Educational Transitions Research Papers - Academia.edu (original) (raw)

2025

The challenge for teachers: from traditional assessment to assessment for learning, between conceptions and good practices/La sfida dei docenti: dalla valutazione tradizionale all'assessment for learning, tra concezioni e buone pratiche The pedagogy and didactic of Ecomuseums to develop the educational ecosystem/ Pedagogia e didattica degli Ecomusei: per lo sviluppo dell'ecosistema formativo 1-12

2025

The article presents the first results of a partial exploratory investigation, carried out in a non-formal context and based on one of three transgenerational focus groups, aimed at identifying rhetoric about differences and... more

2025, To “become a gentleman” and other metaphors in the transition to University.

The transition to university life represents a crucial opportunity for development, characterized by both academic and personal challenges. This study examines the case of Pablo, a 20-year-old Afro-Colombian student and the first in his family to attend university. Using a cultural-semiotic psychological framework, this research explores the meaning-making processes that Pablo undergoes during his first year of studies. Through interviews and focus groups, the study reveals tensions and continuous transformations in the meanings of identity, masculinity, independence, and responsibility. These findings suggest that Pablo's university experience not only serves as a scenario for academic growth but also as a pivotal period for identity transformation. His navigation of academic pressures, social interactions, and his perception of his role as a man reveals the complex dynamics of adjusting to new contexts. This case illustrates how deeply ingrained cultural meanings can both facilitate and hinder personal change during the university transition. The study's implications extend to understanding how university environments can either support or challenge identity development in students from vulnerable backgrounds.

2025, Pedagogia Social Revista Interuniversitaria

2025, International Journal of Education

The National Education Policy 2020 in India recognizes the importance of investing in the early years which is the most important indicator of productive and efficient human capital a country must ensure. The policy thus, obligates strong investment in foundational learning with a special focus on the attainment of foundational literacy and numeracy skills among children in their early years. For this, policy lays a roadmap for academic and systemic reforms in mission mode for better planning, designing, and implementation of interventions for foundational learning. Accordingly, the NIPUN Bharat Mission was launched in 2021 with targets to be achieved in five years, i.e. by 2026-27. This paper is a narrative review of the literature with problem-solving approach to spot key issues in foundational learning in India and the remediation being followed. Review suggests issues and mitigation strategies in three areas viz, achieving access to the conducive learning environment, strengthening educational and developmental aspect of learning interventions and bringing systemic reforms as wells as developing convergence mechanism to build the robust administrative structure. Findings and strategies provided in this paper would help stakeholders identify issues beforehand and take action in, timely. This learning would also be useful to the countries having similar geographical, educational, and social constraints who want to or are in the process of designing or implementing such interventions.

2025, GNOSI: An Interdisciplinary Journal of Human Theory and Praxis

The acquisition of fundamental skills in early childhood is foundational for future
learning and holistic development, aligning with the Sustainable Development Goals'
objective of promoting early literacy and numeracy. However, the State of Global
Learning Poverty report indicates a concerning trend, with global learning poverty
reaching 70% in low- and middle-income countries, highlighting the challenge of
children struggling with basic literacy by age 10. India has taken proactive measures
through the National Education Policy 2020 and the launch of the 'National Initiative for
Proficiency in Reading with Understanding and Numeracy' (NIPUN Bharat) in 2021 to
ensure universal access to essential reading and numeracy skills by Grade III. This study employs a mixed-methods research approach, incorporating both qualitative and
quantitative methodologies to assess the effectiveness of India's initiatives in promoting foundational learning. Qualitative analysis involves examining policy documents, curriculum materials to understand the implementation process and challenges faced. Quantitative assessments include analysing educational data from the academic year 2021–22, particularly focusing on enrollment rates, learning outcomes, and the impact of interventions on children aged three to eight. These results show that India has taken a lot of steps to improve basic education. In this work, I identify challenges such as disparities in preschool attendance and pedagogical approaches that prioritise rote learning, which require comprehensive solutions involving teacher training, curriculum development, and parental engagement. Thus, as India assumes leadership within the G20, there is an unprecedented opportunity for global collaboration to advance foundational learning agendas. By sharing best practices, mobilising resources, and fostering multilateral partnerships, nations can collectively accelerate progress towards achieving Sustainable Development Goal 4, ensuring inclusive, equitable, and quality
education for all. Ultimately, the attainment of foundational learning skills for children
is not only an educational necessity but a moral imperative. Through sustained
commitment, collaborative action, and unwavering resolve, we can unlock the full
potential of future generations and pave the way for a brighter, more prosperous future
worldwide.

2025

As Instituições do Ensino Superior estão cada vez mais preocupadas com as questões que dizem respeito à qualidade, pelo que nos últimos anos assistimos a grandes progressos relativamente à qualidade e adequação dos planos de estudos, na formação de docentes e discentes e na modernização dos espaços pedagógicos. No entanto, a área de alojamento em residências universitárias não tem sido alvo de igual forma destas preocupações e investimentos. Assim, este estudo teve por objetivo avaliar a perceção da qualidade que os estudantes alojados numa residência do ensino superior têm dos espaços privados e comuns e simultaneamente conhecer os níveis de bem-estar subjetivo que têm relativamente a algumas vivências do dia-a-dia, os quais se refletem na sua qualidade de vida. Com uma amostra de 108 estudantes alojados na residência da Escola Superior de Enfermagem de Coimbra, iniciou-se o estudo com a realização de reuniões exploratórias com todos os residentes, e com base nestas, construiu-se u...

