School Trajectories Research Articles

Collaboration and support between Chilean schools from an egonet mixed-method approach

This study aims to characterise inter-organisational collaboration and support networks between schools in a privatised, marketised, and competitive school system. It is located within and contributes to a body of literature on school networks, which has primarily focused on studying the architecture and conditions for the sustainability of the arrangements where collaboration and support between schools are meant to take place. However, there has been less focus on examining the partnerships themselves, particularly those formed organically by schools. This is an exploratory study that takes a novel convergent mixed-method egonet Social Network Analysis approach. Primary data were produced from interviews with sixteen primary school headteachers from a local area in Santiago, Chile. Participants were encouraged to name and reflect on other schools with which their schools have an inter-organisational relationship. Insights show that schools draw on both mandated and organically formed inter-organisational relationships to collaborate and support each other. These ties tend to be built with schools alike and geographically close. Some of the main drivers to turn to others are ensuring the sustainability of schools, generating coordinated responses to policy mandates, sharing practice and knowledge, and ensuring students’ schooling trajectories. This study, situated within the broader context of school networking literature, proposes that schools exist within multiple networks, with various connections serving different purposes, some of which are rarely acknowledged. It suggests that while formal school networks and governance structure are important, they are insufficient to represent the inter-organisational relationships in which schools are involved.

Parents' lived experiences regarding the decision‐making process on reasonable accommodations for their child with SEN—An IPA analysis

AbstractReasonable accommodations (RA) for children with special educational needs (SEN) need to be decided in collaboration with all stakeholders. Even though parents play a crucial part in the inclusive school trajectory or their child with SEN, they often miss a clear role in this decision‐making process. In this research, using interpretative phenomenological analysis (IPA), six parents of children with SEN were questioned. The analysis showed that parents are bound to the decisive character of school professionals and find themselves along the spectrum of being actively involved to being followers. There are often opposite perspectives, and in many cases insufficient RA are decided upon according to parents. This resulted in diagnostic trajectories and a search for support outside the school environment. In many cases, parents perceived the decision‐making process on RA for their child with SEN as a life‐long journey and a never‐ending process. In the end, enabling factors were expressed by parents that facilitated the decision‐making process on RA.

Ashtam Ntotacinan/Come Listen to Us: Theatricalization of Life Stories for the Holistic Wellness of Indigenous Women Students

In Quebec, Indigenous cultural resurgence is expressed through all areas of creation, including theatre, which allows the expression of concerns related to identity reaffirmation and cultural reappropriation. In this movement, Indigenous women are particularly present in public space through art. As a path of resistance and resilience, artistic culture is an important factor of wellness for First Peoples. Anchored in a decolonial epistemology, this theatre-based research involves the implementation of a collective creation approach with Indigenous female college students. It questions the benefits of the theatricalization of life stories on learning related to the dimensions of holistic wellness. Faced with systemic obstacles resulting from colonization, Indigenous students follow atypical schooling trajectories, hence the importance of supporting them with culturally safe approaches based on traditional knowledge. Combining the fields of Indigenous education and theatre education, it is hoped that through this project, the narrative sovereignty of Indigenous women is strengthened and recommendations for the realization of culturally safe artistic educational projects with Indigenous youth and adults are provided.

RETRATOS DA EDUCAÇÃO DE JOVENS, ADULTOS E IDOSOS NA CIDADE DE BELÉM: UMA REVISÃO BIBLIOGRÁFICA

Education for Young People, Adults and the Elderly is a right for all people who have started their studies and have not completed their educational activities, at any age in life. This study aims to describe the portraits of Youth, Adult and Elderly Education (EJAI) in the city of Belem – PA, through a bibliographic review stud of a descriptive nature and qualitative approach, through articles in the databases of Lilacs, Google Scholar and Scielo. It was found that the topic in vogue discusses the Education of Young People and Adults and the Elderly (EJAI), from the moment that the presence of the elderly was included in the much-neglected space of education, considered a positive point for the working class, whose school trajectory, marked by interruptions, was left behind. It is concluded that the difficulties faced by teachers at EJAI involve the use of some traditional methodologies, the planning of classes without attractive teaching resources, the lack of investment in training to work with this audience, in addition to the lack of material aimed at EJAI, these are triggers that encourage people to drop out of school.

