Learning Of Young People Research Articles

Rethinking digital biopedagogies: How sociomaterial relations shape English secondary students' digital health practices

It is widely recognised that while many young people in high-income countries are active users of digital health technologies, their engagement can be short term. In this article, we draw on feminist materialism theory to analyse findings from the two qualitative phases of a mixed-methods three phase study of English secondary students' digital health practices. Bringing together work on biopedagogies alongside more-than-human thinking, we analyse our participants' accounts of their intra-actions with human and nonhuman affordances and materialities. Our findings reveal how young people's capacity for navigating the digital health landscape and translating knowledge into health practice is highly contingent on the complex engagement of different actors in digital health assemblages, including more-than-digital relational connections. Our study found that key human actors – typically in face-to-face settings – were crucial in doing the affective work necessary to guide adolescents through the tensions and conflicts they experienced when dealing with competing knowledges and expectations. The research underlines the ways in which feminist materialism perspectives can supplement scholarship on biopedagogies, specifically contributing to the theorising on young people's learning and embodiment through digital practices.

The impact of different family socio-economic classes on the use of Internet learning by adolescence in two regions, Europe and China

Society is evolving rapidly, families from different socio-economic backgrounds also influence the learning of adolescence, to the extent that access to a proper education as well as access to better learning opportunities is another way of proving the socio-economic status (SES) of the family. Similarly, the spread of electronic information technology is something that every adolescence is exposed to, and the role that electronic technology plays in family learning has received more attention from society, with different family socio-economic status having a clear impact on the networks that adolescence use for learning. Another manifestation of the family life environment is the socio-economic situation of the family. It will depend on the material conditions of the family can reach a different manifestation and family-led activities available to parents to help support their adolescence. In other words, the socio-economic status of the family will affect the learning and academic performance of adolescents in different families. How families from diverse socio-economic status influence the internet used by adolescence for learning will be the topic of this study. The Internet does not necessarily reflect effective in helping adolescence to learn, but it can also distract them from their studies. Parents from different socioeconomic backgrounds, each with different levels of education, different educational habits, and different experience with emerging technologies, influence the impact of adolescents' use of the Internet for help. During the COVID-19 pandemic, the impact of families across all classes on young people's learning was, and still is in some regions, also critical to their academic success.

O7-3 Young people Living, learning and growing - the impact of a year on independent boarding schools

BackgroundThis paper outlines a mixed methods research study conducted at three independent boarding schools (a uniquely Danish type of residential setting for young people between the ages of 14 to 18) that all focus on sport and physical activity. In total independent boarding schools attracts more than 30.000 students per year, which makes it a very popular choice for young people. Interestingly, this particular type of schools have not been researched much.This study aims to provide an insight into the special qualities of Danish independent boarding schools and explore how a focus on sport and physical activity in relation to personal development of young people plays a role at three of these schools.MethodsThe analyses are based on an online survey distributed to 1020 students at the participating schools in March 2019. In total, 865 students answered the survey. The purpose of the survey was to collect quantitative data on background issues, the students' motives for choosing independent boarding school life and to gain an insight into what the students' perceived as the special qualities of living on such a school - typically for one year. The quantitative findings are enriched by empirical findings and conclusions from qualitative data generated via six MSc theses.ResultsThe survey results show that students to a great extent choose an independent boarding school based on the sports program (73%), facilities (69%) and sport performance levels (51%). The students point out getting new friends (92%), being a part of a community (92%), learning to collaborate (91%) and solving conflicts (88%) as some of the special qualities of life at independent boarding schools. The qualitative analyses reveals that sense of community, social interaction with fellow students and the relationship between teachers and students are perceived as the main qualities of this type of school life. Furthermore, the analyses points out that sport and physical activity can both hinder and promote qualities as the ones mentioned.ConclusionThe study contributes to new and important insights into a popular and unique type of school in Denmark, but more research is undoubtedly needed.

