China has two important components: English literature on narrative inquiry contextualized in China and narrative inquiry for reciprocal learning in teacher education and school education between Canada and China. Both reveal how narrative inquiry has contributed to international cross-cultural educational studies related to Chinese contexts. Finally, in the "Discussion" section, we provide our interpretation of some current dialogs on narrative inquiry among Chinese educational researchers; for example, the differences between yanjiu ... (research) and tanjiu ... (inquiry). Some heated discussions surrounding narrative inquiry in China are also highlighted, including: (1) cultural complexities in narrative inquiry, (2) theoretical frameworks in narrative inquiry, (3) re-storying and fictionalization processes in narrative inquiry, and (4) ethical considerations in narrative inquiry. To conclude, with cases selected and elaborated from the Canada-China partnership, we demonstrate how narrative inquiry has enabled us to develop "reciprocal learning" as both a conceptual framework and a methodological approach to building a multidimensional bridge for reciprocal learning in education between the West and East. This Reciprocal Learning approach reflects our global comparative studies view that the path to global crosscultural harmony and understanding lies with collaborative action plans among people of different cultures. Writing this article on narrative inquiry in China enabled us to reflect on and learn from narrative inquirers and researchers in China while sharing what we have done in our own narrative inquiry. [ABSTRACT FROM AUTHOR]

Wikipedia is one of the most commonly used resources by university students, often as a reference and source to write essays and assignments. This article aims to analyse Wikipedia's strengths and limitations in teaching history of education, based on reference bibliography. It provides a critical examination of Wikipedia's role in the context of public history and public uses of history. In turn, it looks at didactic experiences with Wikipedia and, more specifically, those undertaken by historians or individuals with history training. Finally, it sets out a case study looking at students' use of Wikipedia at the University of the Balearic Islands on history of education subjects. [ABSTRACT FROM AUTHOR]

Federal legislation and judicial intervention led to significant transformation in the U.S. education system during the early to mid-twentieth century. These changes may differentiate older adults in their experiences of aging, particularly at the intersection of race, gender, and cohort, but are not well documented among current cohorts of older adults. Our study addresses this gap by providing rich, descriptive information on the educational experiences of U.S. adults who attended primary or secondary school between 1915 and 1977. We used data from the Health and Retirement Study (HRS), a nationally representative, prospective study of U.S. adults over age 50 years. The HRS collected information on respondents’ schooling history and experiences through a Life History Mail Survey (LHMS). We restricted our sample to age-eligible HRS-LHMS respondents who self-identified as non-Hispanic White or non-Hispanic Black and completed at least 75% of their primary or secondary schooling in the U.S. (n = 10,632). Educational experiences, defined as pre-k to post-secondary education, varied across cohort, regardless of race or gender. Greater course offerings, improvements in learning support, and increasing exposure to integrated schools occurred across successive cohorts. We found the highest rates of enrollment in college preparatory curriculum and foreign-language courses as well as diagnosed learning differences in cohorts born after 1948. Among White adults, many of the gender differences in educational experiences documented in the oldest cohort were still found among the most recent cohort. Few gender differences, however, were found for Black adults regardless of cohort. Conversely, most race inequities in educational experiences persisted. Such inequities may be an important source of continued differences in experiences of aging observed across demographic groups. [ABSTRACT FROM AUTHOR]

Background: The emergence of COVID-19 interrupted education worldwide and educational institutions were forced to switch to an online learning (E-learning) environment. Objectives: To explore the perceived educational experiences, worries, and preparedness to enter clinical practice among final-year nursing students and new graduate nurses after studying during the COVID-19 pandemic. Design: A cross-sectional survey design. Setting: and participants: An online survey of final-year undergraduate bachelor of nursing students at a single university in Qatar and new graduates across 14 health facilities in Qatar was undertaken between May 2022 and July 2022. Methods: Participant demographics, experiences of E-learning and perceptions of readiness for practice were collected using validated instruments and open-ended questions. Descriptive statistics and thematic exploration were used to analyze the data. Results: Fifty-nine final-year students and 23 new graduates with an average age of 23.95 years (SD = 3.89) responded to the survey. Face-to-face clinical placement learning was preferred by 50 % of students and 66.1 % of graduates. During COVID-19, the majority of the participants indicated that strategies like practice kits and online simulations were implemented. While 61 % of new graduates felt well-prepared in their nursing skills, and 87 % felt confident, less than half of the students still in their final year of education felt prepared or confident. Increased stress and a perceived impact on education quality were reported due to changes in learning modalities. Despite these challenges, 81.1 % of students and 95.7 % of graduates felt they had developed sufficient professional values, with most looking forward to becoming registered nurses. The qualitative themes that emerged related to 1) adjusting to online learning, 2) experiencing restrictions in clinical learning skills, 3) feeling less confident and 4) experiencing increased stress. Conclusions: Despite experiencing emotional and educational challenges, the participants in this study felt that their education prepared them for clinical practice. Innovative strategies and unique educational experiences used by educators enhanced participants' clinical skills and readiness for practice.

