scholarly journals High School Failure, a Systematic Review in the Social Sciences

2021 ◽  
Vol 25 (2) ◽  
pp. 214-225
Author(s):  
Silvana Hernández-Ortiz ◽  
Andrea Precht ◽  
Jean Nikola Cudina
Keyword(s):  
Social Sciences ◽  
High School ◽  
Systematic Review ◽  
Social Exclusion ◽  
School Failure ◽  
Individual Student ◽  
Semantic Maps ◽  
Student Failure ◽  
The Social ◽  
The Individual

Introduction. This study aims to examine the issue of high school failure in social sciences through a systematic review. It aims to provide a critical assessment of research on this subject. It seeks to question the very construct of high school failure, its premises, and the possible consequences from this perspective. Materials and Methods. The research published between 2010–2020, both in Spanish and English in the Scopus and Web of Science databases (Core collection), was considered. A total of 171 articles were identified. After initial screening, 37 papers were finally selected. Semantic maps were created with the Vosviewer. The literature was examined to determine where high school failure is being researched, what type of methodologies are most used and, finally, what impact the research has had on our understanding of this concept. Results. It was found that most of the research on the topic is done in the field of education, and that the methodology used is predominantly quantitative. The different definitions of high school failure tended to attribute its cause to one or more of four reasons: student failure, multicausal phenomena, social exclusion, and finally, disability in the education system. Discussion and Conclusion. It is possible to understand that high school failure is understood and defined as mostly involving studentsʼ responsibility for the academic outcome and achievement obtained. Although studies that cover such factors as a multicausal nature, social exclusion, and the education systemʼs difficulty can be found, the responsibility for failure tends to be attributed to the individual student.

scholarly journals Walory poznawcze kategorii tożsamości społecznej jednostki

1970 ◽  
Vol 44 ◽  
pp. 17-31
Author(s):  
Irena Machaj
Keyword(s):  
Social Sciences ◽  
Social Identity ◽  
Social Exclusion ◽  
The Other ◽  
Social Phenomena ◽  
Research Experiences ◽  
Research Orientation ◽  
Cognitive Values ◽  
The Social ◽  
The Individual

In the article, the author raises the question of what we can get to know or rather what social phenomena we can reach thanks to the studies on the individual’s social identity. The author adopts three essential features of sociological meaning of social identity: concentration on the consciousness part of life, subjective research orientation and the relational character of the individual’s social identity. Cognitive values are presented in the form of explicitly articulated questions, which are posed when we research on the identity of the individual in itself and when it helps to discover the other social phenomena, such as systems of values, mechanisms of the social exclusion-inclusion and mechanisms of the social diversity. Irena Machaj, Walory poznawcze kategorii tożsamości społecznej jednostki [Cognitive values of the category of the individual’s social identity] edited by E. Smolarkiewicz, J. Kubera, „Człowiek i Społeczeństwo” vol. XLIV: Tożsamość i identyfikacje. Propozycje teoretyczne – doświadczenia badawcze [Identity and identifications. Theoretical proposals – research experiences], Poznań 2017, pp. 17-31, Adam Mickiewicz University. Faculty of Social Sciences Press. ISSN 0239-3271.  

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

2021 ◽  
pp. 1-14
Author(s):  
Judith Foggett ◽  
Robert Conway ◽  
Kerry Dally
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Professional Learning ◽  
School Principals ◽  
Individual Student ◽  
Group Model ◽  
Local Management ◽  
Problem Behaviour ◽  
Local Schools ◽  
The Individual

Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

The Everyday in a Time of Transformation: Exploring a Single South African Lifeworld after 20 Years of Democracy

2017 ◽  
Vol 13 (1) ◽  
pp. 32-54
Author(s):  
P. Conrad Kotze ◽  
Jan K. Coetzee
Keyword(s):  
Social Sciences ◽  
South Africa ◽  
South African ◽  
Sociological Research ◽  
Contemporary Debate ◽  
The Social ◽  
The Everyday ◽  
Ontological Turn ◽  
The Individual ◽  
Epistemological Framework

Transformation has come to be a defining characteristic of contemporary societies, while it has rarely been studied in a way that gives acknowledgement to both its societal effects and the experience thereof by the individual. This article discusses a recent study that attempts to do just that. The everyday life of a South African is explored within the context of changes that can be linked, more or less directly, to those that have characterized South Africa as a state since the end of apartheid in 1994. The study strives to avoid the pitfalls associated with either an empirical or solely constructivist appreciation of this phenomenon, but rather represents an integral onto-epistemological framework for the practice of sociological research. The illustrated framework is argued to facilitate an analysis of social reality that encompasses all aspects thereof, from the objectively given to the intersubjectively constructed and subjectively constituted. While not requiring extensive development on the theoretical or methodological level, the possibility of carrying out such an integral study is highlighted as being comfortably within the capabilities of sociology as a discipline. While the article sheds light on the experience of transformation, it is also intended to contribute to the contemporary debate surrounding the current “ontological turn” within the social sciences.

