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This mixed-methods study examines how principals perceive the role of school librarians, identifies the factors that shape these perceptions, and uses qualitative and quantitative data to explain the findings. Cognitive and affective factors relating to the principal's formative and professional experiences with a school librarian constitute the internal factors. Student population, school, and districts in which the principal works are the external factors. Participants are Massachusetts principals in public or charter K-12 schools. The study finds that perceptions are shaped by professional experiences with librarians and external factors, such as budgets and district initiatives. [ABSTRACT FROM AUTHOR]

Background Aims Discussion Conclusion School counselling in the Asia Pacific region has experienced enormous development in the last few decades but faces many serious challenges as counsellors seek to respond to the needs of young people in a complex and fast‐changing environment.This article aimed to explore the challenges school counsellors face in finding a clear identity and sense of purpose.We outline the antecedents and consequences of a weak counsellor identity. We suggest that the future development of school counselling in the region rests on responding to the challenge of school counsellors finding a clear and robust identity by (1) adopting an ecological perspective and (2) developing culture‐specific, indigenous ways of counselling.Given that the development of school counselling in this region has a long way to go, we briefly sketch some research priorities for the years ahead, which may contribute to the realisation and articulation of a stronger professional identity for school counsellors. [ABSTRACT FROM AUTHOR]

Building a professional identity as school leader is essential to the success of any management project. The Spanish context makes it twice as important to know its managers’ perception of their role and practice as school principals. This article aims to: (a) identify principals’ profiles based on both the transition from teaching to management and their expectations of permanence in the post; (b) establish relationships between these profiles and relevant aspects concerning the process of building a professional identity as school principals; and (c) to determine whether gender is related in any way to the principals’ profiles and the rest of the aspects investigated. The information was obtained with an ad hoc questionnaire from which 779 valid records were obtained, corresponding to principals of schools in all Spanish regions. Cluster analysis established three principal profiles: committed, resilient, and transient. Subsequent analyses compared the three groups according to the stated objectives. The results and conclusions of the study lead to implications about the need for institutional support for school principals during their transition from teaching and allow us to specify aspects and modalities on which such support should be focused. [ABSTRACT FROM AUTHOR]

The following evaluation considered on-time degree completion at a graduate and professional school within a private R1 institution in the southeastern United States using social and academic domains. This evaluation also considered both institutional and individual student support. Further, it explored whether student experiences are consistent with literature related to undergraduate retention and completion that addresses student challenges and school support. [ABSTRACT FROM AUTHOR]

This research aims to find out how to manage community service and collaboration in higher education. This research method uses literature review or library research namely studies used to collect information and data sourced from reviews, summaries and written thoughts about several library sources in the form of articles, books, slides, information, the internet. The literature used must be relevant, up-to-date and adequate. There are five stages in using the literature review method namely 1) searching for relevant literature, 2) selecting specific sources, 3) identifying article details, 4) creating an outline, 5) compiling literature review. The results of this research show that community service carried out by universities covers many things and is divided into internal or external service. For the external part, lecturers or students go directly into the field and mingle with the community and provide guidance, education and training. Meanwhile, in the university collaboration section, each campus can collaborate with schools, institutions, universities and many more, such as what Telkom University and UIN SUSKA Riau do, and also what UM Metro does with several schools and professional electronics institutions [ABSTRACT FROM AUTHOR]

Due to the model minority myth, scant attention has been given to the college preparation of Asian American (AA) students. Using the national sample of High School Longitudinal Study of 2009–2013, this study examined associations among student–counselor interactions, school connectedness, and college enrollment of AA students. The results of the structural equation modeling indicated that school connectedness fully mediated the association between student–counselor interactions and college enrollment. The findings from the current study suggest that when AA students interact with school counselors in the 9th grade, they tend to feel more connected to their school, which, in turn, leads to increased college enrollment decisions in the 12th grade. Implications for helping professionals in schools are discussed. [ABSTRACT FROM AUTHOR]