the data presented below are the result of research aimed at describing the traits of mathematical anxiety by areas of university study and their relationship with the traits of anxiety in general. The Mathematical Anxiety Index questionnaire and the Beck Anxiety Inventory were applied to 526 students with an average age of 21.7 years, from the following academic areas: Physical-Mathematical Sciences and Engineering, Agricultural Biological Sciences, Health Sciences, Economic-Administrative, Humanities and Technical. It was observed that the students of Humanities and Biological Sciences had higher scores in the Mathematical Anxiety Index, while students in the Economic-Administrative and Mathematical Physical Sciences and Engineering area obtained the lowest scores, which means that they have lower traits of mathematical anxiety. The interpretation of the data was as expected, although the students of Hu and BS don’t study educational experiences that involve the use of mathematics, there is still a latent negative response to the discipline. [ABSTRACT FROM AUTHOR]

Children and young people's access to and engagement in education is a key determinant of future positive outcomes. Children and young people in out-of-home care disproportionally experience educational disruptions and disengagements affecting their ability to participate in schooling, further and higher education. There is increasing international interest in the participation of young people with lived experience of out-of-home (OOHC) in research projects. This paper presents the findings of a study in the Australian state of Victoria where a group of lived experience consultants (LECs) were employed to consult on the results of a broader survey of the attitudes of professionals, carers and care leavers regarding the educational experiences of children in OOHC. Two meetings were held with the LECs, one to gain their views on the survey findings, and secondly, to reflect on their experiences working on the project. The findings suggest that formalizing the engagement of lived experience voices in research, inherently a qualitative approach, promotes a more informed representation of the challenges faced by children and young people within OOHC. In this case, engaging young adults with lived experience helped identify key barriers to effective educational participation that the project design may otherwise have overlooked. They also identified key strategies for improving LEC engagement such as involving them in developing key research aims and questions, and enabling the provision of a 'safe space' for them to participate. This new approach promotes co-design at multiple levels, providing opportunities for a meaningful collaborative approach to research. [ABSTRACT FROM AUTHOR]

Purpose: This qualitative research looks into the nuanced educational experiences of students with hearing impairment within special education institutions across the nine divisions of Punjab. Design/Methodology/Approach: This research employed a qualitative study design with a focus on thematic analysis. The study population consisted of students with hearing impairment, and a purposive sample of 36 participants was selected for in-depth interviews. Findings: Through in-depth interviews with 36 participants, we unearthed prevailing circumstances revealing a landscape characterized by traditional teaching approaches, limited use of technology, and disparities between special education centers and schools. Elementary-level students encounter greater challenges, as secondary-level students prepare for board exams, driving heightened teacher scrutiny. Likewise students studying in special education centres face greater challenges than in schools. Implications/Originality/Value: These findings underscore the need for a more inclusive and technologically enriched educational framework, accompanied by personalized support services. By addressing these disparities and providing tailored education, we can empower students with hearing impairment to thrive academically and holistically.

Copyright of Journal of Pedagogy is the property of Institute of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico 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.)

The article highlights the students’ perspective regarding their experience with eTwinning, their investment of resources, their expectations, as well as the academic and personal outcomes obtained as a result of their involvement. The students’ opinions about the collaborative dimension of these projects in new learning contexts, the effectiveness of communication, the perspectives of personal development, the skills they developed, the well-being, and the motivation for learning are analyzed. The current article is based on a secondary analysis of data collected in a research project carried out in 2021 on a sample of 921 secondary and high school students, which aimed to assess the effects of the eTwinning project in Romania. The article focuses on the analysis of qualitative data regarding the learning experiences that the eTwinning project provided to the participating students.

