Post-elementary Schools Research Articles

Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification

Studies related to disproportionate special education identification of students from historically marginalized groups have used increasingly complex analyses to understand the interplay of factors that cause and maintain disparities. However, information regarding the influence of students’ grade level at initial special education placement remains limited. Situated in labeling theory and life course theory, we used discrete-time survival analysis to examine temporal student- and school-level factors related to patterns of placement for minoritized students within one large urban school district. Results showed that gender, race, and socioeconomic status were all factors generally associated with special education identification, and that African American and Latinx students were more likely to be placed into special education later in their school careers. This disproportionality in delayed placement was associated with particular special education labels; for example, African American students identified post-elementary school were more likely to be labeled with emotional disturbance and specific learning disability compared to same-age White peers, and Latinx students were more likely to be labeled with specific learning disability and intellectual disability compared to same-age White peers. These results implicate inequities that emerge at the intersections of age, race, and perceptions of ability that should be considered in future studies of educational equity.

Science for all: The struggle to establish school science in EnglandE.Jenkins, 2019London, UCL Institute of Education Press £24.99 (paperback), 207 pp ISBN 978-1-78277-264-4

Science for all: The struggle to establish school science in EnglandE.Jenkins, 2019London, UCL Institute of Education Press £24.99 (paperback), 207 pp ISBN 978-1-78277-264-4

La spécialisation des professeurs en question: l’organisation pédagogique au prisme des contraintes matérielles (France, 1865–1941)

Worldwide, subject-matter teachers are commonplace in post-elementary schools. Teachers’ specialisation appears as a key characteristic of secondary schools as opposed to the polyvalence of primary...

Edukacja w zakresie przedsiębiorczości w wychowaniu przedszkolnym, szkole podstawowej i szkołach średnich w świetle nowej podstawy programowej

W obliczu coraz bardziej dynamicznych przemian społeczno-gospodarczych na świecie współcześnie wzrasta świadomość potrzeby kształcenia ekonomicznego od najmłodszych lat. Szczególną wagę ma wyposażanie młodzieży w wiedzę, która pozwala zrozumieć zjawiska społeczno- -ekonomiczne, oraz w umiejętności praktyczne, a także kształtowanie postaw, dzięki którym możliwe jest wejście młodzieży w okres aktywności zawodowej i brania odpowiedzialności za swoje decyzje ekonomiczne. Dyskusja na temat roli edukacji szkolnej w tym względzie oraz treści kształcenia w zakresie przedsiębiorczości ma miejsce w Polsce od 2002 r., kiedy to wprowadzono do kształcenia ogólnego w szkołach ponadgimnazjalnych nowy przedmiot – podstawy przedsiębiorczości. Obecnie, ze względu na kolejną reformę edukacji, następują zmiany w kształceniu w zakresie podstaw przedsiębiorczości, które odbywać się będzie głównie na etapie szkoły średniej. Cele i treści kształcenia z zakresu przedsiębiorczości zostały także włączone w pewnym stopniu do edukacji w szkole podstawowej i wychowania przedszkolnego. Celem niniejszego artykułu jest zatem przedstawienie założeń nowej podstawy programowej z podstaw przedsiębiorczości dla szkół ponadpodstawowych, która zgodnie z harmonogramem wdrażania reformy będzie obowiązywać od roku szkolnego 2019/2020, oraz wskazanie możliwości kształtowania postaw przedsiębiorczych na niższych etapach edukacji. Przedstawiono także ważniejsze wnioski z przeprowadzonych konsultacji społecznych w tym zakresie. Analiza zapisów nowej podstawy programowej wskazuje, że jej wdrożenie powinno, zdaniem autorów, lepiej niż dotychczas sprzyjać edukacji ekonomicznej dzieci i młodzieży oraz kształtowaniu ich postaw przedsiębiorczych. Aby tak się stało, musi być spełnionych jednak szereg warunków, dlatego w końcowej części autorzy zawarli rekomendacje dla interesariuszy procesu kształcenia – instytucji kształcących i doskonalących nauczycieli, organów prowadzących, szkół i ich dyrektorów oraz nauczycieli.

