scholarly journals “Walking a tight rope”- a risky narrative of transition to University

2017 ◽  
Author(s):  
Pauline Suzanne Prevett
Keyword(s):  
Young People ◽  
Subjective Experience ◽  
Drop Out ◽  
The Other ◽  
Policy And Practice ◽  
Transition To University ◽  
Emotional Challenges ◽  
Family Expectations ◽  
Tight Rope ◽  
The One

The study of the transition of young people to university necessarily confronts the semi-dependency of the lives of contemporary youth: on the one hand they remain largely economically dependent and on the other they are becoming socially independent.  We therefore seek to illuminate engagement with learning as situated in the midst of semi-dependency typical of adolescence, at a time in the life-cycle when typically young people experience a strong “pull” to socialise with peers, but have not yet become fully economically and socially adult. The paper examines the consequences of this contradiction on students’ transition to university, from the subjective experience of students as they transition to university. We suggest disengagement and even drop out from studies can arise from a contradiction between the students’ social and study (economic) domains. The dependency is not only economic, but is culturally mediated and may therefore be experienced by some students in more acute forms. Cultural aspirations and family expectations and ties can provide the impetus to succeed and so overcome the emotional challenges encountered, and these ties may help them walk a tight rope to success. Finally, we explore the consequences for policy and practice.

Policy and Practice: An Overview

1990 ◽  
Vol 12 (3) ◽  
pp. 233-239 ◽  
Author(s):  
David K. Cohen ◽  
Deborah Loewenberg Ball
Keyword(s):  
Case Studies ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Early Report ◽  
State Policies ◽  
The Other ◽  
Special Issue ◽  
Policy And Practice ◽  
School Practices ◽  
The One

Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California's reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to deepen students' mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers' early responses to the state's efforts to change mathematics instruction. The case studies of five teachers highlight a key dilemma in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn that math and teach it. But how can teachers teach a mathematics that they never learned, in ways they never experienced? That is the question explored in this special issue.

scholarly journals Pædagogisk ekspertise og kvalitet i fritidsinstitutionerne

2020 ◽  
Vol 4 (2) ◽  
pp. 15
Author(s):  
Mette Høgh Stæhr ◽  
Lisbeth Madsen
Keyword(s):  
Young People ◽  
Continuing Education ◽  
Empirical Data ◽  
The Other ◽  
After School ◽  
Project Development ◽  
Professional Expertise ◽  
Children And Young People ◽  
Pedagogical Expertise ◽  
The One

ResumeDet pædagogiske arbejde med børn og unge i fritidsinstitutionerne har de senere år politisk, økonomisk, kompetenceudviklingsmæssigt og forskningsmæssigt været nedprioriteret til trods for institutionernes samfundsmæssige rolle og betydning for børn og unge. Denne artikel diskuterer, hvilken betydning dette har for den faglige ekspertise på området. Gennem analyse af empiri indsamlet i forbindelse med et projekt vedrørende kompetenceudvikling på det fritidspædagogiske område, beskriver artiklen den faglige udvikling i praksis, hvilken viden henholdsvis pædagoger, ledere og organisationer fremhæver som essentiel, hvad dette kan være et udtryk for, og hvorfor netop denne viden sættes i tæt relation til drøftelser vedrørende pædagogisk ekspertise samt kvalitet i fritidsinstitutionerne. Med afsæt i analyser fra en gennemført undersøgelse er artiklens pointe, at pædagogisk kvalitet i fritidsinstitutionerne tager udgangspunkt i pædagogfaglig viden og situationsbunden kundskab om børne- og ungegruppers divergerende hverdagsliv, institutionsliv og interessefællesskaber. Abstract Pedagogical expertise and quality in leisure institutionsWithin the last few years social pedagogical work among children and young people in after school clubs and -centers have not been prioritized politically and economically, with regard to continuing education and when it comes to research despite the societal role and importance these institutions have for the development of children and young people. The article discusses the possible consequences this has had for professional expertise in the field through an analysis of empirical data collected in relation to the project: ‘development of professional courses to professionals working within the field of after school clubs and centres.’ The article takes the reader through a description of the field within the last few years to an analysis of the knowledge that pedagogues, leaders and various organizations evaluate as needed. We will point out that good quality must be found in the relation between knowledge on the one side and capable professionals on the other.