Students with challenging behaviors can be some of the most vulnerable persons in educational settings when it comes to behavioral analytic practices. The potential for bias and racism influencing behavior analysis is elevated if those observing and evaluating behavior are not cognizant of cultural and societal differences. Behavior professionals should strive for cultural understanding to perform their work in a nonbiased manner. This includes being vigilant in the pursuit of cultural competence and sociopolitical awareness. One vehicle for growth and development in behavior analytic practice is through self-reflection. The current article examines the constructs that can lead to nonbiased and antiracist behavior analysis through self-reflective questioning. In particular, we introduce the self-reflection tools of the ABC Diversity Iceberg, and Multicultural Reflective Behavior Analytic Practice to minimize biases and support antiracism in behavioral observation and analysis. [ABSTRACT FROM AUTHOR]

Considerable research has been directed at how academic fields evolve, yet the language used to communicate knowledge has played a minor or passive role in understanding field development. We draw on studies from both linguistics and sociology to develop a conceptual framework that explains how language affects the institutional and social processes involved in the evolution of academic fields. We illustrate the framework with a case study of the evolution of organization studies (OS). It includes a textual analysis of the field's communication of research knowledge to the academic community over a 50-year period, a review of the institutional and social processes that shaped the field's research development, and an examination of how the words used to communicate OS knowledge affected those evolutionary processes. Because OS evolved mainly in professional business schools, it also creates knowledge for practitioners. We further explore how the language used to communicate OS knowledge to students and practitioners shaped the practice side of the field's evolution. This linguistic perspective clarifies the growing divergence between OS's research and practice sides and suggests how they might be strategically aligned for the field's successful development. [ABSTRACT FROM AUTHOR]

This study examined the policies and instructional practices related to academic integrity and copyright literacy in K-12 schools through the lens of school library professionals. Since school librarians play a key role in promoting academic integrity and copyright literacy in schools, they were chosen. An online survey was administered to school library professionals in 85 countries using a mixed methods approach, yielding 569 responses. The results revealed that many K-12 schools lack policies on academic integrity and copyright, and there is variability in the perceived value, implementation and teaching of these literacies. While most school library professionals reported teaching academic integrity and copyright literacy in their schools, implementing effective pedagogies remains challenging. Collaboration between school library professionals and teachers, along with the use of multimedia resources, were identified as potential strategies for practical education and instruction. The study highlights the need for greater attention to be given to these literacies in K-12 education and calls for the development of policies, necessary support and effective teaching methods to ensure students are knowledgeable and well-prepared for higher education. [ABSTRACT FROM AUTHOR]

In this editorial, we introduce snapshots of the entire set of published articles in this special issue of Professional School Counseling. We also incorporate our own individual and collective journeys reading, digesting, editing, and reacting to this material. We take the opportunity to present our impressions both visually and narratively to demonstrate how group counseling in schools remains relevant and continues to expand while holding on to salient foundational concepts. In particular, these articles are visually situated in relation to the multitiered systems of support (MTSS) framework as a way to demonstrate the impact groups can have on entire schools and communities. Throughout this introduction, we raise questions that have yet to be answered and challenge scholars to explore others not addressed by this compilation of articles. Finally, we conclude by offering several questions for the reader to consider in their own group counseling practice endeavors. [ABSTRACT FROM AUTHOR]

A school district’s need to satisfy the school community’s expectations for current, accurate information and manage a social media presence has increased the necessity for superintendents to employ public relations professionals. As such, these professionals are a recent addition to many school districts’ administrative teams. However, few research studies were located that focused on public relations professionals or communication directors in public schools. The purpose of this literature review was to identify empirical studies and professional association resources that provided historical, contextual, and relevant information about communication directors in school districts. Based on the findings, we uncovered three themes related to the history, roles and responsibilities, and standards for public relations professionals. Such information can help practitioners support communication functions and help researchers identify needed lines of inquiry. [ABSTRACT FROM AUTHOR]

Research examining school counselors' professional advocacy is limited. To add to the literature, we conducted a phenomenological study exploring Alabama Program of Distinction recipients' advocacy for their programs, roles, activities, and profession. We identified five themes: (a) counselor characteristics, (b) challenges in advocacy, (c) advocacy through education, (d) ASCA National Model implementation and data use, and (e) relationships and communication. In this article, we discuss implications and recommendations for future research. [ABSTRACT FROM AUTHOR]