Conformación de las trayectorias escolares de los estudiantes de un programa de maestría: un estudio de caso

This research article analyzes the trajectories of the graduates of a master's program, whose practices are oriented towards the training of researchers in Psychology applied to education. We used a qualitative methodology, in which we approached the instrumental type case study with the purpose of contrasting the particularities of these. I was complemented with the design of a questionnaire to access the information of our collaborators. The results reveal that the students' school trajectories are integrated by different elements that influence their academic, scientific and labor future. We identified that some cases maintain a correspondence with the subjects and tasks with which they were trained in the postgraduate program, while others do not maintain the same synchrony. We recognize some aspects that influence the performance of the program and the academic, scientific and even labor future of the students.

Trayectoria escolar de jóvenes en contextos de encierro: adecuaciones curriculares necesarias para la terminalidad escolar

This report refers to the theoretical review on the importance of constructing the curricular adjustments necessary to strengthen the school trajectories of young people in contexts of confinement. It focused on an educational center in the youth and adult modality that has particular characteristics. There is a need to develop school alternatives so that young people who remain out of school are included to complete their schooling. It is important to think about the need to look at the learning processes of young people who, although they have completed and certified their primary education, have not managed to develop basic literacy skills. This situation, which is present every day with more impact in all the educational institutions of the system, makes us reflect on how this modality should absorb this population and define a new instance of accreditation for these young people.

TRAJETÓRIAS EDUCACIONAIS PÓS-ESTRUTURALISTAS: NEGRITUDE E TRANS-MASCULINIDADE NAS ESCOLAS

This article arises through the biographical method applied to data collected in field research carried out with two black subjects, with male gender identity. Here, educational aspects that are intertwined with notions of race and gender will be gathered. To analyze the roles assumed by language in the action of construction of these subjectivities in contact with educational ideological devices. The professional performances of educators are analyzed as agents that produce perceptions of themselves and the world for subjects whose school trajectories are marked by repression. Violence appears as an epiphenomenon of violence internalized by raped students. One of the main inferences of violence found is through interpellations that interfere in the formation of the psychic life of subjects crossed by race and gender. The structuring national bases of eugenic public policies also appear as precursors of age-grade distortions and low educational esteem of trans blacks in schools.

Trajetórias escolares de estudantes do Ensino Médio do Colégio Pedro II: um estudo exploratório sobre repetência

Abstract This article investigates how repetition occurs at Colégio Pedro II (CPII), an ensemble of federal public schools considered of excellence, which has sought to democratize access to underprivileged groups through a series of inclusion initiatives. The study uses longitudinal data from 2015 and 2017 Censos Escolares to analyze if a cohort of high schoolers' school trajectories is associated with specific social characteristics. The main results indicate that repetition tends to limit the democratizing and inclusive effects of actions adopted by CPII in the last 30 years, which primarily affect black men with an age-grade gap. The results reaffirm repetition as an excluding practice that broadens social and educational inequalities.

School trajectory of Pedro II High School: an exploratory study on repetition

Resumo O objetivo do artigo é investigar como se opera a repetência no Colégio Pedro II (CPII), um complexo de escolas públicas federais consideradas de excelência, que vem buscando democratizar o acesso a grupos sociais desfavorecidos por meio da adoção de uma série de iniciativas de natureza inclusiva. Para verificar se a trajetória escolar de uma coorte de estudantes do ensino médio está associada a determinadas características sociais, o estudo faz uso de dados longitudinais dos Censos Escolares de 2015 a 2017. Os principais resultados indicam que a repetência tende a limitar os efeitos democratizantes e inclusivos das ações adotadas pelo CPII nos últimos 30 anos, ao atingir majoritariamente estudantes do sexo masculino, negros e com defasagem idade-série. Os resultados reafirmam a repetência como uma prática excludente que amplia as desigualdades educacionais e sociais.

