scholarly journals Experiências escolares de adolescentes em cumprimento de medida socioeducativa | School experiences of juveniles under socio-educational corrective measure

2019 ◽  
Vol 24 (1) ◽  
pp. 73
Author(s):  
Renata Petry Brondani ◽  
Dorian Mônica Arpini
Keyword(s):  
School Experiences ◽  
Corrective Measure

Considerando a importância do ambiente escolar na trajetória de vida de adolescentes e a relevância atual da temática do cumprimento de medidas socioeducativas no país, o presente estudo buscou compreender a experiência escolar anterior de seis jovens que se encontravam cumprindo a medida socioeducativa de semiliberdade. A pesquisa foi desenvolvida em uma unidade de execução dessa medida, por meio de entrevistas semiestruturadas, realizadas com adolescentes do sexo masculino. Foi possível constatar que, nos contextos de vulnerabilidade que permeiam as trajetórias de vida dos adolescentes entrevistados, a experiência escolar mostrou-se empobrecida, atravessada por situações de evasão, defasagem escolar e infrequência, assim como por baixa participação e incentivo familiar. Os adolescentes referem pouco envolvimento de seus pais e/ou familiares no contexto escolar, revelando, muitas vezes, dificuldades nesse aspecto. Com isso, compreende-se ser primordial que a escola, por meio de relações empáticas, possibilite a construção de novos referenciais aos adolescentes que apresentem pouca vinculação e investimento escolar, sobretudo quando em cumprimento de medida socioeducativa, visto que esta pode disparar preconceitos e estereótipos que precisam ser superados.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

School Experiences of Latina/o and White Youth: A Qualitative Examination

2010 ◽  
Author(s):  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Lisa Y. Flores ◽  
Megan Strawsine
Keyword(s):  
School Experiences ◽  
White Youth

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.

The Cold War in the Schools

2018 ◽  
Author(s):  
Victoria M. Grieve
Keyword(s):  
Cold War ◽  
Soviet Union ◽  
School Experiences ◽  
Civil Defense ◽  
Voluntary Programs ◽  
Exchange Programs ◽  
Science And Art ◽  
The Soviet Union ◽  
War Experiences ◽  
The Cold War

The Cold War experiences of America’s schoolchildren are often summed up by quick references to “duck and cover,” a problematic simplification that reduces children to victims in need of government protection. By looking at a variety of school experiences—classroom instruction, federal and voluntary programs, civil defense and opposition to it, as well as world friendship outreach—it is clear that children experienced the Cold War in their schools in many ways. Although civil defense was ingrained in the daily school experiences of Cold War kids, so, too, were fitness tests, atomic science, and art exchange programs. Global competition with the Soviet Union changed the way children learned, from science and math classes to history and citizenship training. Understanding the complexity of American students’ experiences strengthens our ability to decipher the meaning of the Cold War for American youth and its impact on the politics of the 1960s.

scholarly journals Twice-Exceptional Students: Review of Implications for Special and Inclusive Education

2021 ◽  
Vol 11 (2) ◽  
pp. 85
Author(s):  
Marcin Gierczyk ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Gifted Education ◽  
School Experiences ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Online Databases ◽  
Teachers Experiences ◽  
Education Interventions

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

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