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This paper analyses the implication of school life, understood as coexistence, in the educational achievement of secondary school students. The article is based on data collected as part of a collective piece of research from the perspective of the sociological phenomenology of Alfred Schutz. 135 in-depth interviews were conducted with both teachers and students as well as participant observation sessions at different times and spaces in the educational institutions in this study. Further discussion is enhanced when problems such as insecurity and poverty are brought forward into the scene. It is concluded that if the concept of bullying continues to be reduced as a problem of disciplined coexistence among peers, palliative educational policies will prevail that lose sight of this type of violence. The results show the omission in educational public policies regarding the importance of interpersonal relationships on both teaching and learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciencias de la Actividad Física UCM is the property of Ediciones Universidad Catolica del Maule 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 International Journal of Organizations / Revista Internacional de Organizaciones (RIO) is the property of Analisi Social i Organitzativa grup de recerca 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 pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management's adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested. [ABSTRACT FROM AUTHOR]

In post-structurally informed research, the answer to the widely documented 'achievement gap' among ethnic minorities has been a critique of educational institutions' monocultural discourse and its exclusionary effects, thus highlighting a contingent, discursive conception of diversity. However, in this empirical article, 10- to 15-year-old students from two ethnically mixed schools in Denmark point to a much more concrete, social and material diversity that is laid out in terms of patterns of residence, leisure activities, and socio-economic resources at home. Over the school years, however, this social and material diversity is gradually transformed to a question of ethnicity that explains why students' opportunities for educational participation ultimately differ. From a dialectical materialist reading of Hall's concept of articulation, this article explores how this transformation is made possible in everyday school life, thus arguing that ethnic diversity is more than a contingent, discursive construction; it is closely connected to ingrained patterns of material inequity in educational practice. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo 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 the impact of child labor on the school life of migrant indigenous boys and girls in La Merced, in Mexico City. Ethnographic study based on 44 interviews recorded between September 2014 and April 2015. The oralities of boys and girls regarding their child labor suggest learning to survive on public roads, but the school institution reinforces stigmas that favor the school dropout of this population. Lack of cleanliness and homework produce stereotypes about laziness and ethnicity that justify academic rejection of these childhoods.

The objective of this paper is to determine the type of civil liability that is generated, be it contractual or non-contractual, the active subjects to whom it could be attributed, whether they are the authors themselves, their parents or the school itself, and the applicable sanctions in the if said responsibility becomes effective in contexts of school violence within the various educational establishments in Chile. [ABSTRACT FROM AUTHOR]

The purpose of this research is to determine the effect of faculty life quality on student loyalty according to student perceptions. The study was designed in a descriptive relational survey model. The participants of the research consist of randomly selected 342 undergraduate students studying at Kütahya Dumlupınar University, Faculty of Education in the 2021-2022 academic year. In the study "Quality of faculty life scale" and "Student loyalty scale" were used. In the study, it was found that students' perceptions of the quality of faculty life and student loyalty levels were high. The study also revealed a highly positive and significant relationship between the quality of faculty life and student loyalty. In addition, it has been determined that the quality of faculty life is an important predictor of student loyalty. Universities and the Council of Higher Education (CoHE) can periodically measure the perceptions of university students regarding the quality of faculty life and their loyalty, and by evaluating the results they carry out necessary improvement studies. [ABSTRACT FROM AUTHOR]

Copyright of Scientia Paedagogica Experimentalis is the property of ICIWO 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 French school system and its traditional form of schooling (Vincent, 1980) were somewhat disrupted when the school was opened up to a larger number of pupils in a bid to democratise and then massify it, making order, discipline and the whole educational system an obsolete vision (Prost 2007) that could no longer suit the new public eager for freedom and to assert itself as a subject of law. In this context, the appearance of a counter-model, in the form of a heterotopia (Foucault, 1967), school life makes its comeback in the school as a space for life and compensation outside the classroom, which remains the central element of a conception of the French school. How then can these two models be reconciled within the narrow confines of the school form? How can this new deal, in its opposition to certain orientations of the Ferry republican school, find its place in the educational system? Through a study of the content (Bardin 2007) of a professional journal on school life, we propose to revisit the ideological project of the school, to observe and analyse the possible place of a life and commitment of pupils within secondary schools. [ABSTRACT FROM AUTHOR]

In Catholic education, three partners collaborate in the education of the next generation: parents, school and church. Since Vatican II, this cooperation is focused on an integral education that comprises the whole human being, that takes shape in an evangelically inspired school climate which partakes in the mission of the church. Post-conciliar documents of the Congregation of Catholic Education recognise the fading of parental participation, relating this decline to secularisation within multiple worldwide societal developments. In the congregational texts however, the parental voice is barely heard. This article provides insight into that space. Based on qualitive research among parents with children attending Catholic primary schools in the strongly secularised Netherlands, it clarifies the challenges that young parents meet, how these affect the perspectives of Catholic and non-Catholic parents on Catholic education and how the parental religious and secularised backgrounds influence their vision on Catholic-educational partnership. [ABSTRACT FROM AUTHOR]

