Everyday School Life Research Articles

Daily routine of Polish school from the perspective of students with the migrant background. “Hearing their voice” research results

The aim of the article is to present selected results of research on the experience of everyday routine in Polish schools by students with a migrant background (from Ukraine (including from Crimea), Belarus, Chechnya, Georgia) and optimization of its operation. The theoretical field for research was Alfred Schütz’s concept of everyday life (2008), Geert Hofstede’s theory of cultural dimensions (2010) and some analyses of school everyday life (Krzychała, 2010, Cierzniewska, 2014, etc.). The research was participatory. It consisted of two stages (educational workshops and narrative interviews). Twenty people aged 10 to 14 years old attending four public elementary schools took part in it. The research results indicate that students with the migrant backgrounds positively perceive Polish schools (peers, teachers, their space, etc.). Despite the fact that in the initial period of education they experienced language and educational difficulties, discrimination from their peers, they spent time mainly in the company of their own group, etc. The research participants revealed a huge personality potential. However, their narratives shown that optimizing the education and integration processes of children and youth with a migrant backgrounds requires help from the teaching staff (e.g. teachers, intercultural assistants) and peers. Some learners felt the lack of adequate support.

Use of Telepresence Systems to Enhance School Participation in Pediatric Patients with Chronic Illnesses Involving the CNS

Abstract: Background: Due to hospitalization, medical treatment and/or rehabilitation stays, children and adolescents with diseases of the central nervous system (CNS; e.g. tumors, epilepsies or traumatic brain injuries) often cannot participate in everyday school life to the same extent as their peers. To counteract social isolation and negative consequences (e.g. lack of a sense of belonging, reduced well-being and self-esteem, more frequent class repetitions or low educational attainment) telepresence systems are increasingly being discussed as a way to enable participation for children and adolescents with chronic illnesses. Method: This paper presents different telepresence systems and their advantages and disadvantages, effects of use, and potential difficulties. Conclusion: Telepresence systems offer an innovative and promising perspective to enable patients with CNS-associated diseases to participate in everyday school life.

The importance of the environment in everyday school life

It is relevant that the study presented presents an analysis of the main methodologies used in the education of students that emerged in Elementary School, having as a model the theme, The Environment in School Daily Life and its Active Methodologies. The study aims to evaluate the results by the capacity of the students acquired Environment in the Daily School Life of these deaf students, through active methodologies. The student is encouraged to take an active and responsible stance in their learning process, seeking self-regulation and meaningful learning. Learning methods and techniques that stimulate student-teacher and student-student interaction, teaching materials and resources and handouts, almost always, in collaborative learning, taking the student to be responsible for the construction of their knowledge. Based on this premise, we will present a qualitative research and significant results. Expand our information through field research by observation studies and studies, expanding experiences with students emerging from a state school in Manaus. Therefore, we will present some methodologies, among which are Recycle, Reuse and Reduce solid waste. It was found that the methodologies used are oriented according to child-centered learning theories. In this investment in the deaf and their registration, student, context, thus, the service to useful services for stimulation and development is essential. Based on the evaluation of the results by the applicability of the environment themes obtained in the school routine, and the uses of active methodologies, to propose a new method of study to train deaf students. We will seek the best way to work as methodologies in the training of the deaf subject. It was verified the use of the methodologies that motivate the use of the methodologies that motivate the use of their disks and the direction of solutions to make an impasse and promote their development, which is an adequate and necessary instrument for a new learning. It is concluded that the teaching and learning process with deaf students still lacks research opportunities aimed at the adoption of new techniques that favor learning at better levels of qualification for the child.

Discrepancies between CLT Principles and the Romanian Language and Literature for Hungarian Minority Curriculum and Its Implementation

Abstract The study of the Romanian language and literature is a compulsory subject for students of Hungarian minority in Romania. However, the most effective language learning methods and paradigms take into account and exploit students’ language awareness and linguistic repertoire. Such a didactic approach builds on students’ language skills and teaches children to use their language resources through teaching situations embedded in everyday school life that focus on observing and comparing different languages. In recent years, there have been several attempts to bring about a paradigm shift in the teaching of the Romanian language and allow Hungarian students to learn Romanian as a foreign language. However, a significant shift can be observed between the levels and contents of the 4th-and 5th-grade textbooks, causing serious difficulties for 5th graders. Our study presents the initial stage of a textbook analysis. We examine the extent to which the available textbooks for the 5th grade follow the methodological changes in communicative and post-communicative language teaching and the extent to which they take advantage of the language opportunities provided by students’ linguistic repertoire.