As the importance of student self‐regulated learning (SRL) among school‐aged populations continues to increase, there is an emerging need for school psychologists and other school professionals to develop the knowledge and skills to effectively assess this process. The current paper provides a conceptual and empirical overview of a multimethod SRL diagnostic assessment framework included as part of the Self‐Regulation Empowerment Program (SREP). In addition to providing information about the operation and sequence of the SREP diagnostic assessment process, the current paper underscores the commonly used measures of SRL (e.g., self‐report questionnaires, teacher rating scales, SRL microanalysis, think‐aloud protocols) and provides evidence supporting their psychometric rigor and utility in school settings. This paper also serves as a roadmap that school psychologists can use to increase the frequency and quality of school‐based SRL assessments. Future research directions regarding the SREP diagnostic assessment process are also emphasized. Practitioner points: The diagnostic assessment framework of the Self‐Regulation Empowerment Program (SREP) details a clear process for conducting school‐based self‐regulated learning (SRL) evaluationsAptitude and event measures of SRL can be used to generate unique yet complementary information about a student's SRL skills and processesIdentifying the contexts, content areas, or learning activities in which students struggle helps to inform the nature and focus of an SRL evaluation [ABSTRACT FROM AUTHOR]

To Unveil indicators present in the contexts that lead to a reasoned approach that opens successful doors to research groups on the academic demands of the pedagogical work of the teacher trainer in the context of the new Mexican school and the professional and research demand of the IES to arrive at the recognition of the PRODEP profile is the concern reflected in this academic essay; in its content an effort is made to share experiences of a research group of the Normal School of Sinaloa in the goal of arriving at the (IES, 2019) profile, difficulties and challenges in a complex regulatory context. The self-reflection and systematic documentary analysis with descriptive scope of actions given in the process of this recognition is based on the collection of general data of the ACs of the normal schools undertaken that accommodate proposals for selfimprovement and regulatory institutional improvement. [ABSTRACT FROM AUTHOR]

This article socializes some ongoing research at the intersection of three projects4 concerned with secondary education from a socio-critical perspective. It particularly deals with the High School Professional Program, which has been implemented since 2023 to secure the right to finish this educational level by means of recovering students who have abandoned or failed their courses and designing a flexible pedagogical model. In the framework of qualitative research, document analysis, participant observations, and an interview with one of the leading figures of the Program have yielded interesting results. Thus, some theses can be presented in these initial phase of fieldwork, as well as a few concerns about educational transformation in this postpandemic scenarios-a must to guarantee access to a dignified life. [ABSTRACT FROM AUTHOR]

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

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

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

This article analyzes a group of Byzantine papyri originating from the Oxyrhynchite and containing scribal exercises, which are connected to the famous domus gloriosa of the Apiones. Most of them are written on reused documents belonging to the Apionic dossier, and consist of documentary formulas or short passages copied out of other texts related to the management of the oikos. In a few cases, exercises seem to consist of copies of whole texts such as lists or accounts, so that they can be easily mistaken for real documents. Based on all these texts and on other papyrological evidence related to this issue, it is possible to argue that the oikos of the Apiones was involved in the management of a professional school located in the city of Oxyrhynchus and aiming at the education of future clerks. [ABSTRACT FROM AUTHOR]

Actors new to speaking the verse in the plays of William Shakespeare are often intimidated by technical terminology and what they perceive to be an abundance of rules that should be followed. This article describes a Practice as Research study conducted over a seven-year period with student actors in drama schools and working professionals in Canada and the UK. The goal of the study was to develop a training methodology that overcomes the initial anxieties actors may experience and facilitate discoveries about how the verse structure can support actors in performance. The second goal of the research was to help actors to a state of deep embodiment of rhythm and meter which, once achieved, can empower actors to play organically and instinctively rather than analyzing intellectually. [ABSTRACT FROM AUTHOR]