New Outlines of Structural Sociology, 1945–70

2019 ◽  
pp. 63-85
Author(s):  
J.P.S. Uberoi
Keyword(s):  
Social Sciences ◽  
Scientific Theory ◽  
World View ◽  
Empirical Studies ◽  
Point Of View ◽  
Home Rule ◽  
The Social ◽  
The World ◽  
The Individual ◽  
Indian Point

This chapter presents a discussion of international intellectual trends in the social sciences, theoretical and empirical studies in India, the question of independence of mind or home rule in intellectual institutions. Following the swarajist project outlined earlier of viewing Europe and its systems of knowledge and practices from an independent Indian point of view, this chapter is in effect a research outline for a new structural sociology in India. We are introduced to structuralism as it exists in the world, its scope and definition and as a methodology for the social sciences. This is followed by the approach to structuralism as scientific theory, method and as philosophical world view. Finally discusses are the principles of structural analysis, structuralism in language, literature and culture, in social structure, with regard to society and the individual, religion, philosophy, politics, sociology and social-anthropology.

Introduction to the Special Issue on ‘Charisma’

2019 ◽  
Vol 12 (2) ◽  
pp. 99-114
Author(s):  
Maren Freudenberg ◽  
Tim Weitzel
Keyword(s):  
Social Sciences ◽  
Twentieth Century ◽  
Sociology Of Religion ◽  
Special Issue ◽  
Theoretical Approaches ◽  
The Social ◽  
Conceptual Debate ◽  
The Individual

The introduction to the special issue on ‘charisma’ offers a very brief overview of the development of the concept in the social sciences and various critiques and intersecting debates. It casts a close look at Max Weber’s sometimes contradictory use of the concept and the different ways he conceptualized it in his sociology of religion and his sociology of domination. It then examines alternative theoretical approaches to ‘charisma’ that emerge in the course of the twentieth century before outlining this special issue’s contribution to the conceptual debate and the individual articles’ operationalization of the term by viewing charisma as relational, communicative, procedural, as well as related to ideas, practices, and objects.

Today’s Special Guest Star : Aboriginal Studies!

1984 ◽  
Vol 12 (5) ◽  
pp. 35-40
Author(s):  
M. Sisley
Keyword(s):  
Social Sciences ◽  
High School ◽  
New South ◽  
Land Rights ◽  
Education Department ◽  
Aboriginal Community ◽  
South Wales ◽  
The Social ◽  
History Of ◽  
History Teacher

It is a western New South Wales High School with strong winter sunshine filling the classroom. The teacher moves nervously in from the brick corridor with its interchangeable Education Department prints, and stands just inside the door.“Right, pay attention please,” the Social Sciences and History teacher says. The group gives the teacher their concentration because they have come to expect interesting and controversial work in these sessions. Even though a few of them are tired and full of canteen lunch, they turn in their seats and begin to chew on the ends of biros.“This afternoon we have a visitor to the school who I am sure most of you know. She is here to help you…understand and come to grips with the Aboriginal Studies segment of your work…and she’ll probably straighten me out on a few points where I might have gone wrong, too, so I’ll ask you to pay attention to Mrs Copago and save your questions up for a minute or two.”Mrs Copago is a little bit nervous, too, being in the formal atmosphere of the brick blocks, but she has known most of the students since they were drooling, so she quickly relaxes and settles into the task of talking about her culture and her people.There is no shortage of questions from the students, and from the teacher, and they are all anxious to learn. Mrs Copago does not mind the questions that the students have heard at home, and she explains about unemployment and drinking in the light of the area’s history and racism in Australia. She talks about the skills and values Aborigines have that most Australians do not have and she ends on a positive note with hope for the Aboriginal community of the area and for Australia generally. The students and the teacher are well pleased by the session and Mrs Copago challenges them to change their own values and their family’s by thinking about different, equal cultures, land rights and the history of Australia.

