scholarly journals Between Home and School: Exploring Parents’ Experiences of Educating in a Pandemic

2021 ◽  
Author(s):  
Helen Ross
Keyword(s):  
Theoretical Model ◽  
Young People ◽  
Survey Data ◽  
Home Schooling ◽  
Learning Difficulties ◽  
Sense Making ◽  
Recommendations For Practice ◽  
Home And School ◽  
Specific Learning ◽  
Parents Experiences

Drawing on open ended survey data constructed during the Spring-Summer of 2020 at the height of COVID-19 related lockdowns, this chapter explores parents’ experiences of parenting young people with specific learning difficulties during a pandemic using a theoretical model based on the work of Bourdieu, previously developed by Ross. Bourdieusien principles underpin this study of parents’ individual sense-making of home-schooling their children. This sense-making is highlighted as framing parents’ interactions with professionals working with their children. There is a particular focus on parents’ attempts to procure and engage with appropriate support for their children with specific learning difficulties. Systemic expectations relating to home-schooling and parents’ roles in this are delineated and clarified. The intersection of systemic expectations on parents and their interactions with professionals is deconstructed to highlight the difficulties parents encountered with their ever-shifting roles during the course of home-schooling their children. Recommendations for practice are then drawn out.

ART AS MEANS OF TRAINING AND CREATIVE POTENTIAL DEVELOPMENT IN CHILDREN AND STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES

2019 ◽  
Vol 7 (1) ◽  
pp. 28-39
Author(s):  
Ani Zlateva
Keyword(s):  
Learning Process ◽  
Learning Difficulties ◽  
Creative Potential ◽  
Learning Abilities ◽  
School Subjects ◽  
Potential Development ◽  
Specific Learning

The article examines some modern deffinitions of system of difficulties in learning process which children and students experience. Тhe main understanding of the educational difficulties and the children experiencing them have outlined. The creative potential these children have is presented by the studies of authors from different countries. The development of their giftedness and talent in different art fields could be used as means of improving their learning abilities in various school subjects, in which they experience difficulties.

scholarly journals Professional activists? Party activism among political staffers in parliamentary democracies

2021 ◽  
pp. 135406882110273
Author(s):  
Pieter Moens
Keyword(s):  
Theoretical Model ◽  
Survey Data ◽  
High Intensity ◽  
Supply And Demand ◽  
Parliamentary Democracies ◽  
Coalition Governments ◽  
Depth Analysis ◽  
Strong Commitment ◽  
Staff Recruitment

Although the position of the party on the ground has been weakened by cartelization, grassroots activists remain an important recruitment pool for political professionals. Based on unique survey data collected among the staff of 14 Belgian and Dutch parties (N = 1009), this article offers an in-depth analysis of party activism among this under-researched population. Introducing a new supply and demand framework, I argue that staff recruitment is shaped by candidate preferences (supply) and party preferences (demand). The findings demonstrate that most political staffers are high-intensity activists with a strong commitment to their party. Moreover, the theoretical model accurately predicts that non-activists are more common among policy and communication experts, ministerial staff, and those working for ideologically moderate parties. These findings show that paid staffers do not necessarily widen the gap between parties and activists. They also raise normative questions about internal congruence within parties in coalition governments.

scholarly journals ‘What about me?’ Stories of the educational experiences of care-experienced children and young people in a Scottish local authority

2021 ◽  
Vol 45 (2) ◽  
pp. 173-190
Author(s):  
Daniela Mercieca ◽  
Duncan P Mercieca ◽  
Leisa Randall
Keyword(s):  
Academic Achievement ◽  
Young People ◽  
Local Authority ◽  
School Attendance ◽  
Educational Experiences ◽  
Influential Factors ◽  
Background Characteristics ◽  
Children And Young People ◽  
Looked After Children ◽  
Home And School

This qualitative study explores the educational experiences of looked after children and young people in one Scottish local authority. The preoccupations of government are academic achievement and school attendance, but these are not the prime concerns of the children, carers and professionals involved. Moreover, they can be both enhanced and restricted by the background characteristics and care situations of the young people and the responses of schools to their needs and behaviour. Five influential factors emerged from interviews and focus groups with professionals, carers and young people: behaviour; school attendance; carers as educators; friendships; and communication between home and school. Each of them is discussed with extended quotations that convey the voices of participants.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

What Is Social Inclusion? Insights From Interventions With Youth Across Migration Systems

2021 ◽  
Vol 8 (2) ◽  
pp. 143-151
Author(s):  
Colette Daiute ◽  
Bengi Sullu ◽  
Tünde Kovács-Cerović
Keyword(s):  
Young People ◽  
Social Welfare ◽  
21St Century ◽  
Power Relations ◽  
Social Inclusion ◽  
Sense Making ◽  
21St Century Education ◽  
Behavioral Assessments ◽  
Supportive Interventions ◽  
Migration Systems

Social inclusion is a goal of 21st-century education and social welfare, yet research with violently displaced youth leaves gaps in its meaning. Social inclusion, a societal aim, lacks the perspectives of youth at its center. Given the pressures and power relations involved in learning how young people think and feel about social injustices and the support they need, developmental researchers must find innovative ways to study youth experiences and intentions in relation to environments, especially environments that threaten young lives. Emerging research highlights how displaced youth, peers along their journeys, and adults guiding supportive interventions make audible the meaning of social inclusion. Policy paradigms would benefit from research on sense-making in interventions rather than from emphasizing behavioral assessments and assimilation to local norms, as implied by social inclusion.

scholarly journals The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room

2021 ◽  
Vol 8 (3) ◽  
pp. 242-253
Author(s):  
Kürşat ÖĞÜLMÜŞ
Keyword(s):  
Writing Skills ◽  
Learning Difficulties ◽  
The Self ◽  
Strategy Development ◽  
Study Group ◽  
Resource Room ◽  
Story Writing ◽  
Independent Variable ◽  
Multiple Probe ◽  
Specific Learning

In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.

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