On Finding Shortest Path Over Vocational High School in Yogyakarta Based on Graph Theory Algorithm

Finding shortest path is one of problem in graph theory. This research aims to apply the Dijkstra algorithm in determining the shortest route for State Vocational School (SMK) students throughout Yogyakarta. State Vocational Schools throughout Yogyakarta have several locations spread across various regions, and determining the shortest path is crucial for the efficiency of students' time and transportation. Dijkstra's algorithm was chosen because of its ability to find the shortest path in a weighted graph, which can be applied to complex networks of school trajectories. The research method involved collecting geographic data on schools, available transportation, and distance between locations. This data is used to build a weighted graph that represents the transportation network between State Vocational Schools throughout Yogyakarta. The implementation of Dijkstra's algorithm is then carried out using python programming language. We hope that the research results can provide mapping of the shortest routes between schools, minimize student travel time, and increase transportation efficiency. The practical implications of this research include the development of an information system or application that can help students, teachers and schools in planning daily trips. Apart from that, the research results can also be a basis for developing methods for determining the shortest route in the context of other schools or similar environments.

Are family-teacher communication quality and child and family characteristics associated with head start children's classroom engagement? It's complicated

Children's classroom engagement during the first years of formal schooling is foundational to their academic success. Previous research has found that the quality of communication between parents and teachers as well as child and family characteristics are associated with children's engagement scores in the classroom. However, research remains limited, and most has been conducted among middle and high school students. Even less is known about the role of communication quality between parents and teachers on children's classroom engagement during preschool, when children are encountering the formal education system for the first time and the foundation for their school trajectories are being laid. This study explores the association between parent-teacher communication quality and child and family characteristics on the classroom engagement scores of 326 low-income, ethnoracially and linguistically diverse children attending Head Start, using a teacher and observer-rated measure of child engagement. Results showed that when teachers perceived having a high-quality communication with the child's parent, the child was rated to be more engaged in the classroom by both their teachers and independent observers. However, parent and child characteristics (i.e., parent race/ethnicity, children's English language skills, child gender, and child age) were only significantly associated with children's classroom engagement when rated by their teachers but not by independent observers. These findings suggest that building relationships with families early on might be a promising way that schools can support the wellbeing of minoritized children.

The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary

In today’s fast-paced digital world, keyboard-based writing has become a key component of daily communication, with students engaging in keyboarding early in their school trajectories. Nonetheless, there’s a lack of systematic studies investigating individual-level factors impacting keyboard-based writing and relationships with the writing instruction typically provided in primary school settings. Using multilevel modelling the current study examined student-level predictors of keyboard-based writing quality and fluency in Year 2 Australian children (N = 544), including keyboarding automaticity, spelling, reading skills, executive functioning, writing attitudes, gender; and classroom-level (N = 47) variables predicting keyboard-based writing, such as teachers’ preparation and instructional practices for writing. Results revealed that keyboarding automaticity, spelling, word reading, general attitudes toward writing, and gender were uniquely related to compositional quality. Keyboarding automaticity, word reading, and gender were also uniquely related to compositional fluency. Results also showed that female students outperformed their male peers in keyboarding automaticity, compositional quality and fluency, but also on attitudes toward writing and reading comprehension. For classroom-level factors, findings showed time teaching keyboarding positively related to compositional fluency and time teaching handwriting negatively related to compositional quality and fluency. Interactions were also found between gender and time teaching keyboarding, teaching revision and planning strategies, and specific student-level factors. The novel findings from this study suggest that, to support Year 2 students’ keyboard-based writing, attention must be placed on multiple components predicting students’ writing performance.

School Memories about Homophobic Bullying: A Study Based on Cultural-Historical Psychology.

The expression of homophobic violence in schools reveals the urgency of an analytical approach to debate the impact of this phenomenon on students' mental health. This article seeks to debate and better comprehend school memories from young gays, lesbians, and bisexuals, as well as to discuss how homophobic bullying affected their school trajectories. This study is based on cultural-historical psychology in intersection with gender and sexuality studies. In-depth online interviews were conducted with three young subjects who identified themselves as non-heterosexual. The interviews were recorded, transcribed, and analyzed through the analytical discourse tool defined as Nuclei of Meanings. The results were organized in two topics of discussion: (a) the problems associated with non-heterosexual identity in schools; (b) the search for other ways of experiencing sexual identity in school. Throughout the article, reflections were held about the challenges participants had to deal with in order to regularly attend school and be educated, as well as the obstacles they faced in building their own ways of recognizing their sexual identity. The unique ways in which these young subjects took a stand in the face of homophobic situations show new methods to create educational interventions in order to include sexual diversity and openness to different possibilities of being and acting.