La importancia de la política de cuotas y los desafíos de la permanencia de los estudiantes de cuotas en la visión de jóvenes estudiantes del campus IFFluminense Itaperuna

As a result of a research carried out with young students of the Integrated Technical Courses of Itaperuna campus at the Instituto Federal Fluminense, this article discussed the importance of quotas in teaching, and raised questions regarding the challenges that Law nº 12.711/12 posed to the permanence of quota students in the respective institution. Based on 22 interviews, the survey found, first, that a good part of the interviewees had a positive perception of the quota law, seen as an important policy of inclusion and historical reparation. Second, we observed that many of the participants understand that only guaranteeing access with quotas is not enough, as it is also necessary to create effective conditions to ensure the permanence of these students. Finally, among the challenges pointed out to permanence, racism stood out, something that is present in everyday school life and that negatively affects the life of black students, especially quota students, due to the disadvantages arising from racial inequality in the country and the condition of socioeconomic vulnerability.

SPECIALIZED EDUCATIONAL SERVICE AND EVERYDAY LIFE AT SCHOOL

The present article proposes to investigate the daily relationships in the pedagogical work developed between the Common Class and the Specialized Educational Assistance (SEA) in the daily life of a school in the municipal network of Elementary School I. It analyzes the legal attributions of the actors involved, the partnerships developed and possible existing conflicts in the researched field. The study consists of a qualitative approach and literature review to support the analysis of the interviews. The bibliographic study is based on national legislation and the concepts of Mantoan (2010), Ropoli (2010), Machado (2013), Smith (2008), Baptista (2011), among others. Finally, the results indicate that there are no frequent relational conflicts in the articulation of AEE with common education, and the relationship is established in collaborative work, exchange of knowledge and mutual respect, to solve problem situations present in everyday school life.

Classroom participation: Teachers’ work as listeners

ABSTRACT This article examines teachers’ work as part of the everyday life of classrooms, schools and communities—as curriculum design, dynamic pedagogies and as an oeuvre which is assembled over time. One of the hardest aspects of the everyday work of teachers, and perhaps one of the most under-rated and under-studied, is listening, really listening. This article firstly explores the dangers of teachers not listening. Secondly, it highlights the contributions of teacher researchers who take students and their worlds seriously. We argue that teachers listening to students in the context of their communities can underpin responsive pedagogies and creative curriculum design, which in turn can allow students to assemble repertoires of complex communication practices for representation, participation and taking action. Finally, we speculate about how, over time, teachers, as artists, assemble an oeuvre—an assemblage of curriculum design and responsive pedagogies which could inform teacher education and research.

Pädagogisches Strafen und Schweigen. Entstehung und Effekte des Straf-Tabus in erziehungswissenschaftlichen Diskursen und schulischer Praxis

Abstract Pedagogical Punishment and Silence. Emergence and Effects of the Punishment Taboo in Educational Discourses and School Practice Within the last 50 years, penalties have largely been ignored in educational theory formation. In everyday school life, however, punitive practices can be observed on a daily basis. The article deals with the tension between tabooing and practicing in the context of its historical genesis, and at the same time, shows the associated effects using the example of the school field.

Is transition an (adult) problem? – experiences of autistic students during the transition from primary to secondary school

Recent research indicates that the transition from primary to secondary school is an important step in students' lives. Although this step is often expected to be even more challenging for autistic students, there are new hints that the transition could also be an opportunity and not necessarily a negative period. Sixteen autistic students in France were interviewed three times during their first year of secondary school (6th grade) regarding their transition to secondary school. They presented a positive self‐image and preferred secondary school over primary school for various reasons. They focused on their everyday life in secondary school rather than problematising the transition, which in most cases had been planned and prepared by the adults in their life. Their positive experiences and unique views on the transition and the first year of secondary school could contribute to a more optimistic and inclusive transition planning. Therefore, the study provides original accounts from a group of participants who are often neither involved in transition planning nor in transition research.

“I think we have a good time if there are no disputes”: pupils’ dynamic perspectives on being on breaktime

ABSTRACT School climate is crucial for understanding everyday school life. For pupils, breaktime seems to be associated with how they feel about their school climate. To better understand school climate and what social processes pupils address, this study explores pupils’ perspectives on school climate with attention on how they perceive their breaktimes. The study was based on 29 focus group interviews (n = 164) with pupils from two public schools in grades 1–9 (i.e. 7–15 years old). Constructivist grounded theory guided data gathering and analysis. Findings revealed how breaktime was an indicator of how pupils perceived their school climate, but their perceptions were dynamic. We conceptualised breaktime as a social process influenced by three main categories: peer climate, levels of unsafe incidents, and availability of activities. We adopted a social-ecological perspective to conceptualise how pupils’ perceptions of breaktimes varied due to how breaktimes were nested within different social-ecological systems.