“I Didn’t Have the Language”: Young People Learning to Challenge Gender-Based Violence through Consumption of Social Media

In recent years, young people in Australia and abroad have taken to social media to express their concerns about the violent behaviour of their peers, and to share content that challenges the causes of gender-based and interpersonal violence. From launching policy-changing petitions to responding to and engaging with online campaigns, young people are pushing action and momentum from generational changes in feminist movements. Young people have their own contexts and influences that affect understandings and responses to gendered inequality and violence. This paper discusses the findings of nine focus groups with 32 young people who share content online about preventing gender-based violence, exploring their perceptions on their reasonings for using these tools and how they came to assumptions about gender inequality. It explores the contexts that young people in Australia draw upon to challenge existing gender inequalities and their reasonings for using social media to share ideas about preventing violence with others. The findings of this paper, thus, have implications for how young people are engaged in the primary prevention of gender-based violence, suggesting better use for social-media-campaign content engagement.

Austrian schools in the COVID-19 pandemic era

Like many other school systems around the world, Austrian schools were crippled by the COVID-19 pandemic for an extended period of time. In 2020 and 2021, students in Austria spent between 40% and 60% of their school days in (partial) distance education. After explaining the main features of the Austrian school system, this paper provides a comprehensive overview of Austrian pandemic management in the school sector in 2020, 2021 and early 2022. In a further step, the most important empirical research findings on key effects of school closures and COVID-19-related changes on the learning and well-being of children and young people are compiled and summarized. Furthermore, the paper examines how teachers and parents in Austria have coped with this new situation. Finally, the main features of Austrian pandemic management in schools and a number of implications for future school practice and research are discussed.

Community solutions for schooling engagement: Two Australian case studies

ABSTRACT This paper draws together data from two projects on schooling dis/engagement in Australia. One project focused on mainstream schools and the strategies employed to retain and engage young people in learning, whereas the other explored the growing sector of alternative/flexible education for similar solutions. We found interesting parallels. For example, rich, relevant curricula delivered through innovative pedagogies alongside positive staff/student relationships were key elements in schooling engagement across both sectors. Those findings have been published elsewhere. This paper focuses on the contributions to schooling engagement that may be derived from mutually beneficial school/community relationships. Here, we examine one mainstream high school and one flexi secondary school, both situated in remote geolocations, that established bespoke school/community partnerships in response to local needs. The data from each site provide blueprints for other schools that wish to tap into the wealth of human and material support systems in their own local areas.

Rethinking civic education in the digital era: How media, school, and youth negotiate the meaning of citizenship

This study clarifies the evolving notion of civic education that resulted from technological advancement. We investigated Singaporean young people's views on civic education by contrasting the roles of schools, families and friends, and social media in shaping their understanding. Through focus groups, we found that there are contentions on the definitions, approaches, and meanings of civic education. We conclude that in view of the inevitable diversity digital technologies tend to present, young people's civic learning might be limited by the pressure and confusion coming along with the exposure to diverse views, the tendency to retreat from formal politics, and the lack of effective school intervention into the social media space.

Rethinking the classification of games and sports in physical education: a response to changes in sport and participation

ABSTRACT Background Through changing the way games are represented, classification systems have increased possibilities for teaching game forms beyond structured adult and singular official versions of popular sports. At the time of inception, the four-game form approach to classification (target, net/wall, striking/fielding, and invasion games) enabled modified, small sided conditioned games to be adapted to suit individual attributes, whilst reinforcing a core set of tactical and technical elements for transfer. With global shifts in patterns of sport participation, it is timely to review this dominant classification frame and the role it plays within physical education (PE). Purpose This paper proposes changes to classification boundaries around games and sports in PE to establish a classification system that is inclusive of a wider range of games and sports and growing forms of participation that we contend are important for PE. The paper also argues for a broader conceptualisation of tactics, with social, environmental and affective dimensions a focal point for a revised, contemporary classification framework. Methods The paper draws on Bernstein’s notions of classification and frame to explore the pedagogical utility of the dominant games and sport classification used in PE and ways in which it could be revised. Each author independently undertook a structured mapping exercise designed to facilitate exploration and potential classification of a wide range of contemporary activities potentially relevant for physical education. Results The paper proposes the addition of lap or circuit sports, route or journey sports, rush or action sports, stunts or tricking sports and rhythmic or aesthetic sports to broaden the learning and participation possibilities for young people and tune teachers into contemporary movement forms. The paper proposes sample questions that extend the tactical foci inherent in classification to encompass meaning, social, and ecological considerations for learning in PE.

