Center and periphery

2021 ◽  
Vol 7 (1) ◽  
pp. 429-448
Author(s):  
Eli Ben Harush ◽  
Nitza Davidovitch
Keyword(s):  
Educational System ◽  
Equal Opportunity ◽  
Academic Education ◽  
Equal Opportunities ◽  
Educational Discourse ◽  
Academic Achievements ◽  
School Based ◽  
Central District ◽  
Research Findings ◽  
Peripheral Areas

Reducing disparities and equal opportunities between central and peripheral areas is a leading topic in the educational discourse. The current study examines to what degree the Meitzav test, which constitutes a measure of the school’s level (academic achievements and social-academic climate), can bridge the disparities between students of different socioeconomic backgrounds from the perspective of 206 teachers who responded to the research questionnaires. The contribution of the study is in understanding the causes of the disparate grades in the two districts and ways of reducing the disparities. Understanding these factors and detecting them to reduce the disparities between the southern and central district is extremely significant, and their consequences also affect the future acquisition of a secondary education and an academic education. The research findings may have a practical contribution to policymakers in the school-based educational system, with the aim of increasing equality and giving students an equal opportunity to succeed in their studies.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Macedonia Faculties’ Students - “Chrisi Avgi” (Right Party) Followers’ Critique on the Greek Educational Policy

2014 ◽  
Vol 2013 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Kalerante Evagelia
Keyword(s):  
National Identity ◽  
Cultural Identity ◽  
Educational Policy ◽  
Educational System ◽  
Political Party ◽  
Moral Values ◽  
Political Issues ◽  
The Past ◽  
Research Findings ◽  
History Books

AbstractThe present paper is involved with the Pedagogical faculties’ students’ critique on the current educational system as it has been altered after 1981. The research was carried out utilizing both quantitative and qualitative tools. Students-voters participated in the interviews whereas active voters were difficult to be located to meet the research requirements. The dynamics of the specific political party is based on a popular profile in terms of standpoints related to economic, social and political issues. The research findings depict the students’ strong wish for a change of the curricula and a turn towards History and Religion as well as an elevation of the Greek historic events, as the History books that have been written and taught at schools over the past years contributed to the downgrading of the Greek national and cultural identity. There is also a students’ strong belief that globalization and the immigrants’ presence in Greece have functioned in a negative way against the Greek ideal. Therefore, an overall change of the educational content could open the path towards the reconstruction of the moral values and the Greek national identity.

scholarly journals ‘We Have Equal Opportunities – in Theory’: Lay Perceptions of Privilege, Meritocracy and Inequality in Denmark

Sociology ◽  
2021 ◽  
pp. 003803852199920
Author(s):  
Ditte Andersen ◽  
Malene Lue Kessing ◽  
Jeanette Østergaard
Keyword(s):  
Young Adults ◽  
Longitudinal Study ◽  
Educational System ◽  
Social Forces ◽  
Equal Opportunities ◽  
Reference Groups ◽  
Key Factors ◽  
Opportunity Structures ◽  
Lay Perceptions ◽  
Micro Level

This article reports on the findings from a qualitative, longitudinal study on lay perceptions of opportunity structures among young adults in Denmark. Previous research suggests that people often underestimate the extent of inequality and that rising inequality aggravates misperceptions. Our study deepens the understanding of the multi-layered processes that form meritocratic beliefs, and it identifies key factors at the macro-, meso- and micro-level. A macro-level factor that proved influential was a cultural script revolving around the Danish lay concept, social arv [social inheritance]. At the meso level, the factor of reference groups in socio-economic heterogeneous schools was instrumental for formations of inequality perceptions, but in dissimilar ways depending on micro-level subjective factors. Overall, the participants viewed the free educational system in Denmark as part of a welfare system that equalises opportunity structures in principle, while the majority simultaneously exhibited a nuanced awareness of social forces negating meritocracy in practice.

Civic Engagement of Students

2019 ◽  
Vol 6 (3) ◽  
pp. 1-9
Author(s):  
SSM Sadrul Huda ◽  
Tanveer Kabir ◽  
Tanvir Alam Siddiq
Keyword(s):  
Civic Engagement ◽  
Educational System ◽  
Practical Knowledge ◽  
Student Participation ◽  
Leadership Skills ◽  
Developed Countries ◽  
Academic Achievements ◽  
Student Community ◽  
The Impact

This article aims to figure out the impact of civic engagement of students in Bangladesh. Developed countries are well aware about the importance of civic engagement of the student community nowadays. Their educational system is already structured in a manner which encourages civic engagement in educational life. There are a lot of studies in developed countries regarding student participation in civic engagement. It is seen that the educational system and curriculum in Bangladesh does not incorporate civic engagement. However, there is some skill sharing institutions that has started engaging students in civic activities. Students are learning leadership skills, gaining practical knowledge besides academic, experiencing innovation and becoming responsible citizens of the country. This article focuses on some practical scenarios through which students were engaged with civic activities, which, in turn, positively affect the academic and non-academic achievements of the students in Bangladesh.