How To Make No Sense of Marx

1989 ◽  
Vol 15 ◽  
pp. 105-132 ◽  
Author(s):  
Ernest Mandel
Keyword(s):  
Social Sciences ◽  
Causal Explanation ◽  
Mental States ◽  
Methodological Individualism ◽  
Individual Action ◽  
The Social ◽  
Intentional Explanation ◽  
Individual Actions ◽  
The Individual ◽  
Methodological Collectivism

Professor Jon Elster advances the proposal that Marx – and Marxists–really stand for ‘methodological individualism,’ as opposed to ‘methodological collectivism.’ He defines ‘methodological individualism’ in the following terms: Social science explanations are seen as three-tiered. First, there is a causal explanation of mental states, such as desires and beliefs … Next, there is intentional explanation of individual action in terms of the underlying beliefs and desires … Finally, there is causal explanation of aggregated phenomena in terms of the individual actions that go into them. The last form is the specifically Marxist contribution to the methodology of the social sciences.1

Carl Menger's theory of invisible-hand explanations

2000 ◽  
Vol 39 (4) ◽  
pp. 529-565 ◽  
Author(s):  
Markus Haller
Keyword(s):  
Social Sciences ◽  
18Th Century ◽  
Social Institutions ◽  
Invisible Hand ◽  
The Social ◽  
Self Interest ◽  
The Individual

Carl Menger's theory of invisible-hand explanations is rooted in his methodology of the social sciences. Contrary to his 18th-century Scottish forerunners he explains both the emergence and the persistence of unplanned social institutions exclusively by the individual pursuit of perceived self-interest. Contrary to Hayek's evolutionary functionalism, Menger's theory is not confined to the explanation of efficient or beneficial institutions. And contrary to Buchanan and Vanberg's constitutional contractualism, it does not require that people form stable preferences over rules.

ANALYZING THE AGENT-BASED MODEL AND ITS IMPLICATIONS

2003 ◽  
Vol 06 (03) ◽  
pp. 331-347 ◽  
Author(s):  
YUTAKA I. LEON SUEMATSU ◽  
KEIKI TAKADAMA ◽  
NORBERTO E. NAWA ◽  
KATSUNORI SHIMOHARA ◽  
OSAMU KATAI
Keyword(s):  
Social Sciences ◽  
Internal Structure ◽  
Design Methodology ◽  
Social Systems ◽  
Agent Based Model ◽  
Social Phenomena ◽  
Agent Based ◽  
Individual Level ◽  
The Social ◽  
The Individual

Agent-based models (ABMs) have been attracting the attention of researchers in the social sciences, becoming a prominent paradigm in the study of complex social systems. Although a great number of models have been proposed for studying a variety of social phenomena, no general agent design methodology is available. Moreover, it is difficult to validate the accuracy of these models. For this reason, we believe that some guidelines for ABMs design must be devised; therefore, this paper is a first attempt to analyze the levels of ABMs, identify and classify several aspects that should be considered when designing ABMs. Through our analysis, the following implications have been found: (1) there are two levels in designing ABMs: the individual level, related to the design of the agents' internal structure, and the collective level, which concerns the design of the agent society or macro-dynamics of the model; and (2) the mechanisms of these levels strongly affect the outcomes of the models.

Epidemiology and the Scientific Method

1982 ◽  
Vol 12 (4) ◽  
pp. 659-666 ◽  
Author(s):  
Alan F. Chalmers
Keyword(s):  
Social Sciences ◽  
Community Health ◽  
Scientific Method ◽  
Deep Understanding ◽  
Radical Change ◽  
Social Phenomena ◽  
The Social ◽  
Modern Physics ◽  
The Individual ◽  
Made In

This article refutes the claim that the field of epidemiology and community health would benefit from the application of the scientific method. It is argued that the methods of physics are not appropriate for other disciplines. When applied to the social sciences, positivism is a conservatizing force, causing theory to become based on a mere description of social phenomenon. Since it cannot lead to a deep understanding of social phenomena, positivism is incapable of revealing ways in which society could be radically changed. Moreover, such theory is far from neutral. Rather, it is formed and influenced by the forms of life experienced and practiced in the society. This is illustrated by an analysis of the origin of modern physics at the time when society was changing from a feudal to capitalist form of organization. It is concluded that advances will be made in epidemiology and community health when this field breaks from its focus on the individual and incorporates class into its analysis. However, given the interconnection between social structure and social theory, resistance to such a radical change can be expected.

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