Cool to Be Smart

Smart Girls ◽  
2017 ◽  
Author(s):  
Shauna Pomerantz ◽  
Rebecca Raby
Keyword(s):  
Academic Success ◽  
School Culture ◽  
Social Transformation ◽  
Academic Research ◽  
Gender And Sexuality

In this chapter, we focus on two themes that offer glimpses into places in smart girls’ lives where possibilities for social transformation might be fostered. First, we explore ways that some of the girls in our study were contesting popular femininity through micro-resistances. These small yet potentially influential challenges to popular femininity help shift the landscape of girlhood by subtly expanding who and what a (smart) girl can be. Second, we focus on the importance of school culture in fostering girls’ comfort with academic success. If the culture of the school was open to less traditional forms of gender and sexuality, it seemed that smart girls had a much better chance of thriving rather than hiding. Finally, we conclude with a renewed call for greater care in making broad statements – in media outlets and academic research – about girls and boys in school. Greater attention is needed to intersections of identity, such as gender, ‘race’, class, sexuality, age, and nationhood, including privileges and disadvantages that cut across these categories.

Predictors of grit: A multilevel model examination of demographics and school experiences

2018 ◽  
Author(s):  
Dana Wanzer
Keyword(s):  
Academic Success ◽  
School Culture ◽  
Multilevel Modeling ◽  
Predictive Validity ◽  
School Engagement ◽  
Multilevel Model ◽  
School Experiences ◽  
School Level ◽  
School Demographics ◽  
And Gender

Much of the research on grit has examined its predictive validity toward academic success; however, little research has treated grit as an outcome. This study uses multilevel modeling to examine how student-level demographics, school-level demographics, and students’ experiences in school predict grit. Results demonstrate that students’ experiences in school—including school engagement, relationships with adults and peers, and school culture—and self-reported GPA were most strongly related to grit, ethnicity was weakly related to grit, and gender and school demographics did not significantly relate to grit. Implications of this research on the potential malleability of grit are discussed.

An Emerging Framework for Inclusive Educational Leadership

2020 ◽  
Author(s):  
Michelle D. Young ◽  
Noelle W. Arnold
Keyword(s):  
Academic Success ◽  
Educational Leadership ◽  
School Culture ◽  
School Leadership ◽  
Developmentally Appropriate ◽  
Well Being ◽  
High Quality ◽  
School Cultures ◽  
Education Experience ◽  
K 12

Ongoing shifts in demographics, knowledge, and expectations require continuous critical reflection on the leadership of K-12 schools. The models of school leadership offered in the past, which focus on management, are no longer adequate. Today, leaders must also ensure that all the students in their care are being provided high-quality, developmentally appropriate, and challenging educational opportunities that prepare each student for college, careers, and life. In other words, leaders must engage in “Inclusive Educational Leadership.” Inclusive Educational Leadership is a reconceptualization of traditional education leadership, which is dedicated to equity, quality and inclusion. We emphasize “inclusive” because it is our contention that providing a quality education experience that is both equitable and fosters equitable outcomes requires an intentional focus on inclusion. Inclusive Educational Leadership has three key areas of emphasis: place, preparation, and practice. Place refers to social practices and policies that reflect competing meanings and uses of spaces, the role people play in a given space and articulations of locations (geographic positions), environments (conditions), and ranks (hierarchies). Preparation refers to education, training and mentoring that is provided to leaders, and practice refers to the work leaders do to cultivate dispositions that support inclusion, support inclusive and culturally responsive practice, and develop an inclusive school culture. The goal of inclusive leadership is to cultivate an inclusive, caring, and supportive school culture that promotes the academic success and well-being of each student. In other words, its goal is to offer more than expectations that lightly touch on all students; its goal is to deliver results for each student. Thus, the work of Inclusive Educational Leadership involves a restructuring of the education experience to prevent marginalization, while creating school cultures based on dignity and respect and focused on achieving equity, high-quality educational experiences, and life success for all students.

scholarly journals Od Hermanna Hoogewega do Hermanna Golluba: Z dziejów Archiwum Państwowego w Szczecinie (Staatsarchiv Stettin). Recenzja monografii Macieja Szukały, Archiwum Państwowe w Szczecinie w latach 1919–1945. Ludzie i działalność, Archiwum Państwowe w Szczecinie, Naczelna Dyrekcja Archiwów Państwowych w Warszawie, Szczecin–Warszawa 2019, ss. 269

Archeion ◽  
2021 ◽  
Vol 122 ◽  
Author(s):  
Krystian Maciej Szudarek
Keyword(s):  
Social Transformation ◽  
Military Service ◽  
Academic Research ◽  
The State ◽  
World War ◽  
The First World War ◽  
History Of ◽  
New Type ◽  
State Archives ◽  
Second World

