School Actors Research Articles

Organization of tasks for self-training in order to form regulatory UMS for younger schoolchildren

Regulatory universal learning activities occupy a central place in the organization of the ability to learn. They contribute to regulation, organization and correction in practical pedagogical activity. The development of regulatory universal educational actions is directly related to the formation of personal qualities: purposefulness, organization, independence, diligence, activity. They influence the formation of arbitrariness of thinking, behavior, communication of students, and together form the ability of students to learn independently. In the article, the conditions of formation of regulatory universal educational actions in primary school for students are considered, the features of the organization of tasks for self-preparation in order to form regulatory universal educational actions for younger schoolchildren are investigated. The experimental study proves the effectiveness of using a special self-training organization, in which students learn to independently identify problem points in their skills, independently choose tasks to eliminate the detected gaps, plan their implementation, monitor, evaluate and correct the results of their educational activities. The present study has allowed us to conclude that regulatory universal educational actions are the basis for the formation of students' core competencies. It has been empirically proved that the introduction of such forms of work as independent training into the educational process contributes to the full development of components of regulatory universal educational actions in younger schoolchildren.

Meaning‐Making, Negotiation, and Change in School Accountability, Or What Sociology Can Offer Policy Studies

In school systems around the world, countless reform strategies have focused on school and teacher accountability—the process of evaluating schools’ performance on the basis of student measures. Policy and education research has been dominated by debates on its effectiveness, where advocates highlight the positive effects on achievement while critics emphasize the negative consequences on pressure, morale, and autonomy. Yet the question is not so much whether to have accountability, but what form it should take. To answer this, sociologists contribute through their study of accountability’s organizational and ecological dynamics—key facets that are sidelined when researchers only focus on quantitative program evaluation. An organizational perspective highlights the meaning‐making school actors and the general public have of the policy, viewing it through technical‐rationalist and institutional‐performative lenses. An ecological perspective highlights how the form of accountability is a negotiated outcome of larger macrosocial forces, and how accountability is itself contributive to larger social changes. This review suggests a broader conceptualization of accountability regimes, and the unique contribution of critical, organizational, and sociological perspectives to the study of public policies.

“Who Cares?”: Young Adolescents’ Perceived Barriers to Civic Action

While civic participation is a crucial component of healthy and sustainable democracies, young adolescents may perceive or experience barriers that limit their civic action. This study draws from focus groups and surveys during a week-long summer civics camp to explore ways in which 47 young adolescents entering Grades 6–9 described barriers they perceive to civic action in their schools and communities. Findings reveal that participants entered camp believing they were capable of making a difference in their communities. Their ideas for youth civic action in schools and broader communities typically represented personally responsible and participatory notions of citizenship. Key obstacles to civic activities included partnerships with peers/adults, peers’ reluctance to exercise civic duty, social-emotional factors, and lack of resources.

Childhood of the artificer apprentices in Maranhão Empire (1841–1899)

ABSTRACT The article examines the history of Casa dos Educandos Artífices [House of the Artificer Apprentices (1841/1889)] in the Province of Maranhão (Brazil), which received underprivileged boys after the continuous increase of poverty caused by the Rebellion of Balaiada (1839–1841). At the Casa children were taught basic literacy instruction, Christian doctrine, and mechanical work at the War Arsenal, government public works and private workshops. As apprentices learned how to read, write and count, they received grammar, singing and instrumental lessons. Professional training included bricklayer, tailor, joiner, welding and copper. This paper aims to recover the history of this institution, which closed in the Republic Proclamation in 1889, drawing from many sources: manuscripts, letters from the directors to the province presidents, reports from the province presidents themselves, regulations, laws and newspapers that circulated in São Luis (Maranhão) from 1841 to 1889. Based on Norbert Elias’s theoretical contributions, the analysis focuses on the creation and consolidation of the institution, material space, power relations, flow of subjects and management of school schedules and school actors and regulations. This research aims to contribute to understanding the nature of the professional instruction and the characteristics of a peculiar educational establishment in Maranhão in the nineteenth century.

Peranan Sekolah Dalam Menerapkan Pendidikan Akhlak Pada Siswa di SDN 10 Sungai Pasak Kec. Pariaman Timur

This research was conducted through observation and interview techniques, data processing techniques by examining the data obtained, reviewing the data in depth and drawing conclusions, data analysis techniques by adjusting the statements put forward by respondents to the problems studied. The results of the research that the authors get are the activities that the school does in implementing moral education for students at SDN 10 Sungai Pasak, East Pariaman District, all students take part in all activities carried out by the school in order to foster student morals. The school's actions against students who commit violations at SDN 10 Sungai Pasak, East Pariaman District are calling students with problems, asking students' habits, being given directions, being given advice, giving educational punishments, and calling parents of students. Supporting factors for policy makers in implementing moral education are the existence of qualified teachers, extracurricular activities for Islamic religious education outside school hours and competitions. The barrier factors for policy makers in implementing moral education are environmental factors where students live, the magnitude of the influence of technology, the lack of learning time and the lack of religious books for student reading.