This study explored college students' experiences drawing an educational journey map. The stories revealed students' educational experiences from freshmen to junior/senior years. Five themes emerged through semi-structured interview questions. Through the students' stories about their educational experiences, researchers could better understand students' daily life, joyful moments, challenges, resilience, and wishful messages to their professors and university administrators. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press 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, we will try to follow a narrative trajectory that, through the first-person story of Marta as a volunteer educator, introduces some of the territorial educational experiences organized by local commons in the city of Naples. The nature of these spaces tries to put the needs of the common individual at the center and each educational reality narrated, each in its own way, tries to create community through dialogic actions with the people living in the neighborhood, engaging in the promotion of paths of mutual help, built from below starting by sharing practices of community support. In the story of educational experiences, experiences that have abruptly interrupted with the pandemic, we will let ourselves be supported by the theoretical frame of reference of Paulo Freire’s critical pedagogy, just as we will try to reflect, in terms of spaces as horizons of educationally sustainable possibilities, the post-pandemic situation. L’educazione popolare prima e dopo il covid: esperienze partenopee. In questo articolo cercheremo di percorrere una traiettoria narrativa che, attraverso il racconto in prima persona di Marta in qualità di educatrice volontaria, introduca ad alcune delle esperienze educative territoriali organizzate dai beni comuni presenti nel territorio di Napoli. La natura di questi spazi prova a mettere al centro i bisogni del cittadino ed ogni realtà educativa narrata, ognuna a suo modo, cerca di creare comunità attraverso azioni dialogiche con gli abitanti dei diversi quartieri, impegnandosi nella promozione di percorsi di mutuo aiuto, costruiti dal basso a partire dalla condivisione di pratiche a supporto della comunità. Nel racconto delle esperienze educative, esperienze che si sono interrotte bruscamente con la pandemia, ci lasceremo supportare dalla cornice di riferimento teorico della pedagogia critica di Paulo Freire, così come proveremo a riflettere, in termini di spazi quali orizzonti di possibilità educativamente sostenibili, la situazione post-pandemica.

This article presents a bibliographic review in multidisciplinary databases to identify central elements in the development of STEM educational experiences from various meanings such as STEM+A or STEAM, for their integration with the arts; STEM+H, for humanities or STEM+Agriculture; among others. This approach has increased its presence at various educational levels, partly due to promotion through multilateral organizations such as the OECD and the IDB, and by the definition of public policies, especially in North America. 67 research articles were analyzed, out of which 53 were selected as a sample because they account for STEM experiences developed in 19 countries on four continents. The majority (54.72%) relate experiences from North America, especially the United States, which contributes with 47.17% of the total sources in the study. The review identifies the following trends: learning purposes, which focus on the development of skills; collaboration between groups and generating good practices for lifelong learning; the use of active learning strategies; the role of ICTs, which are identified as articulators on the basis of their didactic role; and, the success factors of the approach, in which the role of a teacher that prioritizes learning is preponderant. From these experiences, it is concluded that the role of the teacher in the execution of learning experiences with a STEM approach is fundamental, given the pedagogical, didactic, and human implications of developing it. [ABSTRACT FROM AUTHOR]

Amid the global COVID-19 pandemic, which highlighted the disparities of healthcare for Black and Brown communities, the tragic and senseless deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, Tony McDade, and Rashard Brooks took place before we were halfway into 2020. Furthermore, while Black deaths at the hands of police are the highest rate compared to all groups, Latinos follow right behind at almost twice the rate compared to Whites, which highlight how both Black and Brown communities face the same crisis and oppression, and both face the greater need for solidarity. Reflecting on a recent historical period of our socio-political culture, this article endeavors to expose how the media's influence has amplified the need to reignite a rallying cry of race and identities across the globe. Utilizing our educational backgrounds and classroom experiences, we examine what can be learned by amplifying the importance of culturally relevant pedagogy and solidarity through the lens of Spike Lee's She's Gotta Have It series on Netflix. We specifically explore the oneness of Black and Brown people and highlight how solidarity is key for upliftment and well-being. [ABSTRACT FROM AUTHOR]