Recenzowana monografia omawia dzieje Archiwum Państwowego w Szcze­cinie (Staatsarchiv Stettin) w okresie od wybuchu pierwszej wojny świato­wej do zakończenia drugiej wojny światowej. W tych latach dyrektorami archiwum byli kolejno: Hermann Hoogeweg (1913–1923), Otto Grotefend (1923–1930), Erich Randt (1930–1935) i Adolf Diestelkamp (1935–1945). W okresie II wojny światowej, w związku ze służbą wojskową Adolfa Die­stelkampa, funkcje kierownika archiwum pełnili Fritz Morré (1939–1941) i Hermann Gollub (1941–1945). Działalność archiwum została ukazana w monografii przez pryzmat funkcji, jakie pełnią instytucje tego typu (gro­madzenie, przechowywanie, opracowywanie i udostępnianie zasobu), na tle przemian politycznych i społecznych zachodzących w Niemczech. Dużo miejsca autor poświęcił pracownikom merytorycznym archiwum i prowa­dzonym przez nich badaniom naukowym. W tym kontekście ukazał kształ­towanie się nowego typu archiwisty zaangażowanego politycznie, włącza­jącego się w niemieckie badania wschodnie (deutsche Ostforschung). From Hermann Hoogeweg to Hermann Gollub: history of the State Archive in Szczecin (Staatsarchiv Stettin). Review of the monograph by Maciej Szukła, Archiwum Państwowe w Szczecinie w latach 1919–1945. Ludzie i działalność, Archiwum Państwowe w Szczecinie, Naczelna Dyrekcja Archiwów Państwowych w Warszawie , Szczecin–Warsaw 2019, pp. 269 The reviewed monograph gives a description of the history of the State Archives in Szczecin (Staatsarchiv Stettin) from the beginning of the First World War to the end of the Second Word War. Within that period the Archive had following directors: Hermann Hoogeweg (1913–1923), Otto Grotefend (1923–1930), Erich Randt (1930–1935) and Adolf Diestelkamp (1935–1945). During the Second World War Fritz Morré (1939–1941) and then Hermann Gollub (1941–1945) deputized for Adolf Diestelkamp when he did military service. The monograph take a look at how the Archive performed its typical functions (collecting, preserving, processing and providing access to archival materials) in the context of the political and social transformation in Germany. The author puts a lot of emphasis on professional working in the Archive and their academic research to show the emergence of a new type of politically engaged archivist who joined the studies on Eastern Europe (deutsche Ostforschung).

scholarly journals O que querem ensinar do nosso sexo?: a influência do Congresso Nacional sobre gênero e sexualidade nas escolas

2019 ◽  
Vol 12 (1) ◽  
pp. 94
Author(s):  
Felipe Furini Soares ◽  
Gabrielle Chaves ◽  
Jeane Félix
Keyword(s):  
School Environment ◽  
Social Transformation ◽  
Political Process ◽  
School Curriculum ◽  
Gender And Sexuality ◽  
Know How ◽  
On Line ◽  
National Congress ◽  
Do So ◽  
Chamber Of Deputies

