Towards a collaborative methodology: An ethnography of widening educational participation

2002 ◽  
Vol 29 (1) ◽  
pp. 115-136 ◽  
Author(s):  
Penny Jane Burke
Author(s):  
Simone D. Holligan ◽  
Wei Qian ◽  
Margaret De Groh ◽  
Ying Jiang ◽  
Karen A. Patte ◽  
...  

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.


2009 ◽  
Vol 14 (2) ◽  
pp. 300-331 ◽  
Author(s):  
Shannon Speed ◽  
Maylei Blackwell ◽  
Rosalva Aída Hernández Castillo ◽  
Rachel Sieder ◽  
María Teresa Sierra ◽  
...  

2016 ◽  
Vol 53 (6) ◽  
pp. 685-705 ◽  
Author(s):  
Bárbara Schausteck de Almeida ◽  
Suélen Barboza Eiras de Castro ◽  
Fernando Marinho Mezzadri ◽  
Doralice Lange de Souza

This article explores public expenditure in Brazilian sport from 2004 to 2015 and aims to understand if hosting sport mega-events has influenced investments in different types of sport (elite sport and educational/participation sport). Data were collected through governmental records and examined through descriptive statistics. Positive and negative variations of spending were reported, regarding both the overall budget allocated to sport and among the different types of sport. This study concluded that sport mega-events have influenced the funding of sports programs to some extent, but other aspects of public funding are likely to be more significant influencers on the observed variations. The study also argues that further research on different host countries is necessary to understand the impact of sport mega-events on public sport funding.


2019 ◽  
Vol 10 (1) ◽  
pp. 6-34
Author(s):  
Lucero Ibarra Rojas ◽  
Ezequiel Escobedo Osorio

Intellectual property and cultural policy are essential to the practice of cultural rights, however, in both legal frameworks, indigenous peoples have often found that the state has little consideration for their voices and their world views. In contrast, though no more representative of indigenous perspectives, the social sciences, while engaging with indigenous voices, have often treated them as a source to be appropriated with disregard of their rights and agency. Through an activist and collaborative methodology that includes the concerns of a wide group of indigenous and non-indigenous persons, this article explores how the oral history project of the Fogata Kejtsitani in the Purhépecha community of Cherán, México, contributes to discussions on the appropriation and dissemination of culture. This community has managed the recognition of their right to autonomy, and in so doing, has founded a continuous process of law creation, on which Kejtsitani takes part. La propiedad intelectual y la política cultural son esenciales para la práctica de derechos culturales, sin embargo, en ambos marcos jurídicos los pueblos indígenas frecuentemente han encontrado que el Estado tiene poca consideración por sus voces y cosmovisiones. En contraste, aunque sin ser más representativo de las perspectivas indígenas, las ciencias sociales que se han relacionado con voces indígenas, frecuentemente las han tratado como una fuente para ser apropiada, descartando sus derechos y agencia. A través de una metodología activista y colaborativa que incluye las inquietudes de un amplio grupo de personas indígenas y no-indígenas, este artículo explora cómo el proyecto de historia oral de la Fogata Kejtsitani en la comunidad Purhépecha de Cherán, México, contribuye a las discusiones sobre la apropiación y diseminación de la cultura. Esta comunidad ha logrado el reconocimiento de su derecho de autonomía y, al hacerlo, ha fundado un proceso continuo de creación de derecho del cual Kejtsitani también forma parte.


2017 ◽  
Vol 21 (2) ◽  
pp. 1
Author(s):  
Mabel Andrea Ortiz-Navarrete ◽  
Claudio Heraldo Diaz-Larenas

This article aims to highlight the characteristics of the collaborative methodology for error correction of L2 students’ texts. The article points out the following components: interaction, dialogue, discussion, scaffolding, ZPD (Zone of proximal development), and positive interdependence; these components also favor the active participation of all members of a group during error correction. In addition, the paper emphasizes the way the collaborative work can activate the metalinguistic component, and can enhance the effect of corrective feedback provided by the teacher to a group.


1996 ◽  
Vol 44 (4) ◽  
pp. 675-691 ◽  
Author(s):  
Torild Hammer ◽  
Andy Furlong

In this paper we consider some of the implications of the growth of educational participation for the labour market integration of young people between the ages of 17 and 19 in Norway and Scotland. In particular, we focus on the experiences of disadvantaged youth and assess the extent to which they benefit from participation in post-compulsory schooling. We argue that in terms of success on the labour market, post-compulsory secondary education is only beneficial to those intending to continue into Higher Education. We demonstrate the existence of persistent inequalities among ‘non-traditional stayers’, and show that despite greater access to post-compulsory education, young people from middle class families still retain important advantages in both Norway and Scotland. However, we argue that in Scotland, females and those from less advantaged social positions are more disadvantaged than their Norwegian counterparts.


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