scholarly journals Sex and relationships education for LGBT+ young people: Lessons from UK youth work

Sexualities ◽  
2020 ◽  
Vol 23 (7) ◽  
pp. 1155-1178 ◽  
Author(s):  
Eleanor Formby ◽  
Catherine Donovan
Keyword(s):  
Young People ◽  
Intimate Relationships ◽  
Third Sector ◽  
Original Research ◽  
Youth Work ◽  
Health Issues ◽  
North East ◽  
The North ◽  
School Based ◽  
Research Findings

Lesbian, gay, bisexual and trans (LGBT) inclusive sex and relationships education (SRE) is of growing interest. However, there is a lack of clarity about what LGBT inclusive SRE should/does look like in practice. This article addresses that uncertainty by examining original research findings on innovative youth work based SRE provided within an arts-based project run by a third sector organisation in the North East of England. The research is set within the context of three broad rationales for LGBT inclusive SRE: to support the mental health of LGBT+ young people; to tackle sexual health issues, and to address concerns about sexual encounters and intimate relationships. The article sets out research findings within four main themes concerning: young people’s experiences of formal SRE; young people’s attempts to acquire SRE informally; young people’s experiences of youth work based SRE; practitioners’ experiences of delivering youth work based SRE. It then draws on this data to make the case for dedicated youth work for LGBT+ young people, outlining its potential alongside school-based SRE.

The Evolving Role of Superintendents in School-Based Management

1993 ◽  
Vol 3 (4) ◽  
pp. 380-390 ◽  
Author(s):  
Jackie Kowalski ◽  
Arnold Oates
Keyword(s):  
Decision Making ◽  
Decision Maker ◽  
Educational System ◽  
Leadership Characteristics ◽  
Collaborative Decision Making ◽  
School Based ◽  
School Based Management ◽  
Collaborative Decision ◽  
New Look

As school-based management and collaborative decision making are implemented in the educational system, the role of the superintendent will take on a new look. The superintendent will become a leader of leaders and a collaborative decision maker. The author explores the necessary leadership characteristics and skills of the superintendent in this new role.

Energy balance education in schools

2016 ◽  
Vol 23 (2) ◽  
pp. 157-170 ◽  
Author(s):  
Senlin Chen ◽  
Yoon Ho Nam
Keyword(s):  
Energy Balance ◽  
Health Priorities ◽  
Inclusion Criteria ◽  
Multiple Perspectives ◽  
Exercise Science ◽  
School Based ◽  
Inadequate Knowledge ◽  
Research Findings ◽  
Sport And Exercise ◽  
And Control

Obesity prevention and control have been identified as top public health priorities in modern societies. Sport and exercise science researchers from multiple perspectives (e.g. behavioral, pedagogical, psychological, and physiological) have been active contributors addressing this topic. This paper examines the importance of energy balance (EB) knowledge in enabling behaviors associated with weight management in youth (e.g. physical activity and dietary behaviors). Relevant research studies were searched using ERIC, Proquest, PubMed, and Scopus. A total of 48 articles that met the inclusion criteria were identified and retrieved. The research findings of the included articles were summarized after being thoroughly reviewed. The paper reveals mixed findings about the association between EB knowledge and behaviors, reinforcing the importance of developing knowledge through education. The literature review further identifies that there is inadequate knowledge about EB among youth, coinciding with a national call for action to enhance EB education in schools. The knowledge inadequacy is related to two plausible reasons: the science of EB is still evolving and systematic EB education is lacking in schools. In addition, while some school-based EB education programmes are available, many of these programmes are expensive and lack generalizability and sustainability over time. The paper concludes with a proposal to enhance EB education using concept-based physical education.

Contract compliance and equal opportunities

1986 ◽  
Vol 1 (2) ◽  
pp. 35-43
Author(s):  
Linda Smith ◽  
John Carr
Keyword(s):  
Equal Opportunity ◽  
Equal Opportunities ◽  
Local Authorities ◽  
Goods And Services ◽  
Lessons Learnt ◽  
Contract Compliance ◽  
Education Authority

In 1983, the Greater London Council adopted a policy of ‘Contract Compliance’ designed to ensure that firms selling goods and services to the Council complied with its equal opportunity requirements. The initiative aroused wide interest and many other local authorities - 40 are known of to date — have been considering introducing such a policy. Although simple in essence, its execution can be complex and difficult. In April 1986, the Inner London Education Authority, a partner in the GLC policy, took over the Contract Compliance Unit following the GLCs abolition. Linda Smith explains the background to contract compliance, how the GLC, now ILEA, operates the policy; assesses its achievements and its significance and explores some of the lessons learnt in its three years of operation.

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