Este artigo busca contribuir com o debate sobre gênero e sexualidade nas escolas, além de refletir sobre as implicações que a discussão ou sua ausência se expressam no ambiente escolar e na formação dos/as estudantes. Para tanto, nos debruçamos sobre o processo político de disputa entre grupos conservadores atuantes no legislativo federal, Câmara dos Deputados e Senado Federal, que visam interferir no currículo escolar. Como percurso metodológico realizamos pesquisa documental on-line dos projetos de lei (PLs) entre os anos de 2006-2016, sendo identificados e analisados 06 PLs do Senado e 09 PLs da Câmara. Os dados revelam PLs que atentam contra a discussão necessária sobre gênero e sexualidade nas escolas, mas também identifica projetos que buscam trabalhar pedagogicamente esta temática para transformação social. Cada proposição de PLs tem suas particularidades, no entanto, de maneira articulada podem promover ou silenciar o debate sobre questões de gênero na escola, haja visto que há projetos que interferem na atuação de professores/as, em componentes curriculares, nos conteúdos dos materiais didáticos e no fazer pedagógico das escolas.Palavras-chave: Escola. Gênero e Sexualidade. Projetos de Lei What do they want to teach about our sex? The influence of the National Congress on gender and sexuality at schoolsABSTRACTThis article seeks to contribute to the gender and sexuality debate at schools, and also to reflect on the implications that the discussion or its absence is expressed on the school environment and the students’ education. To do so, we focus on the political process of dispute between conservatives groups operating in the federal legislature, Chamber of Deputies and Federal Senate, that aim to interfere in the school curriculum. To conduct the research was used a online documentary research of bills (projects of laws - PLs) between the years 2006-2016, identifying and analyzing 06 PLs of the Senate and 9 PLs of the Chamber of Deputies. The data reveal bills acts against a necessary discussion about gender and sexuality at schools, at the same time were found bills acts that seek to work this issue for social transformation. Each project has its own particularities; however, in an articulated way they can promote or avoid the debate about gender issues at schools, since there are projects that interfere in curricular components, in the content of courseware and in the pedagogical know-how of schools and teachers.Keywords: School. Gender and Sexuality. Project of Law (Bill) ¿Qué quieren enseñar sobre nuestro sexo? La influencia Del Congreso Nacional sobre género y sexualidad en las escuelasRESUMENEste artículo busca contribuir con el debate sobre la temática gênero y sexualidad en las escuelas, además de reflexionar sobre los impactos que la discusión o su ausencia se expresan en el ambiente escolar y en la formación de los/las estudiantes. Por lo tanto, investigamos El proceso político de disputa entre grupos conservadores actuantes en el legislativo federal, Cámara de Diputados y en el Senado Federal que pretenden interferir en el plan de estudios. Nuestra apuesta metodológica fue la realización de una investigación documental em línea de los proyectos de ley (PLs) entre los años de 2006-2016, en los que identifi camos y analizamos 6 PLs del Senado y 9 PLs dela Cámara.Losdatos revelan PLs que atentan contra la discusión necesaria sobre género y sexualidad en las escuelas, pero también identifi can proyectos que buscan trabajar pedagógicamente esta temática para la transformación social. Cada proposición de PLs tiene SUS particularidades, pero, de manera articulada promueven o silencian El debate sobre la temática de género en la escuela, ya que hay proyectos que interfi eren en la actuación de profesores/as, en componentes curriculares, en los contenidos de los materiales didácticos y en El quehacer pedagógico de las escuelas.Palabras clave: Escuela. Género y Sexualidad. Proyectos de Ley

scholarly journals Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091463
Author(s):  
Mehmet Karadağ ◽  
Fahriye Altınay Aksal ◽  
Zehra Altınay Gazi ◽  
Gökmen Dağli
Keyword(s):  
High Schools ◽  
Academic Success ◽  
School Culture ◽  
Effect Size ◽  
Mixed Method ◽  
Spiritual Leadership ◽  
Leadership Perception ◽  
Basic Objective ◽  
The Impact ◽  
Quantitative And Qualitative Methods

The basic objective of this study is to examine whether there is a relationship between spiritual leadership, school culture, and academic success. The data were collected by mixed method from teachers working in seven high schools and five achievement low level high schools in Şanlıurfa in 2018. The data obtained from the teachers were analyzed using quantitative and qualitative methods. The conducted analyses revealed two important results. First, it can be claimed that as spiritual leadership perception of teachers increase, so does their school culture perception. The second result is the impact of both spiritual leadership and school culture on academic success. Therefore, the impact of spiritual leadership and school culture on two variables (high success, low success) has been examined separately. As the spiritual leadership and school culture perception of teachers increase, so does academic success.

scholarly journals Teaching Social Studies from multicultural perspective: a practical approach to re-fashion African Studies for transformation

2019 ◽  
Vol 6 (1) ◽  
pp. 96-113
Author(s):  
E T Salako ◽  
O A Ojeyibi
Keyword(s):  
Academic Success ◽  
Multicultural Education ◽  
Classroom Environment ◽  
Social Transformation ◽  
Global Education ◽  
Knowledge Score ◽  
Attitude Scale ◽  
Analysis Of Covariance ◽  
School Students ◽  
Language Groups

Currently, global education and global citizenship for social transformation addresses the issues of cordial and harmonious existence of our time. Africa is a multilingual and multicultural continent with about 3.000 ethnic groups and 2000 languages spoken; therefore, introduction of multicultural approach in teaching will ensure effective socialization and transformative education in Africa.  The roots to challenge bias, prejudice and creating classroom environment that reflects the learner’s culture for national unity lies in multicultural education. Multicultural education is a system of instruction which attempts to foster cultural pluralism and acknowledges the difference between race and culture in order to promote societal change and orderliness. This work examined a multicultural educational strategy which could be used in helping students from diverse racial, cultural, ethnic and language groups to experience academic success. Multicultural Concepts Knowledge Test (r=0.82), Multicultural Concept Attitude Scale (r= 0.86) were administered on 251 junior secondary school students from five secondary schools in the south-west region of Nigeria using the simple random technique. Two null hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed using descriptive statistics, analysis of covariance. Treatment had significant main effect on students’ posttest knowledge scores in multicultural concepts (F (2,340) = 5.835; p<.05).  and attitude to multicultural concepts (F (2,340) = 34.055; P<.05). The MCA shows that the cooperative learning group had higher adjusted posttest knowledge score (x =10.14; Dev. =.83) In summary, findings of this study revealed that the cooperative multicultural learning strategy is effective for teaching multicultural classrooms. Therefore, this calls for improved approaches towards teaching by educators in order to bring us closer to the goal of multicultural education     