English teaching at college levels is more sophisticated and advanced compared to high schools and professionals. The teaching must have high-quality meetings, real-world interactions, and professional applications. Therefore teaching quality evaluation periodically is performed internally and externally through skill validation and joint training. This article introduces a Regressive Fuzzy Evaluation Model (RFEM) for analyzing the quality of college classroom English teaching quality. This evaluation model operates over the teaching quality metrics such as performance, student understandability, and application. The understandability and English application to the real world is modeled by referring to the performance as the regressive factor. The regressive factor is analyzed for two fuzzification outputs: high and low, by analyzing the individual factors over cumulative teaching grades. The regression for low fuzzy outputs is analyzed using mean understandability and application score from the previous assessment instance. This is required for training the fuzzification from the mean score rather than the low level. Therefore the quality improvements from the lagging features are addressed by providing a new teaching method. Further fuzzy regression is initiated from the mean to the high level reducing the computation time and errors. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to document the indirect effects of the Texas Top Ten Percent Plan on professional school degrees awarded and to propose the far reach of the law as an alternative argument in support of race-conscious admissions policies challenged under the strict scrutiny standard. Designed around the two tests of strict scrutiny, this study first highlights the essential need for a diverse constituency of professionals to enable societal advancement as a compelling state interest established by the courts and then provides empirical evidence to support additional narrowly tailored race-conscious admissions policies. Complementary interrupted time series analysis and logistic regression find that current admissions policies fail to improve diversity in professional school degrees awarded. [ABSTRACT FROM AUTHOR]

Copyright of Saúde e Sociedade is the property of Universidade de Sao Paulo, Faculdade de Saude Publica 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 current study aimed to measure the level of professional competence (professional knowledge-professional skills-professional values) of the school social worker From the students' vision, and to measure the level of cognitive flexibility among field training students in dealing with school problems (Adapting to difficult situations - producing alternative solutions to problems) From the students' vision, determining the the correlation between the level of professional competence of the school social worker, and providing field training students with cognitive flexibility in dealing with school problems, and arriving at proposed procedural mechanisms from a social work perspective to achieve cognitive flexibility among field training students in dealing with school problems, The study belonged to the type of evaluative studies, and was based on the use of the social survey approach The results showed that there is a statistically significant direct correlation between the professional competence of the school social worker and the field training students' acquisition of cognitive flexibility in dealing with school problems. The study also recommended the need to pay attention to developing cognitive flexibility among field training students by organizing many training courses and professional activities to enhance their abilities. Creative and innovative to deal with complex school problems. [ABSTRACT FROM AUTHOR]

Over the past two decades, prompted in part by a series of corporate scandals, different views have been voiced about why U.S. business schools have purportedly lost their original ambition to becomep rofessional schools and, thus, tomakemanagementa "true" profession, and how this ambition could be restored. This paper puts these debates into a longer-termperspective by showing that such claims have been present for more than a century. The paper examines the evolvingrhetoric of the protagonists and their critics over five periods, eachmarked by different contexts, which shaped the ambitions of schools of business to be recognized as professional schools. These claims, the paper shows, had a common thread for over 100 years, which was the recurring reference to other professional schools--namely those of medicine and law, and at times engineering, which had already achieved the coveted status when U.S. business schools first originated. We ultimately argue that, given the rhetorical nature of these claims, suggestions that business schools lost theirwayoroughttoreturntosomeidealizedpastarelargelyfutile. Futurediscussions should therefore focus on purpose and power rather than profession. [ABSTRACT FROM AUTHOR]

This study was conducted to develop and evaluate remedial instructional materials in Afro-Asian literature for grade 8 learners in Francisco P. Felix Memorial National High School with the professional views and guidance of 5 Master Teachers, 10 ICT Teachers, and 25 English Teachers. Further, this study applied the descriptive-developmental survey of research utilizing a questionnairechecklist to gather the needed data.The respondents evaluated the developed Digitized Remedial Instructional Materials in Afro-Asian Literature for Grade 8 Learners as Very Acceptable in terms of Content Quality, Instructional Quality, and Technical Quality. Likewise, it was found out that were significant differences among the evaluations of the three groups of respondents. The respondents provided comments and suggestions to further improve the developed instructional materials. [ABSTRACT FROM AUTHOR]