敗戦直後における文部省の初等後教育制度改革構想 : 「中等学校令中改正等ノ件」をめぐって

敗戦直後における文部省の初等後教育制度改革構想 : 「中等学校令中改正等ノ件」をめぐって

Principals Going above and Beyond: Understanding Organizational Citizenship Behavior among School Principals

Organizational citizenship behavior (OCB) refers to all behaviors outside the formal role definition but which contribute to organizational functioning and performance. To date research has focused on teachers’ OCB in an attempt to identify the causes and consequences of such behavior for the individual and the organization. Questions that have yet to be addressed in the literature are: Do principals also engage in OCB? And if so, how do they interpret OCB, and what are its characteristics?Since this is the first study to inquire into the phenomenon of OCB in the context of principalship, the qualitative method was chosen for the investigation. Fifteen post-elementary school principals were interviewed. Our findings identified four categories of principals’ OCB: effort invested in the school community; initiatives; supporting the local community; and other exceptional behaviors. We conclude by delineating the findings’ theoretical and practical implications and by introducing a proposed platform for new directions in OCB research.

EFFECT OF PROPHYLACTIC TREATMENT BY LEUKOTORIENE RECEPTOR ANTAGONIST ON JAPANESE CEDAR POLLINOSIS OF PRE- AND POST-SCHOOL CHILDREN JAPANESE CEDAR POLLINOSIS

Backgroud: It has already been reported that the prophylactic treatment by leukotoriene receptor antagonists is more effective on reducing symptoms of Japanese cedar pollinosis than the authentic treatment after the pollen dispersal. However, the treatment above has never evaluated in children cases around school age in ENT out-patient clinic. This study about the prophylactic treatment was planned to focus on the effect in the generation of pre- and post-elementary school entrance. Children of pre- and post-elementary school entrance were enrolled for this study. This study was achieved in seasons of Japanese cedar pollinosis both in 2013 and 2014, and was designed as the comparison of clinical symptoms and quality of life in between two such groups as one group with the prophylactic treatment and another with the authentic treatment. Efficacy of prophylactic treatment by leukotoriene receptor antagonists was elucidated as follows; quality of sleep was significantly better both in 2013 and 2014, and more kinds of clinical symptoms or quality of life impairments were significantly more suppressed than in the group with the authentic treatment in 2014 when less pollen was dispersed. Even in the children of pre- and post-elementary school entrance, the prophylactic treatment by leukotoriene receptor antagonists is more effective on reducing symptoms of Japanese cedar pollinosis than the authentic treatment.

Professional Identity and Burnout among Pre-School, Elementary, and Post-Elementary School Teachers in Israel

The novelty of the present study is its attempt to distinguish between pre-school, elementary, and post-elementaryschool teachers, regarding the relationship between professional identity and burnout. Two hundred and fortyteachers responded to two questionnaires: professional identity and teacher burnout scales. Pre-school teachers werefound to be less burned out than their elementary and post-elementary school colleagues, for both general burnoutscore, and the factors of non-fulfillment and depersonalization. Regarding general burnout, no significant differencewas found between elementary and post-elementary school teachers. Elementary school teachers had significantlyhigher scores for general professional identity and its factors than pre-school and post-elementary school teachers.Regression equations of different kinds were found for predicting burnout according to professional identity factorsand years of experience.