Emotionally Engaged Parent Versus Professional Teacher: Strategies for Maintaining Borders Between the Dual Teacher-Parent Role in School

Abstract The paper presents findings on primary teachers’ and other school actors’ constructions of the teacher and parental role. Specifically, it focuses on strategies for maintaining borders between the personal (parent) and professional (teacher) roles in school environments in Slovakia. We approached the concepts of role and identity from the perspective of social constructivism and symbolic interactionism. Thirty-one interviews and focus groups with school actors were analysed using critical discourse analysis. In the next step, discourses on managing the dual role were analysed using thematic analysis. Results show participants described regulating or restricting verbal, emotional and behavioural expression, and engaged in favouritism avoidance as strategies for separating out the roles. All point to the need to eliminate favouritism as a key meaning in the construction of the teacher role through impartialness and parental role as favourably inclined to create inter-role conflict. We stress the importance of exploring teacher and parental roles in various circumstances in order to obtain a complex picture of negotiating these roles in everyday life.

Medical anthropology and spiritual activism in education

Editor’s note: this article is based on the author’s workshop for the Section Annual Conference Transpersonal Activism on 11–12 September 2021.The aim of the workshop was to raise awareness with the conference participants, of strategies to develop spiritual activism with medical and health care staff, to benefit people who used the services. The author had practised transpersonal spiritual activism in medical schools and hospitals since 2007, and taught university courses on anthropology and spirituality before then. This workshop offered an overview of her courses and summarised current practices of spiritual activism in medical schools.Workshop Aims. The aims of the workshop were to raise awareness of spiritual activism in medical schools, and address issues around social inclusion. Within the discipline of medical anthropology, this workshop offered a Tool-Kit and practical Resource Training Pack for discussion, so conference participants who were prospective practitioners and activists might consider using it. The aim was to enhance participants’ own skills and knowledge base, to support their actions towards applied transpersonal activism, based on their own knowledge. The workshop participants brainstormed ways they might use the material available, to present a strategy to their colleagues on potential ways forward to address social inclusion.

Evaluation of the implementation of the School Health Program from the Program for Access and Quality Improvement in Primary Care: 2012, 2014, and 2018

This study aims to evaluate the implementation and describe the actions developed in the School Health Program (PSE) by primary care health teams that joined the Brazilian National Program for Improvement of Access and Quality of Basic Care (PMAQ-AB), in 2012, 2014, and 2018. The participation of the teams in school health activities increased throughout the three evaluation cycles, with the expansion of clinical evaluation, health promotion, and disease prevention actions. In cycle II, 24% of the teams performed the seven clinical evaluation actions, 18% performed the six promotion and prevention actions. However, 6.3% of the teams did not perform any clinical evaluation action and 8.8% did not perform health actions of promotion or prevention. In cycle III, more than 90% of the teams participated in the PSE, 84% of the health teams reported a combined planning for actions in schools, and more than 60% of the teams held joint meetings with the schools. PSE was institutionalized in all regions of the country, being more developed in municipalities with 10,000 to 30,000 inhabitants, lower Municipal Human Development Index (HDI-M) level, and greater coverage of the Family Health Strategy (FHS). Despite the positive evolution, the predominance of clinical evaluation actions in relation to health promotion actions and the proportion of teams that still have limitations in the combined efforts between health and education suggest a certain distancing from the PSE guidelines. To advance the implementation of the PSE, it is necessary to train health and education professionals; deepen intersectoral connection; expand the implementation of information and communication technologies; and maintain policies that allow the evaluation of the PSE, in order to support its development.