Preservice Teachers’ Online Self-Regulated Learning: Does Digital Readiness Matter?

(1) Background: Teaching in today’s schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers’ digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education.

“It was tough making sure it happened”: SENCo experience of the reality and risk of education and health care plan implementation

ABSTRACT In England, the Special Educational Needs and Disabilities Code of Practice (2015) was heralded as a significant reformation of provision for children and young people with additional and complex learning needs. Effective implementation of the Code requires the key implementers, Special Educational Needs Co-ordinators (SENCos), to develop and negotiate provision in their settings, to interface with colleagues, families and expert professionals, and to apply for and implement Education and Health Care (EHC) plans for the children and young people with the most complex needs. However, whilst this added to SENCo workload and responsibilities, systemic, resource and dominant discourse challenges remained the same. EHC plans have been described as a microcosm of the wider arena of policy and practice. Studies exploring SENCo perceptions of the enablers and challenges, which has import for commissioners and practitioners, are limited. This article presents part of a mixed-methods study which examined SENCo perceptions of the salient external and internal influences on EHC plan implementation. Integration of the analysed data sets uncovered themes related to purpose, support, communities of learning, and relationships. Key recommendations, whose enactment would support and develop SENCos, so they in turn can best promote the learning, development, wellbeing and inclusion of children and young people with SEND, and their families, are made. This article closes by proposing that the need for a professional information hub and support mechanisms for SENCos has never been greater.

Equity-Minded Community Involvement and Family Engagement Strategies for Health and Physical Educators

Within the Whole School, Whole Community, Whole Child (WSCC) model, community involvement and family engagement are distinct, yet highly connected components. According to the model, communities and families play a vital role in the learning, development and health of children and young people, with “community” being placed as an additional wrap-around concept within each of the individual WSCC components reflecting its importance. Community involvement suggests that partnerships can be created with schools to share resources and by providing volunteers who can support student learning and health-related activities. Family engagement requires that collaboration exists between families and school staff to benefit student learning, development and health. This article will describe equity-minded strategies for health and physical educators to consider when implementing community involvement and family engagement. Specific considerations for physical education teacher education (PETE) and health education teacher education (HETE) programs are also provided. Additionally, some stakeholder engagement strategies are presented and ideas of how to involve community and to engage families in a school garden project are illustrated as a case study.

Infographics, a better medium than plain text for increasing knowledge.

Infographics in social networks present more elaborate proposals than simple text. In this study we analyze the general patterns of Twitter infographic messages to determine its main characteristics. Subsequently, we conducted a test to compare learning differences when young people use infographics instead of text as a source of information. Our findings suggest that while infographics are more effective than text for digitally mediated learning in young people, an analysis of age and gender subgroups showed that this effectiveness was only statistically significant for older people.

Disease prevention in chemistry, biology and safety classes (by studying the properties of the cyclamen plant as an example)

Current chemistry, biology, and bacteriology classes at school on the preparation of rudimentary remedies for disease (by studying the cyclamen plant as an example) are reviewed. Useful skills in herbal medicine can be taught successfully to students. The study of practical issues of personal safety increases the interest of young people in learning.

PECULIARITIES OF THE DUAL EDUCATION IN GERMANY AS AN IMPORTANT ELEMENT OF PROFESSIONAL TRAINING

The need to reform the higher education system both in European countries and in Ukraine has led to the need to study the leading experience of educational practices of higher education institutions. German education is considered to be one of the best examples of high-quality modern education the practice of which is followed by the whole world. The development of german education is characterized by the transition to a dual system of education which has been successfully used in the country for more than twenty years. And, accordingly, as a result, Germany has shown high results and professional achievements of students as well as one of the lowest levels of youth unemployment. Moreover, the focus on german education is growing due to the successful combination of learning, practice and support for young people in personal and family development. Therefore, the study of Germany's best practices in the field of dual education is an important element in improving the system of Ukrainian and European education. Comparing the systems of dual and traditional learning, we tend to claim that the benefits of dual learning are obvious: 1) learning is as close as it is possible to the demands of production; 2) high employment rate; 3) increasing the diversity of educational programs; 4) more diverse professional development of the student; 5) stimulating business in investing in vocational education; 6) the implementation of scientific research is facilitated by the possibility of using modern production equipment directly in production itself; 7) there is an opportunity to influence the personality of the specialist as well as the formation of the necessary qualities of the employee in the model of the dual system of training; 8) as a technology, the dual system of training increases the motivation and need to obtain the knowledge necessary for professional activities due to the fact that the quality of acquired knowledge will allow to perform highquality duties in the workplace.

