Tackling early school leaving: Principals’ insights into Portuguese upper secondary schools     

Helena C. Araújo  Eunice Macedo  Sofia A. Santos  Alexandra O. Doroftei 《European Journal of Education》2019,54(1):151-162

This article addresses Early School Leaving (ESL) as a phenomenon that is identified in the EU and European countries such as Portugal as being the result of school disaffection that can be associated with social and educational problems. The relevance of this problem at the European level is highlighted by the large number of European guidelines on the matter and by the inclusion of ESL as one of the main questions to be addressed by the Horizon 2020. Based on interviews, this article questions possible relationships between how principals perceive both ESL and the measures to deal with it and the culture of the school as an identity of differentia specifica (ethos). It should be emphasised that the approaches of these principals to ESL and the school‐based practices addressing it are quite diverse and relate to the ethos of the schools; students’ trajectories and the complex relationship between education and the labour market. The principals manifest their investment and implication in the provision of adequate measures for their specific contexts and see teachers and external partners as key actors.  相似文献   

Scale of spectators’ motivations at soccer events     

Manuel Alonso Dos Santos  Francisco J. Montoro Rios 《Soccer & Society》2016,17(1):58-71

There are motivation sports events attending measuring tools, although so far these instruments have only been able to provide a limited explanation for attendance, which means that more sophisticated, useful scales are required. The aim of this research is to provide more efficient tool to measure the motivations of soccer events attendance. With this aim, a 14-item scale has been developed to measure the motivations that have been identified in a comprehensive review of specialized marketing literature. This scale, was used during a soccer event, showed a good global adjustment, internal consistency and validity, and found the following four dimensions explained 67% of variance in attendance: excitement, aesthetics, escape and connections to the team and its environment.  相似文献   

Benefits of achieving vigorous as well as moderate physical activity recommendations: evidence from heart rate complexity and cardiac vagal modulation     

Soares-Miranda L  Sandercock G  Vale S  Silva P  Moreira C  Santos R  Mota J 《Journal of sports sciences》2011,29(10):1011-1018

The aim of this study was to examine differences in traditional heart rate variability measurements and heart rate complexity (sample entropy) in young adults grouped by objectively measured achievement of either moderate or both moderate and vigorous physical activity recommendations. Of 168 young adults tested (86 females, 82 males; age 20.5 ± 1.2 years), 119 achieved only recommendations for moderate physical activity (moderate group) and 49 achieved recommendations for both moderate and vigorous physical activity (vigorous group). Analysis of covariance controlling for sex, weekly minutes of moderate physical activity, and percentage of body fat was used to assess between-group differences in heart rate variability and heart rate complexity. Logistic regression analysis was used to determine the group characteristics that best predicted high heart rate complexity and vagal indices of heart rate variability. The majority of the autonomic measures were higher (P < 0.05) in the vigorous group, and regression analysis showed that vigorous physical activity was the only multivariate predictor of higher heart rate complexity and higher heart rate variability. Young adults engaged in regular vigorous physical activity were more than twice as likely to have high heart rate complexity than those involved in predominantly moderate exercise. These findings suggest that vigorous physical activity is more closely associated with high heart rate complexity than moderate physical activity in young adults.  相似文献   

Popular press and forensic genetics in Portugal: expectations and disappointments regarding two cases of missing children     

Machado H  Santos F 《Public understanding of science (Bristol, England)》2011,20(3):303-318

Two cases of missing children in Portugal (Joana and Maddie) have recently highlighted the dilemmas and contingencies associated with the technology of "genetic fingerprinting" for forensic purposes in the context of criminal investigations. The purpose of this article is to analyze the popular press's discourses and representations around forensic genetics in the context of those two highly mediatized criminal investigation cases. The symbolical construction and representation of forensic genetics by the media presents a form of public exposure to beliefs on forensic genetics' characteristics and potential. These are blended with popular cultural contexts that are constructed with reference to images of a super-science which may carry consequences in the public understanding of forensic science. The media coverage of both cases and their actual disclosure resembles the patterns ofa CSI effect, insofar as real science's capabilities and limitations are placed against fictionalized representations of forensic science.  相似文献   

Correlates of adjustment to aging among the young-old and the oldest-old: A comparative analysis     