Escolas, territórios e afirmação cultural em periferias urbanas no Sul do Brasil

Abstract This article analyzes the contemporary relationship established between schools and territories based on the experiences of school actors working in urban peripheries in the south of Brazil. Founded on the conceptual category of “urban-educational experiences” inspired by the sociology of experience, the study examines and problematizes the political views and sociocultural logics that are present in the pedagogical action of teachers who teach in primary education in schools located in the state of Rio Grande do Sul. From the methodological viewpoint, data were built from interviews with 66 selected school actors and were complemented with the analysis of institutional documents. As for results, three analytical perspectives were identified: (a) schools as territories of cultural affirmation through pedagogical actions developed by teachers teaching in the early grades of primary education, who mobilize learning about the history and geography of municipal territories, considering urban contexts marked by inequalities, migration and intercultural encounters; (b) schools as active agents in processes of recognition of cultural heritage, particularly in urban contexts where there is no official heritage listing, registration or other similar governmental procedure; and (c) the school’s permeability to cultural practices developed by independent collectives and community associations dedicated to the political-cultural education of students in urban peripheries.

Teaching Work and Implications of Affirmative Actions in the Medical School of a Public Higher Education Institution

The aims of the present research are to assess the affirmative policies of the Medical School at Federal University of Minas Gerais (UFMG) to analyze professors’ work at Racial Quota scope and changes in the university due to such a process, and to better understand how professors in Medical School face racial topics. It must be done by understanding labor as a core dimension since without workers one could not talk about society, education, and economy. Therefore, this research addresses labor from a perspective that goes beyond utilitarian purposes. Questionnaires and semi-structured interviews were used for data collection. Professors in the Medical School Faculty, who have been teaching since 2013, were the investigated subjects - this year was chosen because this is the time when Racial Quotas were put in place at UFMG. Changes in the higher education scene due to the affirmative actions that have been taken and the understanding of the Teaching Function as an educative principle allowed professors’ work to overcome models imposed by the market logic.

Precisamos falar sobre uso de Metilfenidato por estudantes de medicina - revisão da literatura

Abstract: Introduction: Studies methylphenidate (MPH) has been used by medical students to increase their mental activity and improve the performance required during undergraduate school, generating concern regarding the risks to their physical and mental health. This scenario indicates the need for specifically aimed measures in medical schools. Objective: To review the literature about the use of MPH without medical indication amongst medical students. Method: A thorough review of the literature published in English, Spanish, and Portuguese, between 2013 and 2019, based on data made available by Pubmed and Scielo, utilizing keywords in the three above languages, along the four stages of the selection process. Results and Discussion: Altogether, 224 articles were found, of which 25 were selected after reading, dealing with the use of MPH or ‘cognition enhancer’ by undergraduate medical students without a doctor’s prescription. The research indicated significant variability in the frequency of consumption, related to the investigated pattern of use, use with or without indication, before or after entering University and country where the study was carried out. The most frequent justification for the use without medical indication was to attain improvement in academic performance. A lack of research with a fair appraisal of the cognition, behavioral and psychic risks involved, among them addiction and the approach of the topic in medical schools, was noted. Conclusion: The high rates of usage of MPH by medical students aiming at cognitive enhancement strengthens the importance of preventative actions in medical schools. The strategies must consider information concerning the risks of use (of MPH) without medical indication; non-pharmacological interventions for performance improvement; sleep hygiene measures organization for adequate study activities; broad discussions about ethical aspects and curricular structure.

Formation of intellectual actions in elementary school

Formation of intellectual actions in elementary school

Produção e socialização de conhecimentos sobre Educação do Campo: reflexões sobre o Projeto de Extensão Inforcampo

Produção e socialização de conhecimentos sobre Educação do Campo: reflexões sobre o Projeto de Extensão Inforcampo

Excluded or Included by COVID 19? The Impact of COVID 19 on Inclusive Education Efforts with Regard to Migrant Children in Belgium

This article presents empirical findings from the H2020 CHILD UP project with an investigation of the impact of the COVID 19 pandemic on migrant children’s education and wellbeing in school. It aims to understand if and how the new education landscape and hybrid learning initiatives have changed inclusive education efforts geared towards migrant students in two Communities of Belgium. ‘Inclusive education’ is a key term often used in pedagogical discourse and describes an ideal situation where the unique, individual educational needs of each child can be met while the child remains in the mainstream classroom. The particular needs of migrant students, however, are often overlooked in inclusive education discourse, and their position can become even more complicated with the added pressures of the pandemic. Through questionnaires and interviews with students, teachers, and other school actors, we found that migrant students were often disproportionately negatively impacted by hybrid and remote learning measures, but that the situation also offered some surprising opportunities for mentoring and peer support and these contrasting outcomes are presented here.