The effect of school and peer connectedness on adolescent mental health outcomes during the COVID-19 pandemic: a longitudinal panel survey

BackgroundThe COVID-19 pandemic, school closures, and social distancing measures have disrupted young people's daily routines, learning, and social relationships. We examine the changes in adolescent mental health over time and explore the relationship between how connected students felt to their school and peers before the pandemic and how this affected their mental health during school closures and on return to school. MethodsThis is a longitudinal three-wave panel survey with students aged 13–15 years in 17 secondary schools across the South West of England. Students completed a self-report survey before the pandemic (October, 2019), during the first UK lockdown (May, 2020), and shortly after returning to school (October, 2020). Matched data across all three waves were available for 603 students. Anxiety and depression were measured using the Hospital Anxiety & Depression Scale (HADS). School connectedness was measured using six items adapted from the Psychological Sense of School Membership (PSSM) scale. Peer connectedness was measured using a seven-item subscale as published by Jose, Ryan, and Pryor (2012). The study was approved by the University of Bristol Medical School ethics committee (reference 84883). FindingsThere was an overall decrease in anxiety score from before the pandemic (median 7, IQR 4–11) to during the first UK lockdown (median 6, IQR 3–10). Wilcoxon signed-rank tests indicated that this difference was statistically significant (z=–7·061, p<0·0001). Anxiety levels then increased on return to school (median 8, IQR 4–11), which was also statistically significant (z=6·983, p<0·0001). No changes were observed for levels of depression over the three timepoints. Low school connectedness at baseline predicted a significant increase in anxiety when students returned to school (β 1·33, 95% CI 0·55–2·11; p=0·001). No significant association was found between low peer connectedness before the pandemic and anxiety levels on return to school (β 0·53, 95% CI –0·24 to 1·30; p=0·175). InterpretationOur findings suggest that most students adapted well to school closures, and in fact experienced less anxiety than before the pandemic. Students who reported feeling poorly connected to school before the pandemic are likely to experience higher levels of anxiety on return to school. This study highlights the need for routine mental health and wellbeing monitoring in schools to identify key areas of support and to inform school-based public health interventions. FundingThe National Institute for Health Research (NIHR) School for Public Health Research (SPHR).

DIREITO A EDUCAÇÃO E A UTILIZAÇÃO DA TECNOLOGIA SOCIAL PARA A CONSTRUÇÃO DO CONHECIMENTO NO PROCESSO DE APRENDIZAGEM, INCLUSÃO E CAPACITAÇÃO DE JOVENS E ADULTOS

A educação faz parte do rol de direitos humanos assegurados pela Declaração dos Direitos do Homem de 1948. Apesar do esforço das instituições de ensino e dos profissionais da educação, no Brasil, a maioria de nossos alunos deixam as salas de aula como um grande déficit de conhecimento e em seu processo de aprendizagem, o que vem influenciar na vida pessoal e profissional destes. Neste contexto, a tecnologia social pode diminuir ou eliminar o déficit de conhecimento e aprendizagem, assim como, a capacitação de jovens e adultos. O objetivo desta pesquisa é de verificar qual a importância da tecnologia social para a construção do conhecimento, no processo de aprendizagem e na capacitação de jovens e adultos. A temática é importante porque a utilização das tecnologias sociais para a capacitação profissional de jovens e adultos pode modificar a realidade socioeconômica destes. O método hipotético-dedutivo, neste contexto, oferece os meios de construir, metodologicamente, a análise do tema desta pesquisa e a formação de uma conjectura para responder ao problema inicialmente posto. A problemática desta pesquisa é: Qual a importância da utilização da tecnologia social para a construção do conhecimento, aprendizagem e capacitação de jovens e adultos?