scholarly journals Dziedzictwo zakonu pijarów w perspektywie badań Zespołu Szkół Pijarskich w Elblągu

2020 ◽  
pp. 171-184
Author(s):  
Katarzyna Semrau ◽  
Jarosław Rutkowski
Keyword(s):  
Young People ◽  
The Other ◽  
Survey Questionnaire ◽  
Modern Approach ◽  
Children And Young People ◽  
The One ◽  
Poor Children ◽  
Contemporary Education

The aim of the article is to indicate the heritage of the Piarist order in contemporary education. From the very beginning, activity of Piarist monks was directed at poor children and young people, who through education were to become better citizens and Catholics. Nowadays, this heritage is visible in schools run by Piarist monks. One of the school centers is the Piarist School Complex in Elbląg. An interview with the management and teachers, as well as the results of the survey questionnaire collected, allow you to view the modern heritage of Piarist in this school. The article indicates the Piarist School Complex in Elbląg as an example of contemporary piarist activity, which on the one hand is a modern approach to education, and on the other fulfills the assumptions accompanying from the beginning of the activity of piarist education.

The Impact of Harmful Habits on Academic Performance and Sports Activities among Young People

2021 ◽  
Vol 9 (3) ◽  
pp. 267-273
Author(s):  
Victoria Yermilova ◽  
◽  
Natalia Stroiteleva ◽  
Zhanna Egorova ◽  
Ekaterina Vanina
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Alcohol Consumption ◽  
Young People ◽  
The Other ◽  
Control Group ◽  
The Third ◽  
The One ◽  
The Impact ◽  
Sports Activities

Smoking and alcohol consumption is a growing trend among young people worldwide. The purpose of this study was to provide students with a comparative analysis of adherence to harmful habits (smoking and alcohol) on the one hand and the frequency of sports and academic performance on the other, taking into account gender differences. The research was conducted in 2019-2020 in 5 cities of Russia; the sample included 1500 people aged 18.4 ± 1.1 years, divided into three equal groups. The control (first) group had students who are not engaged in sports, and the second group comprised students practicing sports but not professionally. The third group was made up of student-athletes. All participants were surveyed to determine the frequency of adherence to harmful habits. In the control group, boys smoked 50% more often than girls (p ≤ 0.05), while in the third group, smoking among boys was registered 70 times less often (p ≤ 0.001). Alcohol consumption in controls was 0.5 times more likely among boys (p ≤ 0.05). Harmful habits affect young people's free time and reduce their academic performance and ability to practice sports.

Die Erklärbarkeit von Erfahrung

2020 ◽  
Author(s):  
Ursula Renz
Keyword(s):  
Subjective Experience ◽  
Human Mind ◽  
The Other ◽  
Other Hand ◽  
The One ◽  
Definition Of ◽  
Subject Theory

Spinoza's ethics is grounded by a conviction which is as simple as it is programmatic: Subjective experience can be explained, and its successful explanation is of ethical relevance. For it makes us smarter, freer and happier. This is the programmatic conviction behind Spinoza's ethics and motivates many of the theses it puts forward. Ursula Renz shows which kind of a theory of the human mind informs this program. The systematic differentiation of theory parts in the architecture of ethics proves to be a decisive move: A theory part that deals with questions of the ontology of the mental is followed by a definition of the human mind as a kind of subject theory, which in turn is separated from a theory part dealing with the constitution of content. This structure makes it possible to deal separately with different problems that arise in the course of the explanation of experience. In the end, Spinoza succeeds in avoiding both reductionisms and skepticisms right from the start. In this way, two intuitions are brought together that are often considered incompatible: on the one hand, the view that experience is something irreducibly subjective, and on the other hand, the assumption that there are better and worse explanations of experience.