The role of a Professional School Counselor encompasses supporting students in a variety of areas, including post-secondary and career considerations. Reality Therapy/Choice Theory is an extremely helpful lens from which school counselors can help students in making career decisions. This article focuses on the intersection of how the ASCA National Model and Reality Therapy/Choice Theory can be applied in school settings. This is modeled by providing a role play demonstration and discussion explaining how a professional school counselor can assist a student through career options and choices. [ABSTRACT FROM AUTHOR]

The article titled "Participation of the scientific society of medical students in Peru in publications: university experience" reports on the participation of the San Cristóbal Medical Student Scientific Society (SOCIMESC) in the publication of research papers in national and international journals. SOCIMESC is affiliated with the Peruvian Medical Student Scientific Society (SOCIMEP), which aims to promote scientific research in undergraduate studies. Students from the Professional School of Human Medicine at the National University of San Cristóbal de Huamanga have published a total of 17 research papers in databases such as MEDLINE/Pubmed and SCOPUS, of which 35.3% are affiliated with SOCIMESC. Belonging to a scientific society allows for a greater number of publications and the development of a research culture. Universities and national organizations are urged to work towards the development of scientific societies in order to provide the healthcare system with scientific foundations and solve societal problems. [Extracted from the article]

Copyright of Creative Arts in Education & Therapy is the property of Inspirees International B.V. 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.)

Although the sharing of curricular content between health professional schools can reduce faculty burden, the literature provides little guidance to support these efforts. The objective of this investigation was to synthesize data from two prior studies to delineate recommendations guiding the future development of shared curricula in health professional education. Applying Rogers' Diffusion of Innovations Theory as a guiding framework, relevant data were extracted from a two-phase mixed-methods study evaluating the long-term impact of the shared Rx for Change: Clinician-Assisted Tobacco Cessation program. Phase 1, a qualitative study, involved telephone interviews with faculty participants of train-the-trainer workshops conducted between 2003 and 2005. These results informed the development of a phase 2 national survey, administered electronically as a long-term follow-up (13 to 15 years later) with train-the-trainer workshop participants. Results from the two studies were synthesized and summarized, producing seven key recommendations to guide development of shared curricula: (1) appeal to attendees, (2) relate content to clinical practice, (3) deliver live, in-person training, (4) develop high-quality materials, delivered by experts, (5) provide support, (6) meet accreditation standards, and (7) demonstrate effectiveness. Future program developers should consider these recommendations to enhance dissemination, adoption, and long-term sustainability of shared curricular content. [ABSTRACT FROM AUTHOR]

The present study explored the ways school professionals adapted school‐based mental health supports and services for remote delivery during the coronavirus disease 2019 (COVID‐19) pandemic. We surveyed 81 school professionals (e.g., counselors, psychologists, and social workers) and conducted in‐depth interviews with a subsample of professionals (n = 14) to explore their perceptions and experiences of supporting youth with mental health concerns and suicide‐related risk during the fall and winter of the 2020–2021 school year. Commonly endorsed school‐based mental health interventions (e.g., counseling services and checking in), ways of communicating (phone and email), and individuals delivering support and services to students with suicide‐related risk (e.g., counselors and teachers) were identified based on school professional survey responses. Qualitative findings point to facilitators (e.g., specific platforms for connecting with students and families) and barriers (e.g., limited communication) to successful service delivery during COVID‐19. Findings highlight the creative ways school support professionals adapted to provide school‐based mental health supports. Implications for remote school‐based mental health services during and following the pandemic are discussed. Practitioner Points: The school professionals participating in this study continued to provide mental health support and services to youth during remote learning due to the pandemic.Common mental health supports and services delivered by school professional participants included virtual counseling, ongoing check‐ins with students and families, social‐emotional learning, and support with time management and assignment completion.Schools should establish a plan for adapting mental health supports and services for remote delivery to prepare for future times of disruption to schooling. [ABSTRACT FROM AUTHOR]