Challenges Encountered by Mathematics Teachers in ICTs Implementation

Information and communication technologies (ICT) have a great deal with teaching and learning processes to conceptualize abstract concepts in mathematics. The objective of this study investigated the challenges encountered by secondary-level mathematics teachers while implementing ICT-based training in a classroom in teaching. We used interpretive inquiry as an approach to research. As the study tools, we used in-depth interviews, observations, and generated textual data. We analyzed the data by adopting the data's sequential coding, categorizing, and thematizing. We used constructivism as a theoretical lens to understand and explore the use of ICTs. We envisaged and generated the themes on challenges that are inadequate ICT-based professional development training and tools; lack of competency in technological/ pedagogical content knowledge; disempowering school actors; enduring 'one size fits for all'; structured curriculum; lack of infrastructure and ICT tools and hegemony of traditional classroom practices. The significance of the use of ICTs has been recognized in public schools in Nepal. There was also evidence that the current practice of ICT-based teacher education and development was not excess in developing skills and knowledge to use ICT in their classroom.

School Improvement by Addressing Bullying: Α Case Study in Greece

<p style="text-align: justify;">The main purpose of this study case is to investigate the contribution of the school community to the improvement of the school. In that context, a two-phase research was conducted. In the first phase, the self-evaluation process was implemented during the first year of the research with the participation of the school community. An overall picture of the school was created, with its strong and weak points reflected in the school's final self-evaluation report. Upon the completion of the school self-evaluation process the school community decided on the implementation of actions in order to reduce a number of dysfunctional behaviors, such as bullying incidents that occurred in the school on the part of some students. The school actions and the relevant results constituted the second phase of the research work. The results showed that some of the dysfunctional behaviors were found to be decreased to a statistically significant level after action was taken by the school community.</p>

School Improvement by Addressing Bullying: Α Case Study in Greece

<p style="text-align: justify;">The main purpose of this study case is to investigate the contribution of the school community to the improvement of the school. In that context, a two-phase research was conducted. In the first phase, the self-evaluation process was implemented during the first year of the research with the participation of the school community. An overall picture of the school was created, with its strong and weak points reflected in the school's final self-evaluation report. Upon the completion of the school self-evaluation process the school community decided on the implementation of actions in order to reduce a number of dysfunctional behaviors, such as bullying incidents that occurred in the school on the part of some students. The school actions and the relevant results constituted the second phase of the research work. The results showed that some of the dysfunctional behaviors were found to be decreased to a statistically significant level after action was taken by the school community.</p>

Data Analysis for School Improvement within Coupled Local School Systems: Which Data and with What Purposes?

ABSTRACT From a new institutional theoretical perspective, this article explores school actors’ sense-making linked to data-based decision making (DBDM) policy in general and processes of data analysis in particular. The study revealed how actors’ interpretation of and response to DBDM pointed to strong and weak couplings between and within the local school system’s organizational levels. While teachers emphasized informal, daily analyses, the LEA and principals placed importance on formal, district and school-based analyses. In the same way teachers to a greater extent think that too much resources is spent on collecting and analyzing data rather than on innovation and school improvement.

SARS-CoV-2 transmission in classroom settings: Effects of mitigation, age, and Delta variant.

Traditional, in-person classroom settings have been limited during the COVID-19 pandemic due to their potential to transmit severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) among students, teachers, and other educational workers. Using computational fluid dynamics simulations, mitigation strategies that span approaches using face coverings, various ventilation schemes, air purifiers/cleaners, and desk shields are systematically evaluated in thermally controlled classrooms. Individually, face coverings and source control were the most effective, which was followed by well-designed ventilation systems. The use of desk shields was also studied and appeared to be ineffective. The best mitigation approach is shown to be through multiple measures—using face coverings and ventilation systems combined with air purifiers. The studies were extended to elementary schools and consider Delta variants of SARS-CoV-2. In elementary settings, the reduced pulmonary and viral emission rates of small children are observed to drive reduced transmission rates, to values even lower than those observed with several mitigation methods for classrooms with adults. The Delta variant, with adults, was evaluated by considering an increase in quanta and indicated higher transmission probabilities. These increases are levels that are controllable by increasing the mitigation methods. Results indicate several plans of action for schools to return to in-person schooling in the context of age and new variants.

As contribuições de Paulo Freire para o entrelaçamento de vozes no ensino crítico de língua inglesa

Supported by the assumptions of Critical Education and the understanding of Paulo Freire's work as one of the constitutive pillars of the Critical Literacies perspective, this article outlines considerations in favor of teaching and learning the English language for social justice and the construction of active citizenship. The main objective is to observe how intertwined they are, in order to indicate paths and foster inspiration for contextualized, meaningful, purposeful and critical English language teaching. The materials indicated here can contribute both to expanding the knowledge of school actors about the world, and to stimulating critical practices in the classroom.