Esigenze locali, suggestioni europee. L'istruzione professionale italiana (1861-1886)

Because of industrial underdevelopment and massive illiteracy, vocational education did not feature in the Italian political agenda during the so-called liberal period. However, politicians analyzed several European vocational models in order to adjust them to the national context. The paper deals with the way Italian politicians tried to adapt European vocational models to local demands and national problems. It is based on archival as well as bibliographical sources. Key words: Vocational education, Workers’ education, Post-elementary schools, International Expositions

From a Daughter of the Republic to a Femme Fatale: The Life and Times of Turkey's First Professional Fashion Model, Lale Belkıs

From a Daughter of the Republic to a Femme Fatale:The Life and Times of Turkey's First Professional Fashion Model, Lale Belkıs Rustem Ertug Altinay (bio) I woke up with a voice. It was not scary. On the contrary, how shall I explain, it was a heart-warming, soothing, echoing, soft voice. It was saying "Belkıs . . . Belkıs . . ." The voice was rising with echoes. When I opened my eyes, I saw a man's arm reaching my bed from the ceiling. A hairy, long, strong arm rested its fist on my bed. As if it was talking to me. That strong voice was saying "Belkıs, a very beautiful life awaits you . . . One day you will do very important things, you will be appreciated . . ." It was repeating these words. —Lale Belkıs, İpek Çoraplar (2006, 23, translation is mine) This dream was experienced by Belkıs Durmaz, a Turkish girl growing up in Istanbul in the 1940s, who, more than half a century later, narrated it in her memoirs. The interpellation however, was by no means unique to Belkıs or her unconscious. It was a reflection of gender politics in early Republican Turkey under the successive Republican People's Party gov­ernments, especially in the promises made by the state to women and the bargains female citizens entered into with the republic under the politics of state feminism. In this essay, I will follow the story of Belkıs Durmaz, who later became the fashion model, actor, singer, songwriter, poet, painter, and designer Lale Belkıs. Moving from her experiences as a woman and her career as Turkey's first professional fashion model, I will discuss the role of fashion in Turkey's modernization and nation-building program. My focus will be on the unique history of fashion modeling in Turkey from its inception as [End Page 113] a state-sponsored performance form to its integration into the capitalist market economy, and the emergence of diplomatic fashion shows where modernization, postcoloniality, nationalism, and gender politics coalesce to create a performance of Turkish national identity. Exploring the entan­gled dynamics of design, production, promotion, and consumption, I will discuss how the gendered dynamics of modernization and national­ism gave rise to a unique style. As I examine the perceived relationship between national identity and the female body, I will also analyze the mul­tiple significations of bodies across competing political paradigms. Early Republican Sartorial Politics and the Girls' Institutes The first two decades of the Republic of Turkey following its inception in 1923 under the leadership of Mustafa Kemal Atatürk were character­ized by a series of legal, political, and cultural reforms aiming to construct the country as a modern, secular (albeit implicitly Sunni Muslim) nation-state. Women's role in Turkey's modernization and nation-state construc­tion program reflected the patterns of women's inclusion in nationalist projects as identified by Floya Anthias and Nira Yuval-Davis (1994): they were expected to continue the biological, social, and cultural reproduction of the collectivity; participate in national, economic, political, and military struggles; reproduce boundaries of the nation; and signify ethnic/national differences. In the context of a transition from a multiethnic Islamic Empire to a secular nation-state based on the idea of one culture, ethnic­ity, language, and religion, women were conceptualized not only as "the builders of a 'new life,' a modern way of living both in the private and the public spheres" (Göle 1997, 51) but also as the symbols of this new life. In order to facilitate women's participation in the modernization and nation-state-building efforts, the government appropriated some demands of the Ottoman and Turkish feminist movement and created a "state feminism" by granting women certain civil and political rights as well as educational and professional opportunities. A particularly important site for the transformation of women's bodies and subjectivities in the service of the Kemalist regime was the girls' insti­tutes. Established in the 1927-28 academic year by restructuring the girls' schools of sartorial arts and crafts built in the late Ottoman Era (Arat 1998, 162), these schools combined the basic postelementary school curricu­lum with...

Sociology of international education – an emerging field of research

This article points to international education in elementary and post-elementary schools as an emerging and promising field of enquiry. It describes the state of art of this new field and sets out the nature of the research. The rapid development of international networks in recent decades; the contribution of international education policies to the expansion of international education; the growing number of international students and its implications for school life; and the different meanings of international curriculum are the main topics in this literature. Issues of globalisation, social stratification, multiculturalism, identity formation, and the link between education and the nation state are closely related to international education. Scholars adapt classical theoretical frames and advance new concepts and methodologies in order to clarify this new phenomenon and highlight the deeper meanings of the expansion of international education. For this reason the study of international education has the potential of enhancing our sociological understanding concerning new developments in education in particular and in society in general.