High rates of psychological distress including anxiety and depression are common in the doctoral community and the learning environment has a role to play. With the coronavirus disease (Covid-19) pandemic taking a toll on mental health it is necessary to explore the risk and protective factors for this population. Using data from the Covid-19: Global Study of Social Trust and Mental Health, the present study examined the relationship between Covid-19-related stressful educational experiences and doctoral students’ mental health problems. Moreover, it assessed the role of attentional ability and coping skills in promoting good mental health. One hundred and fifty-five doctoral students completed an online survey where micro-, meso- and macro-level educational stressors were measured. The Patient Health Questionnaire and the Generalized Anxiety Disorder Questionnaire were used to measure depression and anxiety symptoms, respectively. We also measured coping skills using a 13-item scale and attentional ability using a questionnaire. The results of multiple linear regression analyses showed that specific stressful educational experiences were unrelated but cumulative stressful educational experiences were related to increased depression symptoms (but not anxiety symptoms) in fully adjusted models. Additionally, higher coping skills and attentional ability were related to fewer depression and anxiety symptoms. Finally, no associations between demographics and other covariates and mental health problems were found. The experience of multiple educational stressful events in their learning environment due to Covid-19 is a key risk factor for increased mental illness in the doctoral community. This could be explained by the uncertainty that the Covid-19 pandemic has caused to the students.

Copyright of Journal of Pedagogy is the property of Institute of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Socijalna Ekologija is the property of Croatian Sociological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat Tarbawiya is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

The aim of this article is to identify the principles of popular education that contribute to and support the structuring of processes for the formation in agroecology. Historically, we situate the experiences and conceptions of popular education in order to understand its relation with the development of educational experiences that became part of this educational concept. We start from the historical experience of the Agroecological Movement in the development of training processes with field workers in the Zona da Mata of Minas Gerais, Brazil. We used as research procedures document analysis, bibliographical research and semi-structured interviews. The principles and practices of popular education manifest themselves and support the pedagogical organization of the Agroecological Movement in the following way: a) elaboration of study and socialization methods and techniques; b) creation of favorable environments for the joint experimentation and systematization of alternative technologies developed among technicians, farmers, researchers; c) development of pedagogical resources and participatory methodologies aimed at rural extension; d) knowledge dialogue, that is, through the interaction between different forms of knowledge; e) educational principle of peasant work; and f) critical and democratic pedagogical posture in conducting educational processes. [ABSTRACT FROM AUTHOR]

Taking inspiration from Dewey's (1998) writing on experience and education and Pinar's (1981) conception of currere, dealing with autobiographical reflections of individuals regarding their educational experiences, I would like to problematize the curriculum studies as a broad education studies field in Thailand, and social studies education in particular. Locating my own positionality as a curriculum worker, I perceive curriculum as an educational text that opens diverse possibilities for critical-reflective and deliberative thoughts about my educational experiences throughout my life. Shifting the personal conception from curriculum development to curriculum understanding discourse, I have gained insights that curriculum is a hermeneutic journey through one's lived experiences grounding on the socio-cultural, historical, and political economy of each specific society. The field of curriculum studies and social studies education is still under the various forms of technical-instrumental rationality at all levels of education. I have come to recognize the reason why curriculum development becomes a mainstream educational narrative in curriculum history and theory and is currently still the powerful hegemonic discourse for conceptualizing curriculum in Thailand. Critical reflection on such discourse, therefore, has the potential to cause individuals to change their recurrently entrenched normative beliefs about curriculum and knowledge production as well as educational praxis, and to augment transformative knowledge and deliberative actions. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

National monitoring data and research suggest that British adopted children achieve poorer educational outcomes and experience higher levels of emotional, social and learning difficulties in school, compared to the general population. However, few studies have elicited the perspectives of adopted children and adoptive parents in relation to school experiences. The current study used a qualitative design to explore the lived educational experiences of adopted children through semi-structured interviews with 11 secondary-aged adoptees and a focus group with six adopters. Thematic analysis identified five themes within the narratives of the adoptees and adopters: inner turmoil; social disconnection; unsupportive school contexts; relational repair; and misperceptions and prejudice. These findings were presented to 20 Designated Teachers (DTs) within a workshop to explore how the experiences of the adoptees and adopters can be used to inform their role. Three themes were found, which illustrate broad implications for DTs' practice with adopted children and adoptive parents in schools: raising awareness; developing relationships; and supporting emotional needs. Key implications for schools, post-adoption support services and policymakers are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the experiences of two groups of Black male college athletes at a Division I historically White institution (HWI) to better understand the key contributors that influenced their academic performance levels, academic engagement, and the quality of their overall college experiences. Twofocus groups were conducted with 10 Black male college athletes enrolled at a Division I HWI and a demographic questionnaire was administered to ascertain a better understanding of their personal backgrounds, college academic experiences, and college athletic experiences. Role theory was incorporated as a theoretical lens to investigate the participants' identity salience, role commitments, and overall college experiences. Findings revealed participants from each group shared common experiences encountering role conflict. However, the coping strategies and academic performance outcomes varied between each group. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Drawing on the Psychology of Working Theory, the present study investigates whether and how mobility constraints and educational experiences predict access to future decent work among two samples of Chinese undergraduates. The results reveal that educational experiences are directly related to future decent work access, while also indirectly linked to future decent work access via career adaptability and work volition, respectively. In addition, both objective and subjective mobility constraints are not associated with future decent work access, yet they are indirectly linked to future decent work access through career adaptability and work volition, respectively. Moreover, subjective mobility constraints but not objective mobility constraints are indirectly linked to future decent work access through educational experiences. The results provide empirical evidence for the recent expansion of decent education and of the school-to-work transition expansion of the Psychology of Working Theory. [ABSTRACT FROM AUTHOR]