Policies and Practices on Intercultural Education in Portuguese Schools

ABSTRACT Intercultural Education focuses on reciprocal relationships and dialogue among people, in contexts where there is a shared understanding and appreciation of different cultures. The northern region of Portugal is becoming a host region for migrants and refugees. This article aims to understand how intercultural policies and practices are being developed in the region’s schools. The study is based on data collected from 13 schools, located in the Metropolitan Area of Porto. We started by analysing 130 School Educational Projects and Annual Plans of Activities. Thirteen schools, with promising approaches on diversity, integration and interculturality, were selected for conducting interviews with school leaders. Results from content analysis of documents and interviews indicate that schools share a general concern about the integration of all students, but do not particularly address minority groups. Diversity is not deemed worthy of particular attention, since it is believed to be already integrated into school everyday life and relationships. Simultaneously, Intercultural Education values exist in policy-level discourses of school leaders, but less in the discourses at the level of intercultural practices.

Writing in Geography Lessons—An Unreflected Routine?

Writing is an integral part of everyday school life and is a relevant didactic tool in geography lessons. Nevertheless, there is still little research on the topic of writing in geography lessons. The study aims to investigate the attitudes towards writing and school practice of geography teachers by analysing qualitative guided interviews. It will reflect on the extent to which teachers ascribe meanings and didactic significance to this language action and implement it in their geography lessons. Teachers see writing in particular as a function of performance assessment and material evaluation and less as a means of subject-specific learning. In addition, the integration of writing tasks in geography lessons is a challenge for them. Research and university teaching should support teachers in cultivating a didactically justified approach to writing tasks and raise awareness among them to the diverse functions of writing.

Student Teachers' Perceptions of the Connection between Literacy, Equality and Digitalization

Digitalization has many implications for the development of equality in societies and is also reflected in education. In a digitalized world, literacy is an essential skill for both individual and societal development. This study explores Finnish student teachers' perceptions of the connection between literacy, equality, and digitalization. The research material consists of professional opinion pieces written by student teachers (N=37). The qualitative study examined student teachers' perceptions of literacy, equality, and digitalization. Student teachers' perceptions concerned pupils' polarizing backgrounds for learning, literacy instruction and the challenge of differentiating classes, deterioration of literacy and other learning, and positive aspects of literacy learning. The results show that student teachers recognize the connection between literacy and digitalization and their broad impact on societal development and equity. As future teachers, they perceived the impact of the development of inequalities on everyday school life and on opportunities to learn key skills as a challenge. The results show that the polarizing starting points for pupils is a worrying trend and challenges the future teacher in a digitalizing world. The results of the study underline that teacher training and teachers are important societal actors and reformers.

Nursing interventions by school nurses in Germany: A cross-sectional study

Nursing interventions by school nurses in Germany: A cross-sectional study Abstract. Background: The internationally established professional profile of school nursing has not yet been implemented across the board in Germany. In model projects and some international schools the feasibility of the concept and the daily work of school nurses in Germany can already be observed. Urgent and currently often unsolved issues in the school setting are the inclusion of chronically ill students and health promotion in the living environment. Aim: The aim of this paper is to describe the interventions of school nurses in everyday school life. Method: Using a standardized online questionnaire, school nurses in Germany were surveyed regarding the activities they performed and their frequency. The data on the activities were collected based on the Nursing Intervention Classification (NIC). Data were analyzed using descriptive statistics. Results: Respondents (n = 25) focused on acute care and health education/promotion. Nursing interventions that have a family or population-based approach are performed only "every 2-3 months" or less by the average respondent. Conclusions: The daily intensive implementation of diverse nursing interventions indicates an urgent need for nursing expertise in schools.

Students’ personality and state academic self-concept: Predicting differences in mean level and within-person variability in everyday school life.

Students’ personality and state academic self-concept: Predicting differences in mean level and within-person variability in everyday school life.