Sofia von Humboldt  Isabel Leal 《Educational gerontology》2017,43(4):175-185

This study aims to compare the correlates of adjustment to aging (AtA) reported by young-old and oldest-old adults and to build two structural models to explore the correlates of AtA for these two age groups. A cross-national study encompassing a community-dwelling sample of 823 older adults aged 65 years and older was undertaken. Several measures were employed to assess AtA, subjective well-being, and sense of coherence. A questionnaire to determine socio-demographic (sex, age, professional and marital status, education, household, adult children, family’s annual income, living setting, and self-reported spirituality), lifestyle and health-related characteristics (perceived health, recent disease, medication, and leisure) was also used. Structural equation modeling was employed to investigate a structural model of AtA, comprising socio-demographic, lifestyle, and health-related variables, as well as SWB and SOC for both groups. Leisure was the most significant correlate of AtA for the young-old (β = .422; p < .001) while self-reported spirituality was the most significant correlate of AtA for the oldest-old (β = .711; p < .001). Significant correlates explain 67.8% and 73.1% of the variability of AtA, respectively. The results presented in this study highlighted different perspectives of AtA, outlined in two structural models, for the groups, and the need of addressing the differences between these, when implementing health care interventions, in particular the relevance of leisure and self-reported spirituality.  相似文献   

Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study          下载免费PDF全文

Pedro Rosário  José Carlos Núñez  Guillermo Vallejo  Raquel Azevedo  Raquel Pereira  Tânia Moreira  Sonia Fuentes  Antonio Valle 《British Educational Research Journal》2017,43(3):554-571

Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture.  相似文献   

Structure mapping and relational language support children's learning of relational categories     

Gentner D  Anggoro FK  Klibanoff RS 《Child development》2011,82(4):1173-1188

Learning relational categories--whose membership is defined not by intrinsic properties but by extrinsic relations with other entities--poses a challenge to young children. The current work showed 3-, 4- to 5-, and 6-year-olds pairs of cards exemplifying familiar relations (e.g., a nest and a bird exemplifying home for) and then tested whether they could extend the relational concept to another category (e.g., choose the barn as a home for a horse). It found that children benefited from (a) hearing a (novel) category name in a relational construction and (b) comparing category members. The youngest group--3-year-olds--learned the category only when given a combination of relational language and a series of comparisons in a progressive alignment sequence.  相似文献   

Skills for Life: insights from the new ‘professionals’   总被引：1，自引：1，他引：0  

Sundeep Dhillon  Raquel Hamilton‐Victor  Diane Jeens  Sarah Merrick  June O’Brien  Nikki Siddons 《Journal of educational administration and history》2011,43(1):61-83

This article originates in a networking project that facilitated the coming together of a group of Skills for Life (SfL) teachers from different Further Education (FE) contexts across the West Midlands region of England. The original impetus was to explore and develop a model of Continuing Professional Development (CPD) that was shaped by the needs of SfL teachers. The project created a forum in which the participants were empowered to share their experiences outside their college settings. Through this discursive process a textured picture emerged of similar experiences and common concerns. The congruence of these experiences suggested that, in certain respects, there was a degree of commonality across the various FE institutions the participants were working in, at least in the way that SfL provision was taking place. Furthermore, the data yielded specific insights into the meaning of professionalism for SfL practitioners. Foremost amongst these findings was the sense that the participants felt marginalised and perceived their professional identity as situated on the bottom rung in a hierarchy of subject specialisms. Another important outcome that related to CPD was that through participation in the network project, these teachers reported feeling that despite the managerialised nature of their workplaces, their agency was re‐energised and their sense of themselves as teachers affirmed.  相似文献   

On Being College Prep: Examining the Implementation of a “College for All” Mission in an Urban Charter School     

Raquel Farmer-Hinton 《The Urban Review》2011,43(5):567-596

This article reports findings from a four-year case study of an urban college preparatory charter high school. Through analyses of teacher and staff interviews, the author highlights how the school approached the idea of “college for all” under the archetypal influence of “college preparatory.” The interview data show how the charter school staff engaged in important educational questions about what defines college preparation even though those questions became more complex as the school matured. These findings are presented in three themes: (1) building a school, which reflects staff members’ views on the school’s start-up period of building renovation and growth, (2) building a curriculum, which reflects staff members’ views on teachers’ instructional practices, and (3) building a college culture, which reflects staff members’ efforts to provide students with supplemental academic and social supports for college planning and preparation.  相似文献   

Academic inbreeding in the Portuguese academia     

Orlanda Tavares  Sónia Cardoso  Teresa Carvalho  Sofia Branco Sousa  Rui Santiago 《Higher Education》2015,69(6):991-1006

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