Socioemotional aspects in the school trajectory and effects on academic performance

This study focuses on exploring the socio-emotional aspects of the school trajectory and its impact on the academic performance of students. It is recognized that socio-emotional aspects play a crucial role in the development of students, not only in their general well-being, but also in their academic performance. Understanding how these aspects influence the school trajectory is essential to implement effective strategies to support and promote academic achievement at the high school level. Through an exhaustive review of the scientific and academic literature, the different socio-emotional aspects that can affect the school trajectory and academic performance of students are analyzed. Key variables such as socio-emotional well-being, anxiety, stress and emotional intelligence, and their relationship with academic performance, are examined. The findings highlight the importance of socio-emotional well-being in the school trajectory. Students who experience greater social-emotional well-being show greater motivation, commitment to learning, and better academic results. In addition, it is identified that elevated levels of anxiety and stress can have negative effects on academic performance, affecting attention, concentration, and memory of students. On the other hand, the role of emotional intelligence in academic performance stands out, since students with more developed skills in this area tend to show greater commitment and obtain better results in standardized tests. Recommendations are proposed to improve academic performance in high school, such as implementing social-emotional education programs, providing emotional support and counseling, promoting a positive school environment, setting realistic goals, and fostering collaboration between parents, teachers, and students. These recommendations aim to strengthen the emotional and social health of students, providing strategies and tools that allow them to face academic and socio-emotional challenges effectively.

Digital competences in chilean Year-1 university students from technical-vocational secondary education (TVSE) and scientific-humanistic secondary education (SHSE).

Digital competences are widely regarded as the key competences as defined by various international organizations, such as the European Commission (2018) and the OECD (2022). Given their paramount importance across all facets of contemporary society, a thorough examination of their developmental aspects becomes imperative. The study was conducted at a Chilean state-run university, which stands as the second largest institution in terms of student enrollment. Utilizing a quantitative survey-based methodology, this research study seeks to characterize the level of digital competences among Year-1 students pursuing undergraduate programs. Furthermore, it aims to compare the competence levels of two prominent student groups, distinguished by their distinct secondary schooling pathways, namely, technical-vocational education (TVSE) and scientific-humanistic education (SHSE). For the purpose of data collection, the CompDig-Ped test, aligned with the European framework for digital competences (DigComp), has been employed as the research instrument. The key findings of this study underscore significant disparities in digital competence levels between students originating from SHSE and TVSE secondary school trajectories, with TVSE students demonstrating comparatively lower levels of digital competence. These outcomes are congruent with existing research, which highlights the challenges encountered by technical-vocational secondary education in Chile over an extended period of time.

Gabria’s life: young adults with a disability in the transition to adulthood

Transitioning to adulthood is a dynamic period in life, in which significant decisions are made in several domains. In this study, we investigate the transition into post-secondary life of young adults with an intellectual disability who have followed an inclusive school trajectory in Flanders (Belgium). We aim to clarify the significant elements of this transition when the known structures of school disappear. As a method, we ‘walk-with’ Gabria and connect three events of her life story with the concepts of desire and support. Gabria demonstrates the importance of starting from desire as an affirmative force, as she resists making disconnected choices and wants to be approached as a person with the aspiration to work, living alone and have a relationship. Furthermore, support in the current care systems seems too restricted to one specific policy domain into which these young adults need to fit. Interagency commitment and coordination are crucial for a holistic approach to young adults with an intellectual disability. To see Gabria fully implies starting from her needs and desires, and taking account of her difficulties and the support needs for her and her network by drawing on local knowledge.

Profile of the Applicant to Pedagogy Programs and Attracting Academically Talented Students in a Context of Greater Incentives to Demand

Based on the information from the 2020 admission process to Chilean Universities, this article explores, through descriptive and inferential statistical analyses, the profiles of students who apply and enroll in Pedagogy programs, according to their socioeconomic attributes and school trajectory. Among the main findings, together with a historical female presence, there is a predominance of students who even showing a good school performance during High School, do not achieve good results in the university admission tests. The conclusions highlight that, despite the new provisions and incentive policies, pedagogy programs are still not able to attract academically talented students.