To intervene or not? Professionals' relation to early school leaving in Finnish general upper secondary education

This study aims to understand intervening in early school leaving-related problems at general upper secondary schools in a large Finnish municipality. Sometimes intervening causes a paradoxical situation because professionals follow legislation by providing guidance and support to promote students' progress in their studies but, at the same time, try to strengthen students' wellbeing, which may not always mean continuing their studies in upper secondary school. We focus on professionals’ action and experience which are studied utilising concepts and methodological principles of subject-scientific psychology. The main material of the study consists of recorded and transcribed group discussions with 32 professionals who encounter the phenomenon of early school leaving in their everyday work. The material is analysed qualitatively 1) to identify how professionals perceive the phenomenon as a reason for intervening, and 2) to identify common contradictions they encounter in their everyday work related to early school leaving. The results suggest that professionals understood students' rocky conduct of everyday school life as consisting of 1) choosing the school without thorough consideration, 2) a mismatch of expectations and reality, 3) learning difficulties, 4) problems in social relationships, and 5) difficulties in other life scenes. Further, we identified six common contradictions which related to 1) students' conduct of everyday life, 2) students' broader life trajectories, and 3) professionals' conduct of their professional everyday lives. We argue that it is essential to consider early school leaving situationally, from the standpoint of the subject, instead of specifying risks or statistical probabilities.

Children’s experience of distance learning – the everyday life of first graders

The purpose of this paper is to present the everyday school life of younger pupils in pandemic times. The rationale behind the study (conducted from the child’s perspective) lies in the conviction that minors are active actors who understand and interpret the social reality around them and, therefore, are the most reliable source of information (for adults) on the meaning of everyday situations for them (Corsaro, 2005). The research material was collected through a focus group interview with first grade pupils from selected primary schools in Poland. This helped the authors understand children’s experience of distance learning. Analysis of the collected material reveals the many and diverse experiences children have regarding e-learning. The study makes it possible to identify the main categories impacting their daily school-related activities, the tangible environment that constitutes the physical space behind these activities, and the accompanying emotions.

Teaching Practice with Autistic Children: Challenges and Possibilities

The present work had a general objective to reflect the teaching practice with autistic children and its specific objectives: Discuss autism in education; to know the difficulties of the autistic child in the educational process; to identify the teacher's actions to overcome difficulties in the education of autistic children. This work in terms of its nature was classified as basic research. From the point of view of its objectives, this research was carried out with an exploratory nature, considering that this work is a subject already discussed in society and in academia, but requires further investigation. As for the technical procedures, this research was carried out with a bibliographic nature, where a survey of the subject was carried out in material already published such as books, articles, and periodicals. It is concluded through the theoretical discussion in the work that what is valid in situations of inclusion of autistic children in the educational scope is to love knowledge and test all work methodologies adapting them to each situation. It was also pointed out that there is no ready-made methodology, the web of social relationships in everyday school life is what will permeate the construction of the ideal teaching practice with autistic students.

Promoting Factors of Social Inclusion of Students With Special Educational Needs: Perspectives of Parents, Teachers, and Students

The idea of inclusion in the sense of participatory access to educational opportunities is widely acknowledged and implemented within the pedagogical discourse. Nevertheless, ensuring social participation of students with and without special education needs in learning situations continues to be challenging. The present study examines promoting and hindering factors for social inclusion with a focus on students with special educational needs. Therefore, semi-structured interviews regarding students’ (n = 12 students with SEN, 12 students without SEN), parents’ (n = 24), and teachers’ (n = 6 regular teachers, 6 special need teachers) perceptions of promoting educational characteristics that might influence students’ inclusion in everyday school life are analyzed through thematic analysis. The findings provide a wide range of pedagogical interventions that have the potential to promote inclusive education processes on educational, intrapersonal, and interpersonal levels as well as regarding different actors who are involved.

Historiography of history of Soviet school everyday life

Authors present an overview and analysis of publications of the Soviet and post-Soviet periods of the historiography of Soviet school everyday life. The authors note that in the Soviet period, a significant part of the scientific work focuses on the determining and leading role of the party in the field of school education, the promotion of advanced pedagogical experience in teaching and education, as well as solving the practical problems of public education. In the 1990-ies general education school and school everyday life become objects of interdisciplinary research for scientists representing various scientific fields: historians of education, teachers, philosophers, sociologists, culturologists, etc. It is noted that in the total volume of publications devoted to the everyday life of the school, teachers and students of the Soviet era, scientific works performed by historians make up an insignificant number. The daily life of the Soviet school and Soviet teachers becomes an independent topic for study by Russian historians and representatives of other scientific fields only in the early 2000-ies. However, historians still turn more often to the analysis of state policy in the field of school education, the training of teachers, school history education in the Soviet period, etc. The results of our analysis show that scientific articles, monographs and theses devoted to the topic of school everyday life and everyday life of a teacher of the Soviet era are much less than scientific papers on children’s everyday life. This circumstance, of course, determines the relevance and necessity of comprehensive studies of everyday life of Soviet school, especially on the materials of individual regions of the country.