This research study focuses on the development of teachers’ pedagogical knowledge. Its main objective is to comprehend the values, purposes and rationale that lie beneath teaching training programs. Therefore, the focal point of the present study is to examine the experiences that are often found in teaching practices. The methodology of this investigation follows an epistemological and interpretative perspective through the use of a biographical-narrative approach. In this regard, from the analysis of teachers’ accounts it is expected to first, reflect on their educational experiences, second, weigh the meaning behind their daily teaching practices and interactions with students, and finally, extend on their experiences as teaching program students. For this purpose, the accounts of two secondary school teachers are portrayed. The findings reveal the complexity of the pedagogical practice as a reflective profession which, in turn, triggers moral, affective and political repercussions (Arnaus, 1999).

The Deferred Action for Childhood Arrival (DACA) policy has given unauthorized immigrants access to many opportunities, specifically education. While DACA has improved the lives of many undocumented immigrants, this group continues to face obstacles while pursuing their educational aspirations. Using semi-structured interviews, the current study aimed to examine the educational experiences and understand the protective factors contributing to the successes of DACA recipients enrolled in college. Overall, interviews indicated that participants' educational journies were marked by challenges that were often mitigated by perseverance, strength, and motivation. Additionally, implications for ameliorating the experiences of DACA recipients are discussed. [ABSTRACT FROM AUTHOR]

This study explores experiences of 50 culturally and linguistically diverse African immigrant students attending public urban middle and high schools in the US. Drawing on in-depth interviews, and through constant comparison analysis, emerging findings highlight pedagogical, linguistic, and curricular variation struggles in the classroom; transitional contextual challenges; cultural mismatch; miscommunication, and stereotypes. In light of these experiences, African immigrant urban youth draw on familial, navigational and aspirational capital to resist stereotypical assumptions and to develop resilient skills necessary to navigate the inherent challenges. Findings underscore the importance of appreciating ways of knowing that deviate from the host country knowledges as instrumental to meeting the instructional needs of African immigrant students in United States schools. [ABSTRACT FROM AUTHOR]

This article is a cut of a larger research, having as central theme the diversity. We deal here with some experiences of school education experienced by a group of migrants, focusing on the problems posed in the constitution of the attendance of by public policies. For the study we adopted narrative research, bringing fragments of narrative accounts of Haitian migrant students who attended three state schools in Cuiabá-MT. The meanings evidenced in the reports indicate needs of institutionalization of projects and curricular reorientation directed to the interests of the collectives of individuals who find themselves in conditions of inequality and social exclusion. We concluded this study by suggesting desafio to dive into stories and narratives that help us to interfere in a positive way in these setbacks that the migrant peoples have been facing. [ABSTRACT FROM AUTHOR]

In this article we present the experiences of members of the Norwegian working class in the educational system and show that the findings contradict established theories in the sociology of education in a way that calls for a re-examination of the function of societal hierarchies in such studies. Secondly, we report how working-class individuals comprehend society's valuation of their work and whether these experiences affect their own judgments and evaluations of work. The findings reveal an enlightened working class when it comes to conventional occupational hierarchies, but also show that members of the working class classify status in their own, distinctive way. The egalitarian cultural configuration we observe deviates in certain ways from what is reported in comparable studies for Britain, the United States (USA), and France. We argue that the key to the understanding of such variability is knowledge about how education is penetrated by social hierarchies in different social formations. [ABSTRACT FROM AUTHOR]