We investigated whether and to what extent different scoring instructions, timing conditions, and direct feedback affect performance and speed. An experimental study manipulating these factors was designed to address these research questions. According to the factorial design, participants were randomly assigned to one of twelve study conditions. We collected data from 2,484 participants on 20 quantitative reasoning items obtained from an admissions test for graduate and professional schools. The results showed that there were significant differences in both performance and speed between the conditions. Both item time limits and feedback led to faster but less accurate responses. The results for scoring instructions with an emphasis on speed and test time limits were mixed with respect to accuracy, but the responses in these conditions were generally faster. Notwithstanding these experimental effects, measurement invariance held for models fitted to response accuracy and response time, which means that the manipulations could reasonably be summarized through impact on structural parameters (latent means and variances) of the studied models. This finding is supported by the lack of differences between conditions in the correlations with an external measure of quantitative reasoning. [ABSTRACT FROM AUTHOR]

"e suspension of on-site school activities due to the global COVID-19 pandemic placed the participation of families in a central place in the re#ections and decision-making processes of governments, schools, and families. "e uncertainty regarding its referral outlines a complex scenario for the definition of long-term family participation policies. "e need to advance in guidelines for the work of schools and families invites us to ask about the approaches, levels, and areas of family participation promoted from the policies. "e results of a qualitative exploratory documentary study of the policies of four Latin American countries are presented. It is concluded that the policies do not address a single participation model. "ese tend to address approaches with different purposes, levels, and fields of action, the translation of which can be confusing or contradictory for school professionals and the families. "is information can serve as a reference for the decisions on policies, plans, and programs that governments, schools, teachers, and initial training institutions for education professionals take after the pandemic. [ABSTRACT FROM AUTHOR]

This article seeks to raise important questions about the performance of the psychopedagogue in the institutional field in the face of obstacles, since the contemporary school needs this updated and dynamic professional. Given this, came the interest in having an in-depth study on the subject. For this, the following subjects are discussed throughout the article, such as knowledge of the role of the psychopedagogue in schools and also the difficulties that he finds in solving problems, in addition, information was reported on the interventions that fit the professional of Psychopedagogy to do at school to optimize the students' teaching-learning process. Also, it was possible to discuss the true importance of the psychopedagogue in the educational environment, which is beyond simply knowing the main causes that affect learning, but a knowledgeable subject on how to deal with the new challenges that the school faces today. The methodology used was based on bibliographical studies with a qualitative approach. In view of the discussions and researched studies, it was clarified about all the dynamics, challenges and the true role of the psychopedagogical professional in formal teaching environments. [ABSTRACT FROM AUTHOR]

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Educational expectations have increased over time, with greater increases among young women than men, yet research focused on expectations for post-baccalaureate degrees is limited. We investigate young men's and women's plans to attend graduate or professional school using Monitoring the Future data from 12th graders for 1976 to 2019, focusing on how academic performance and work and family values may be associated with post-baccalaureate expectations. We find that young women's expectations for graduate or professional school began to exceed young men's in the early 1990s and continued to do so afterward, although expectations for post-baccalaureate schooling declined some in recent years, especially among young men. Results also indicate that the gender gap over time is driven partially by more young women than men with B or lower average grades holding post-baccalaureate expectations. Work values may foster these high expectations, especially for lower-achieving young women. Finally, we examine whether post-baccalaureate expectations translate into higher attainments, and results suggest that higher-achieving students are better positioned to meet their post-baccalaureate expectations. Collectively, our findings suggest that sociocultural factors promoting women's participation in the public sphere may encourage some young women to form high-level expectations that they are not academically equipped to meet. [ABSTRACT FROM AUTHOR]