Youth Centres as Foodscapes and Informal Learning Environments in Finland

Although not adequately studied in the research on youth work, food is and has been an integral element of youth centres. This article examines what characterizes youth centres as foodscapes and explores which aspects of youth centres support the food-related learning of young people. We merge the traditions of youth work research, food education and learning. The data of the study consist of two rounds of focus group interviews ( N = 14) conducted with young people aged 13 to 17. The data are qualitatively analysed using the five aspects meal model, which was developed to analyse foodscapes. The results of this study suggest that when youth centres, as foodscapes, are based on the active participation of young people and offer them opportunities to have an influence on the activities and work with peers, it is easier for young people to be inspired and learn.

An Informal Education Intervention in Response to the Covid-19 Pandemic: Homework Mentorships in a Berlin Refugee Shelter

The Covid-19 pandemic and resulting damage is often portrayed in staggering numbers and statistics. This article offers, by contrast, a personal and qualitative account of employees, volunteers, and young residents at a refugee home in Berlin, Germany. Through the story of a boy who has spent the past 4 years in several of Berlin’s 84 remaining refugee accommodations, we examine the inequalities that already existed in Germany and how the pandemic has exacerbated them. To provide ample context, we critically assess the so-called Welcome Classes that children and teens have been attending since their arrival to the country in or around 2015 and argue that the segregation experienced at school mirrors the isolation from the host society that refugees and people seeking asylum are subjected to residentially. We then present an emergency response to school closures: A digital homework mentorship program designed to mitigate the heightened barriers to social interaction and access to education brought about by the pandemic. We explore the sociocultural theory underpinning the program, describe its methods, and offer a qualitative evaluation of the results. Finally, we discuss how the informal education intervention helps fill gaps in the system, offering an approach that can be used going forward to promote learning, social-emotional development, and inclusion of young people with migration and refugee backgrounds.

Parents’ Attitude Towards the Conditions and the Organization of the Educational Process

The article presents how parents evaluate the school, their views on the relationship between their children and the teachers. The family and the school are the two main factors for children's education and they influence learning, personal and social growth of young people. Conclusions are presented based on a survey conducted in early 2020 explaining the perceptions, views and attitudes of parents towards the educational process in a particular school.

ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ПІД ЧАС ВИВЧЕННЯ ДИСЦИПЛІНИ «ГЕОГРАФІЯ СУДНОПЛАВСТВА»

The essence and directions of formation of ecological competence during the teaching of the discipline "Geography of Shipping" in the context of training future specialists of river and sea transport at the Kherson State Maritime Academy are revealed. The article considers the problem of formation of ecological competence, which is a component of ecological culture and an important priority in the training of modern specialists. The authors came to the conclusion that a unified approach to the definition of "environmental competence" and its components in modern science does not exist, so analyzed different approaches to the interpretation of this concept among scientists. The training of future specialists in river and sea transport at the Kherson State Maritime Academy is focused on the fact that they are and will be direct participants in the interaction with the environment. Therefore, the formation of environmentally safe development and safety of navigation is one of the key aspects in the structure of the content of vocational maritime education. The authors emphasize that the training course "Geography of Navigation", which is taught to future navigators, occupies one of the key positions in the formation of environmental competence of future professionals in water transport. Training is carried out with a focus on the "Concept of Environmental Education of Ukraine", so the issue of human interaction and the oceans is cross-cutting in this course. In the process of studying the "Geography of Navigation" much attention is focused on the study of physical and geographical conditions of continents and oceans as integral natural systems. It is indicated that during the teaching of "Geography of Navigation" interactive teaching methods are actively used, much attention is paid to teamwork and the formation of skills to actively use the conceptual and terminological apparatus. It is proved that one of the most effective means of intensifying learning and mental development of young people is to pose a problem. The study emphasizes that environmental competence should be an important priority in the training of modern specialists in river and sea transport. Key words: ecological competence, ecological culture, higher education, competence approach, geography of navigation, river and sea transport specialists, competence.