Young People in Transition: The National Identity of Minority Youth

2018 ◽  
pp. 274-302
Author(s):  
Anthony Heath ◽  
Konstanze Jacob ◽  
Lindsay Richards
Keyword(s):  
Young People ◽  
Social Integration ◽  
Ethnic Group ◽  
Minority Groups ◽  
Statistical Significance ◽  
Migration Background ◽  
Minority Youth ◽  
The Other ◽  
Religious Groups ◽  
The One

This chapter uses CIL4EU data to investigate strength of identification with the nation and with the ethnic group. It explores how these vary across ethnic and religious groups, generations, and destination countries and how far these differences can be explained by processes of social integration on the one hand or perceptions of being excluded on the other hand. The key findings are that young people with a migration background are less likely than those without a migration background to identify strongly with their country of residence. This holds true more or less irrespective of their ethnic group or religion. Differences between European and non-European minority groups, and between Muslims and members of other non-Christian religions were generally modest in size, rarely reached statistical significance and were dwarfed by the overall gap between minorities and the majority.

scholarly journals Diversion, Rights and Social Justice

Youth Justice ◽  
2020 ◽  
pp. 147322542090284 ◽  
Author(s):  
Roger Smith
Keyword(s):  
Social Justice ◽  
Criminal Justice ◽  
Young People ◽  
Criminal Justice System ◽  
Justice System ◽  
Children's Rights ◽  
The Other ◽  
Delinquent Behaviour ◽  
Justice Model ◽  
The One

This article draws on historical understandings and contemporary models of diversion in order to develop a critical framework and agenda for progressive practice. The argument essentially revolves around the contention that typically diversionary interventions have been constrained by the contextual and ideological frames within which they operate. They have in some cases been highly successful in reducing the numbers of young people being drawn into the formal criminal justice system; however, this has largely been achieved pragmatically, by way of an accommodation with the prevailing logic of penal practices. Young people have been diverted at least partly because they have been ascribed a lesser level of responsibility for their actions, whether by virtue of age or other factors to which their delinquent behaviour is attributed. This ultimately sets limits to diversion, on the one hand, and also offers additional legitimacy to the further criminalisation of those who are not successfully ‘diverted’, on the other. By contrast, the article concludes that a ‘social justice’ model of diversion must ground its arguments in principles of children’s rights and the values of inclusion and anti-oppressive practice.

Reflections on Education in Torres Strait: Zuni Insights

1985 ◽  
Vol 13 (2) ◽  
pp. 3-11 ◽  
Author(s):  
B. Osborne
Keyword(s):  
Young People ◽  
American Indian ◽  
The Other ◽  
Community Life ◽  
Indian Community ◽  
Other Hand ◽  
Rapid Changes ◽  
Torres Strait ◽  
The One ◽  
American Indian Community

Education in Torres Strait is at a crossroad. On the one hand changes are about to occur to its organisation. On the other hand crucial inroads are being made into community life by that process of education.I have lived in Torres Strait. I know some of the fears, hopes and disillusionment of many Torres Strait Islanders. I want to share some of my insights into your situation. When I left Thursday Island in 1972, it was with sadness and with a determination to find out how to better teach the young people of the Torres Strait. I would like to share one set of my findings with you. In particular, I would like to share the experiences of a small American Indian community with you. In many ways their story is like yours. Some of their lessons may help you in these days of rapid changes.

scholarly journals Valores y experiencias del cuerpo y la imagen en las comunicaciones de jóvenes estudiantes: una perspectiva de género = Values, body experiences and images in youth communications: a gender perspective