While the theory of the Chinese School of International Relations (CSIR) has contributed new dimensions to IR such as the concept of relationality into theorisation practice, it also faces the same pitfalls as the schools of thought that precede it: it pays insufficient attention to the relationship between ethics and subjectivity despite its repetitive use of such concepts as 'morality' in its articulation of contemporary world affairs and insufficient attention to the ethical dimension of IR that makes this approach prone to dismissing the voices of 'others'. This ethical problem in CSIR emanates from inadequate consideration of temporality and its relation to ethics. However, introducing the present, or Nikon (而今), an Asian-originating case of temporality based on the Mahāyāna Buddhist ontological ethics, illustrates how this manifestation of Buddhist temporality offers solutions to mitigate the ethical drawback of the Chinese School discourses. [ABSTRACT FROM AUTHOR]

Although disciplines are but one element of the institutional matrix of higher education, historians of International Relations (IR) rarely explore the field beyond its disciplinary context. To redress this lacuna, I sketch the history of professional international affairs (IA) schools in the United States. IA schools employ many IR scholars and train numerous practitioners, constituting a crucial interface between the IR academy and the policy world. When the social science disciplines were institutionalised at the turn of the twentieth century, the mission of training IR scholars momentarily eclipsed, but never extinguished, the commitment to training practitioners. During the twentieth century, this commitment increasingly found expression in interdisciplinary professional IA schools. I survey the emergence of IA schools, the growth of terminal master's programmes within their walls, and the rapid growth of enrollments in these programmes. The expansion of IA education mirrored the spectacular growth of professional education on US campuses in areas such as law, business, nursing, and social work. [ABSTRACT FROM AUTHOR]

This paper discusses the aspects that make up na education regulation policy, especially external evaluations and educational accountability, elucidating some relationships between these aspects and their possible implications – search for results, accountability and provision of accounts – for the schools and professionals who work in thes espaces. The objective is to present the main constitutive elements of education regulation policies. This is a qualitative approach research carried out through a Systematic Literature Review, in which scientific articles published in Portuguese by educational journals were selected, from 2013 to 2021, which investigated educational accountability as a predominant element of education regulation policies, associated with external evaluations. Among the main results, it is high lighted that education regulation policies have common elements in their constitution, but they also have some aspects that are different. These policies, when focused on external evaluations, can generate, on the one hand, contributions and, on the ot herhand, limits to the evaluation of the quality of public education. Therefore, the adoption of this type of policy hás implications for teaching work, such as accountability and provision of accounts based on the search for results. [ABSTRACT FROM AUTHOR]

The school context, following an overall complexification of society, presents several situations in which it is necessary to build a transformative setting based on the suspension of educational action and the use of in-depth interpretations of divergent behaviors. Method: Two teachers with psychological training present and discuss cases studies of psychological intervention based on the analysis of demand methodology. Results: The two case studies presented concern, respectively, a difficult inclusion of a foreign pupil in the classroom and a school phobia of a student before graduating. In both cases, the classes are reconceived as clinical settings thereby giving new meaning to the psycho-social relationships of the students. The teachers promoted an overcoming of critical events: in the first case the pupil reaches school inclusion in a short time; in the second case the pupil reaches the diploma. Conclusion: The method of psychological intervention is proposed as an innovative practice of negotiation of new emotional symbolic structures in which to reproduce a coexistence in the scholastic context. It therefore appears necessary to equip schools with professional skills in the analysis of demand in order to train teachers to recognize the emotional dimensions within the class context. [ABSTRACT FROM AUTHOR]

School climate (SC) reflects the culture and norms of the school community, being a potential factor linked to students' disruptive behavior (DB). This study intended to characterize the Portuguese school professionals' perception on SC, analyzing the connections to the students' DB. Another objective was to explore the differences on SC based on the functions of school professionals and school geographic location. An exploratory study with 333 school professionals was carried out. Concerning SC, the participants were asked about environmental-structural and relationships, while absenteeism, behavior problems, and incivilities were included in the students' DB. Overall, the participants generally reported positive perceptions about SC. Differences were observed on DB, based on SC ratings. The participants rating poorer environmental-structural and relationships tended to report more DB. SC differed according to the school geographic location and to functions of school professionals. Additional research about the implications of SC on students' DB is needed to develop preventive strategies. [ABSTRACT FROM AUTHOR]

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