scholarly journals Law, Gender and Sexuality at the British Library

2015 ◽  
Vol 15 (1) ◽  
pp. 36-44 ◽  
Author(s):  
Jonathan Sims
Keyword(s):  
Academic Research ◽  
Gender And Sexuality ◽  
British Library ◽  
Legal Research ◽  
Legal Studies ◽  
National Training ◽  
Library Collections

AbstractThis article, by Jonathan Sims, is based on a presentation given at the national training day on Law, Gender and Sexuality: Sources and Methods in Socio-Legal Research in May 2014, jointly sponsored by the Institute of Advanced Legal Studies, the Socio-Legal Studies Association and the British Library. The article identifies library collections and resources which, beyond the scope of typical law collections, might be useful for broadly socio-legal academic research on intersections between law, gender and sexuality.

scholarly journals Social transformation of gender and sexuality as viewed by I.S. Kon

2018 ◽  
Author(s):  
Irina N. Tartakovskaya ◽  
Igor I. Lunin
Keyword(s):  
Public Policy ◽  
Social Transformation ◽  
Gender Diversity ◽  
Gender And Sexuality ◽  
Sexual Preferences ◽  
Current State ◽  
Different Types ◽  
Canadian Researcher ◽  
Gender Categories ◽  
Normative Models

The article examines the influence of Igor Kon on many aspects of modern research in the field of gender and sexuality. The authors conclude that it was Igor Kon who identified several key trends describing the current state of gender order in sexuality, namely, individualization and pluralization of cultures and lifestyles. It seems that the better way to speak about sexuality is not to refer to single or “normative models” but about a set of sexualities. In the proposed work, the variety of combinations of different gender identities with a multitude of sexual preferences is shown on the example of the theory of sexual configurations proposed by Canadian researcher Sari van Anders. The article emphasizes that, as I. Kon warned, it is gender relations and sexuality that are currently at the center of the agenda, since many more serious social problems are extrapolated to them. Cultural and, in particular, gender diversity is perceived by many people as the threat of losing the most basic landmarks in an unpredictable and changeable world. The article provides examples of different types of public policy in relation to binary and non-binary gender categories in different countries of Europe, Asia and North America.

scholarly journals Undergraduate Research Communities for Transfer Students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Donna Chamely-Wiik ◽  
Evelyn Frazier ◽  
Daniel Meeroff ◽  
Jordan Merritt ◽  
William R Kwochka ◽  
...  
Keyword(s):  
Academic Success ◽  
Transfer Students ◽  
Undergraduate Research ◽  
Academic Research ◽  
Research Network ◽  
University Of Central Florida ◽  
Retention Model ◽  
New Model ◽  
Retention Models ◽  
Central Florida

Transfer students face many challenges integrating into a 4-year college that affect their retention and success, yet very little research has documented how to create wraparound programming to support them. There remains a need to establish retention models that are adaptable and can serve a variety of students and institutions. The Learning Environment and Academic Research Network (LEARN) Consortium, a partnership of Florida Atlantic University, University of Central Florida, and Western Carolina University whose focus is on engagement in undergraduate research, addressed this need by developing and testing T-LEARN, a new model for a sustainable science, technology, engineering, and mathematics (STEM) retention program specifically for transfer students who have transitioned to a university setting after receiving their associate’s degree at a community college. The new model was developed by adapting a successful retention model for 1st-year students at the University of Central Florida centered around three main pillars: (1) academics/research, (2) mentoring, and (3) community building. In this paper, we describe the development of the T-LEARN model, outline the adaptations made to accommodate the specific needs of transfer students, and present 3 years of implementation data we analyzed to determine what factor(s) most impact transfer student retention and success. Our findings indicate that T-LEARN students’ involvement in research during their 1st year was the most significant factor within the T-LEARN program that contributed to their academic success. Additionally, the majority of these students had continued to do research with the same LEARN program faculty mentor 1 year after the program ended.

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