2019 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Micaela Bunes Portillo ◽  
Belén Blesa Aledo ◽  
María Tornel Abellán
Keyword(s):  
Content Analysis ◽  
Comparative Analysis ◽  
Young People ◽  
The Body ◽  
The Other ◽  
Exploratory Research ◽  
Gender Perspective ◽  
Gender Communication ◽  
Body Experiences ◽  
The One

Resumen. ¿Nos comunicamos de la misma manera cuando estamos físicamente presen­tes o cuando lo hacemos mediados por la tecnología? ¿Cómo nos relacionamos con las imágenes sobre nosotros y cómo nos afecta su publicación?El cuerpo como escenario y como contenido de la comunicación es el eje alrededor del cual gira este nuevo análisis comparado de los valores identificados en una investigación ex­ploratoria, en la que se ha buscado realizar una aproximación a los cambios que están teniendo lugar en las comunicaciones de los jóvenes a partir de sus propios testimonios. El análisis de contenido realizado utiliza las categorías axiológicas del modelo Hall-Tonna. Se ha procedido agrupando las respuestas de chicos/chicas, dadas a dos preguntas formuladas a estudiantes de edades comprendidas entre los 17 y los 24 años. En esta ocasión, la atención se ha centrado en analizar las experiencias relatadas desde la perspectiva de género.Las diferencias reseñables se encuentran en las respuestas a la segunda pregunta. En ellas destaca el valor de la imagen. En las chicas hay una percepción de la imagen del cuer­po como capital en lo relativo tanto a la competencia personal (presente) como profesional (futura), percepción que en ellos está ausente. En ambos casos, la segunda pregunta presenta perfiles de valores más discontinuos que en la primera, lo que indica la mayor fragilidad ex­perimentada ante la imagen del cuerpo en el medio tecnológico.Palabras clave: valores, género, comunicaciones, juventud, cuerpo, análisis de contenido.Abstract. Do we communicate in the same way when we are physically present and when we do it through technology? How do we relate to the images about us and how do their publication affect us?The body as a setting and as the content of communication is the thematic focus of this new comparative analysis, which tackles the values identified in an exploratory research. In this study, it has been attempted to make an approximation to the changes that are taking place in the communications among young people, based on their own testimonies.The content analysis carried out uses the axiological categories of the Hall-Tonna model. It has been proceeded by grouping the responses, given by young students aged between 17 and 24 years, of boys, on the one hand, and girls, on the other. The attention has focused on analysing the experiences from a gender perspective.The remarkable differences are found in the second question’s answers. In the answers provided by girls stand out the value of the image, however they have a perception of the body as of paramount importance regarding both personal (present) and professional (future) competence, meanwhile this is not present in boy’s answers. In both cases, the second ques­tion presents profiles of more discontinuous values than in the first one, which indicates the greater fragility experienced to the image of the body in the technological medium.Keywords: values, gender, communication, young people, body, content of analysis.

scholarly journals WYZNACZNIKI PROFESJONALIZMU NAUCZYCIELA – DYSKUSJA GLOTTODYDAKTYCZNA A POLITYKA I PRAKTYKA OŚWIATOWA

Neofilolog ◽  
2020 ◽  
pp. 51-73
Author(s):  
Mariola Jaworska
Keyword(s):  
Foreign Language ◽  
Educational Policy ◽  
The Other ◽  
Ethical Standards ◽  
Policy And Practice ◽  
Personality Dimension ◽  
Language Teacher ◽  
Theoretical Approaches ◽  
Cultural Expectations ◽  
The One

The professionalism of a teacher is their competence, expertise, “knowledge of the craft”, but also the ability to meet high cognitive, operational and ethical standards. On the one hand, this is rooted in social and cultural expectations, related to the educational needs of society, but on the other it has a personality dimension, connected with the teacher’s individuality, which is evidenced in the specific relations they have with students. This article aims to analyse the determinants of the professionalism of the contemporary foreign language teacher found in recent glottodidactic discussion and compare these to the current educational policy and practice. It will present both theoretical approaches and the selected results of studies and reports on this topic.

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