School Trajectory of Elementary Newcomer Students: Early Tracking System and Norm Accommodation

Abstract The increase in the number of newcomer students in countries across the world has underscored the importance of effective transition strategies in education. Many students encounter difficulties in acquiring academic knowledge due to initial limited language skills in the school language. Implementing appropriate strategies to facilitate this transition has shown positive outcomes. However, some obstacles remain to be addressed for newcomer students. In the Netherlands, standardized tests are utilised to monitor the academic progress of all students and determine the appropriate educational pathway. Our study, based on longitudinal assessment data from 51 newcomer elementary school students and 74 of their classmates, sheds light on how this system interacts with the transitions of newcomers. While newcomer students made greater progress compared to their peers, we found that their results were influenced by the application of test norms designed for younger age groups. The insights from this study provide valuable perspectives on educational pathways for newcomer students and prompt us to reconsider the implications of norm accommodation for these students. It highlights the needs to implement practices that enable newcomer students to effectively pursue their academic aspirations.

Entrevista con el Dr. Ragueb Chaín Revuelta. Perspectivas y Tendencias sobre la Deserción, el Abandono y la Expulsión Escolar

he study of dropout has become of vital importance and nowadays special attention is being paid to it. In the definition of strategies to help reduce this problem, there is a need to define school dropout and dropout, as well as to make an exhaustive reflection on the causes that originate it, in order to generate actions to support students at all educational levels, according to their real needs and in a prompt and equitable manner.Dr. Ragueb Chaín Revuelta proposes to differentiate between the terms desertion, abandonment and expulsion, since they have different implications when talking about the causes that lead students to stop their studies at different educational levels and contexts. Dr. Chaín places special emphasis on how the causes are often determined by the configuration of the person who studies them, attributing their origins to the vision of the researcher's profession. Likewise, he urges to investigate the subject using current tools, such as artificial intelligence, to have a more concrete picture, avoiding the incorporation of too many variables in school trajectories. He recommends "that school administrators and directors responsible for educational programs have an attitude for early identification of risks".

Birthweight, gestational age, and early school trajectory

BackgroundBirthweight and gestational age are important factors of not only newborn health by also child development and can contribute to delayed cognitive abilities. However, no study has analyzed the association of birthweight and gestational age with school trajectory measured simultaneously by school entry, grade repetition, and school dropout. This study aims, first, to analyze the association of birthweight or gestational age with school entry, and second, to explore the relationship between birthweight or gestational age and grade repetition and school dropout among children in Ouagadougou, Burkina Faso.MethodsThis study used longitudinal data from the Ouagadougou Health and Demographic Surveillance System. Our samples consisted of children born between 2008 and 2014 who were at least three years old at the beginning of the 2017–18 school year. Samples included 13,676, 3152, and 3498 children for the analysis of the school entry, grade repetition, and dropout, respectively. A discrete-time survival model was used to examine the relationship between birthweight or gestational age and school entry, grade repetition, and dropout. The association between birthweight or gestational age and age at school entry were assessed using a Poisson regression.ResultsThe incidence rate of school entry was 18.1 per 100 people-years. The incidence of first repetition and dropout were 12.6 and 5.9, respectively. The probability of school entry decreased by 31% (HR:0.69, 95%CI: 0.56–0.85) and 8% (HR:0.92, 95%CI: 0.85–0.99) for children weighing less than 2000 g and those weighing between 2000 and 2499 g, respectively, compared to those born with a normal weight (weight ≥ 2500 g). The age at school entry of children with a birthweight less than 2000 g and between 2000 and 2499 g was 7% (IRR: 1.07, 95%CI: 1.06–1.08) and 3% (IRR: 1.03, 95%CI: 1.00-1.06) higher than children born at a normal birthweight, respectively. Gestational age was not associated with school entry or age at school entry. Similarly, birthweight and gestational age were not associated with grade repetition or dropout.ConclusionThis study shows that low birthweight is negatively associated with school entry and age at school entry in Ouagadougou. Efforts to avoid low birthweights should be part of maternal and prenatal health care because the associated difficulties may be difficult to overcome later in the child’s life. Further longitudinal studies are needed to better understand the relationship between development at birth and school trajectory.