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional 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 discusses theoretical challenges in conceptualising the dialectical relationship between historical conditions and the situated interplay between people in concrete everyday practice. The concept of conflict may help us move beyond tendencies within psychology to separate history and situated practice, structure and activity, and micro- and macroprocesses – and to regard social life as unambiguous or as governed through hegemony. Research on the everyday social life of schools describes societal conflicts about education and how school children deal with unequal conditions when handling the conflictuality of their everyday lives. Analyses of coordination and conflicts between various parties (e.g. children, parents, teachers and psychologists) elucidate connections between intersubjective efforts to make things work in everyday practice and historical struggles related to the school as a social institution. Concepts are required that enable understanding of these processes as historical and political, driven by intersubjectivity related to concrete dilemmas, connected to personal and collaborative conduct of everyday life – processes we term the politics of everyday life. From a social practice perspective, we discuss how to grasp the ways in which people constitute the conditions for each other in a situated interplay in which they deal with common problems and – through these activities – also produce history. [ABSTRACT FROM AUTHOR]

Copyright of Confluenze. Rivista di Studi Iberoamericani is the property of Universita di Bologna, Dipartimento di Lingue, Letterature e Culture Moderne 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 purpose of this study was to describe experiences of childhood brain tumor survivors (CBTS) and key figures in their environment after returning to school, using the International Classification of Functioning, Disability and Health – Children and Youth framework. We conducted semi-structured interviews with five children, nine parents, 28 teachers, and 14 health professionals at three predetermined times over a two-year period. A qualitative content analysis was performed by linking meaningful units from transcribed interviews to ICF codes. Children experienced diverse body dysfunctions that could impede school participation, mostly related to knowledge acquisition and application, executive functioning and social life. Support at school and professional aftercare were essential to alleviate the child's difficulties. The teacher's attitude, parental involvement, and practices of collaboration belonging to the child's supportive network further influenced the reintegration process. Also, child-specific factors including emotional reactions to illness, age, and balance between school life and leisure time were considered to affect school readjustment. The International Classification of Functioning, Disability and Health framework is a useful instrument to systematically describe experiences of CBTS and key figures regarding school life, providing a common language to communicate for stakeholders in education and healthcare following the child's return. The International Classification of Functioning, Disability and Health – Children and Youth framework is a useful instrument to describe experiences regarding school life of childhood brain tumor survivors (CBTS) and key figures in their environment. The ICF-CY model can be combined with a standardized assessment of neurocognition or performance to achieve a comprehensive view of the child's participation at school, by exploring both personal and environmental factors. Childhood brain tumor survivors mostly show impairments in acquiring and applying knowledge, executive functioning and social life, which may require increased support at school and professional aftercare. A positive attitude of school staff, high parental involvement in school life and adequate collaboration between parents, education and healthcare are important to prioritize in the context of reintegration into school of CBTS. [ABSTRACT FROM AUTHOR]

Copyright of Academia & Derecho is the property of Universidad Libre - Seccional Cucuta 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.)

Bullying has been recognized as a worldwide problem. Despite the growing popularity of bullying research, relatively few studies have investigated school bullying in Northern Cyprus. This study has two aims. The first aim is to observe the frequency of bullying among North Cyprus adolescents. The second aim is to test the relationship between school life (receiving disciplinary punishment, grade repetition and liking school) and bullying. Quantitative data were collected through Olweus Bullying and Victimization Questionnaire and personal information form developed by the researchers. Frequencies, percentages and chi-square statistical technique were used for analyzing the data. The participants were 836 students aged 15 to 18 years. The results showed that 9% of all students were bullies, 12.2% were victims, and 5.6% were bully/victims. Statistical results revealed boys bully others and being victims more often than girls. This research also revealed that grade repetition, receiving at least once school punishment, and disliking schools have a significant effect on bullying. Notably, the ratio of victims who received disciplinary punishment (17.6%) was higher than that for bullies (14.5%) and bully/victims (9.4%). Before implementing interventions to prevent and intervene bullying occurs in school settings, it is necessary to identity the nature of bullying. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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 Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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 Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto 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 Studia Universitatis Babes-Bolyai, Philosophia is the property of Babes-Bolyai University, Cluj-Napoca, Romania 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 is the result of the research done during the Master in Education, in the line of research "Policies, Management and Training of Educators", and aims to understand the pedagogical practices in Physical Education classes, in elementary education, contributing, through a reflection based on daily life, in order to situate them in the debates around/in the daily teaching of Physical Education. In this way, we will approach research in/of/with everyday life as the basis of research. It presents a political discussion that addresses the fight against hegemonic trends in a reflection on how we can contribute to citizenship in a brief multicultural debate. We understand that the subject in society, internalizes some of the values and norms of his culture in order to create a unique personality. Apparently, we try to contribute to the heated political debate about education in the midst of so much hatred propagated by politics in our country, which has made neutrality and neoliberalism two of its pillars and which are still growing every day. And we started to question who benefits from this policy that encourages hatred in society and an educational neutrality, in order to reduce it to impartial decisions. [ABSTRACT FROM AUTHOR]