Digital natives, better learners? Students’ beliefs about how the Internet influenced their ability to learn

In the literature students are sometimes assumed to feel empowered with respect to learning because of their familiarity with and access to ICT. However, after interviewing 25 students from post-elementary schools, it was found that the majority of the students, although they use the Internet and other ICT for school purposes, believed that their generation is not as good at learning as the pre-ICT generation. Several students explained the situation in terms of the school’s failure to build on their abilities. Nonetheless, the majority believed that the Internet over-simplifies schoolwork (perceived primarily as the traditional processing of textual sources), which in turn diminishes learning abilities. These results carry important implications regarding school, given that low self-efficacy might make students less likely to apply themselves to learning.

Motorcycle Related Abdominal Trauma in Children in Calabar – Nigeria

Between January 1998 and December 2001, 38 children aged between 1-15 years were admitted to the UCTH with the history of motorcycle related abdominal trauma. A male preponderance was observed and incidence of trauma increases with age. It was lowest at preschool age under five years (16%) but peaked at post elementary school age of 11-14 years (45%). Children were injured as passengers (61%) and as pedestrians (38%). Majority of the children presented with blunt abdominal injury (79%) while 21% sustained penetrating abdominal injury. Laporatomy was carried out in all cases of penetrating injury while increasing abdominal tenderness; haemodynamic instability or a positive abdominal paracentesis was considered in blunt abdominal injuries. With blunt injuries, the solid viscera were commonly injured, whereas penetrating injuries involve hollow organs. Motorcycle related injuries are preventable conditions and require the enforcement of traffic regulations, provision of basic but necessary footpaths and public enlightenment on the dangers of child abuse as pedestrian child hawker. Mary Slessor Journal of Medicine Vol.3(2) 2003: 47-50

The Role of Cities in the History of Schooling: A French Paradox (Nineteenth-Twentieth Centuries)

The centralisation of French educational institutions is more in keeping with a political and social model than with reality. The construction of a complete school system under state supervision started early but has been a process of more than a century and a half long, which until 1880 mostly concerned the education of the elite (higher education and the lycées), and which left an important role to cities. Part of the educational action of the state has long been based on the idea that training courses should be adapted to the needs of cities and regions. Towns were entrusted with a great part of the state educational policies while influencing the private sector at the same time. But although their school policies had abiding features and their financial commitments increased considerably during the nineteenth century, cities have never been independent of the state. Moreover, a great many other local groups and individuals took part in school development. Urbanisation in France has been gradual, which accounts for the lack of interest in urban educational studies on the part of French historians. The shift of the past few years has given us a whole new insight into our knowledge of the history of schooling and has brought to light its institutional, material and financial factors - overlooked until now. One of these factors is the permanent threat of pupil shortage which weighed heavily on most nineteenth century public and private post-elementary schools. Until public education became free - in 1881 in primary schools and in the 1930s in secondary schools - all schools were basically self-supporting. Recruiting a sufficient number of pupils was both a crucial necessity and one of the driving forces behind the creation and the renewal of educational provision, especially when several schools were in competition. Free education did not bring about any profound changes: the growth of school attendance reduced the unitary cost of studies and remained a major criterion by which the value of school management was judged.

Capitalism and socialism: How 7th graders understand and misunderstand the information presented in their geography textbooks

In the last few years an increasing number of researchers has started to investigate children’s conceptions of the economic world. However, complex notions, such as those concerning the overall functioning of an economic system, have hardly been considered. In post-elementary schools children encounter some of these notions in history, geography or social studies. An investigation on this topic should therefore consider both children’s conceptions and misconceptions and the relevant information furnished at school.