The bureaucracy has been designed to organize modern, urban and industrial life. Justified by efficiency, primacy of order and liquidity, the bureaucracy enters human life, interfering and altering everyday life and the school daily life. Through different entrances, bureaucracy intervenes and settles in the school, triggering control and regulation. The article discusses bureaucracy in the school curriculum. Cartography was used as a methodological guide in the creative movement of production of study material, which critically went through the consumption of alphanumeric codes present in the National Common Curricular Base to find them in didactic material, in continuing education and in conversations between teachers. The study points out that alphanumeric codes, understood as a symbol system, are destined for obsolescence, since they do not come from practiced curriculum in schools, and because they are meaningless. [ABSTRACT FROM AUTHOR]

A proposta desse artigo busca desinvibilizar as táticas cotidianas de um grupo de professores de uma escola da rede estadual de Ensino Médio, de uma cidade do interior do estado do Acre. Destacase, nessa análise, o currículo e a prática dos professores que pensam/fazem os currículos pensados/praticados nos cotidianos escolares. A partir do mergulho no/do/com o cotidiano escolar, tomase como elemento metodológico os encontros e as conversas. Aposta-se que o reordenamento, sobretudo das políticaspráticas, instiga movimentos de (re)existência, com os quais os professores da escola lutam por sua autonomia, ainda que utópica e momentânea. O estudo ocorre no contexto de emergência de uma reforma curricular prescritiva oriunda da Base Nacional Comum Curricular, em processo de implementação no Brasil, e que resulta na imposição de práticas, avaliações e processos formativos no Ensino Médio. [ABSTRACT FROM AUTHOR]

This text is interested in the dialogical pedagogical practices carried out with undergraduate classes at the Education Center of the Federal University of Espírito Santo. The theoretical-methodological approach of the article comes close to the thought of Paulo Freire connected with Nilda Alves and Inês Barbosa de Oliveira studies about daily lives. Our desire is to expose the dialogical pedagogical practices as a possibility of creating curriculums in school daily life. In the production of data we have activities in the classroom and in other spaces for socializing, field classes and educational visits, presented here in the form of fictional narratives. With the exercise of concrete situations experienced by historical subjects and thinking/practitioners who intervene in the world and with the world, we affirm as a researchers our political commitment to the ethical and theoretical dimensions of education. For us, loving dialogue and joy are foundations of education as a practice of freedom, and a way of resisting the forms of oppression and power imposed by the authoritarianism of the capitalist patriarchal regime in the contemporary world. [ABSTRACT FROM AUTHOR]

The issue of secondary education in Brazil has never been a point of agreement between the various actors involved in the process. This is because there are different perspectives for understanding the functions and objectives of this segment of basic education. The reflections present in this text are part of the master's research that is in finished and aims to produce knowledge about Night High School (EMN), and contribute to the discussion about political-pedagogical practices and their relationship with the living and learning conditions of these students, seeking to reflect on their curricular practices and a possible spread of knowledge networks aimed at training these students, to collaborate for their social and educational inclusion. Since the EMN has not been included, in its specificities, in the discussions of Basic Education. We look for clues to understand how, in a state night school, in the North Zone of the city of Rio de Janeiro, curricular practices in their different dimensions are conceived and implemented. And for that, we will bring a narrative made from the observation of the daily movement in the space researched. In order to disinvisit such practices, and highlight its creative potential and producer of social emancipation. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

Adolescence is marked by significant life stress. Recently, school refusal and dropouts as well as suicide among Japanese adolescents have increased. Sense of coherence (SOC) is recognized as a competency that helps people deal with stress. The purpose of this study was to examine the factors influencing SOC in male and female high school students. We conducted a survey with 203 pairs of high school students and their mothers, in Tokyo, to explore their SOC, family relationships, school belonging, and autistic traits. Analysis of the data revealed a weak relationship between female students' SOC and that of their mothers, and no relationship between male students' SOC and their mothers' SOC. Feelings of acceptance and recognition from teachers improved students' SOC, irrespective of gender. Low SOC in mothers had a negative impact on female students' SOC, and children's lack of imagination (an autism spectrum tendency) had a negative impact on male students' SOC. This study revealed the importance of support at home and school according to the needs of both genders. [ABSTRACT FROM AUTHOR]

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.)

This descriptive correlational study aims to compare the perception about eight dimensions of school coexistence of typically developing high school students (n = 545) and students with special educational needs (n = 75) from Chile and their relationship with the general academic performance. Based on the analysis of hierarchical and non-hierarchical clusters, multiple regression and logistic regression, it was found that students with special educational needs have a less favorable perception in almost every dimension analyzed; especially, in those aspects related to school victimization, aggression, and indiscipline. Likewise, they perceive that they have a limited peer social network, as well as limited normative adjustment and a lower perception about their own positive interpersonal skills. The multiple regression and logistic regression models allow confirming that the dimensions of school coexistence account for between 20% and 27% of the academic performance variability. The aforementioned models highlight the role and negative effect of the level of victimization perceived by students, as well as the perception about the occurrence of indiscipline situations in the classroom, and the fact of belonging to the group of students with special educational needs, and to the group of male students. The findings are analyzed and discussed in light of the implications for high social vulnerability educational contexts.