2025, Aloma: Revista de Psicologia, Ciències de l'Educació i de l'Esport

En la sociedad actual, la competencia digital (CD) se ha vuelto esencial, trascendiendo las brechas de acceso a la red. En lo académico, esta competencia ha propiciado el estudio de la brecha digital en la educación, sobre la desigualdad de oportunidades en el desarrollo de la CD del alumnado, que se agrava por factores socioeconómicos, y de la brecha digital de género, por las disparidades entre mujeres y hombres en la CD y en las preferencias por las disciplinas STEM. Este estudio pretendió caracterizar los perfiles del alumnado de educación secundaria, triangulando los indicadores sociodemográficos, académicos y tecnológicos, para analizar si estos factores afectan a las aspiraciones académicas y a la inclusión digital del alumnado. Se realizó un análisis por clústeres, utilizando el paquete clúster de R. El perfil de los chicos revela una interrelación entre lo sociodemográfico, lo tecnológico y las aspiraciones académicas, fenómeno que no se evidencia en el perfil de las chicas...

2025

As teses clássicas sobre as transformações da instituição familiar nas sociedades contemporâneas postularam o isolamento da família nuclear em relação à parentela. Globalmente, tendo em atenção os processos macro-sociais de individualização e privatização na modernidade, era essa a postura de autores como Durkheim e Parsons, que, ao apontarem a diminuição da força e controlo social dos grupos sociais de origem, enfatizaram a ideia de que as redes de contacto, apoio e sociabilidade, quando não públicas, tenderiam a formar-se no âmbito de afinidades electivas que não as do parentesco – seriam antes profissionais, escolares, intra-geracionais, apoiadas nas semelhanças de estilos de vida, de estatuto ou posição social. Desde há muito que muitos trabalhos e investigações vieram pôr em causa esse suposto isolamento conjugal e nuclear para contextos sociais modernos diversificados. De facto, não ignorando nem as transformações operadas no relacionamento com a parentela, nem a real individu...

2025, Journal of Artificial Intelligence and System Modelling (JAISM)

The present study underscores the critical role of state-of-the-art machine learning and deep learning technologies in reshaping the traditional educational system, particularly in the context of digital examinations. Nevertheless, this transformation introduces significant challenges that require attention to ensure its success. One prominent challenge pertains to the development of ethical and impartial assessment algorithms. With the integration of machine learning and deep learning methods into digital examinations, concerns related to assessment bias and fairness have surfaced, necessitating research to design algorithms capable of delivering unbiased evaluations for students from diverse backgrounds. Additionally, there is a pressing need to delve into the ethical implications of using artificial intelligence in educational assessment. Furthermore, substantial concerns revolve around data security and privacy. The digital examination process entails the collection and secure storage of sensitive student data, raising worries about potential data security breaches and violations of privacy. To mitigate these risks, the proposed system aims to implement robust fairness-aware assessment algorithms while also incorporating advanced encryption and privacy-preserving techniques. This comprehensive approach is geared toward safeguarding student data, preventing academic dishonesty and data breaches, and ensuring compliance with data protection regulations, all with the aim of providing equitable assessments and maintaining data privacy in the context of digital examinations enhanced by machine learning and deep learning technologies.

2025

This dissertation is dedicated to my husband, Richard Terry Johnson. He has been my rock throughout this process. I couldn't have asked to me married to a kinder, or more understanding man. Most of all he is my best friend and soul mate. I could have not completed this dissertation without his constant belief and support. He has been my knight in shining armor throughout this process. Chapter Three: Methodology .

2025

The mission of the Centre is to help create the conditions for excellent policies, services, and practices that improve the lives of children, youth, and families through research, education, and service development. The UCFRC has an extensive network of relationships and research collaborations internationally and is widely recognised for its core expertise in the areas of Family Support and Youth Development.

2025, Madhya Pradesh Journal of Social Sciences , Journal of M. P. Institute of Social Science Research, Ujjain

One of the defining attributes of India is its rich ethnic diversity, reflected significantly in its literature. In the rapidly globalizing world, it becomes critical to emphasize and understand this diversity better, and Indian Writing in English (IWE) has undertaken this task with practicality. This paper explores the importance of the portrayal of the role of ethnicity in IWE in the modern context.Modern IWE, adapting to India's transformation in the global stage, continues this focus on ethnicity. Authors like Jhumpa Lahiri and Kiran Desai in their works have extensively explored the Indian Diaspora and its multicultural identity. The duality of existing between two cultures brings forth the negotiation of ethnic identities providing a global context to Indian ethnicity. However, the portrayal of ethnicity in the modern context is not without its challenges. Stereotyping, essentializing backgrounds, distorting real cultural practices are pitfalls that authors must avoid. An accurate representation is essential as it fosters cultural understanding, combats xenophobia, and promotes unity in diversity at the global stage.In the ever-globalizing world, the portrayal of the role of ethnicity in IWE holds a unique and essential place. It is by exploring and understanding these unique identities do we realize the universal elements, creating a space for unity. IWE, through its portrayals, is not just telling stories; it is breaking barriers, fostering empathy, illuminating the unity underlying apparent disparities, making it crucial in the modern context.

2025, XI Congresso Português de Sociologia

The aim is to deepen our understanding of the relationship between a sense of European belonging and educational capital, focusing on the combined influence of the latter with the effect of macro-social factors, such as wealth between and within countries. Using a quantitative methodology and Eurobarometer data, it is not possible to state that the structure of distribution of educational capital within countries influences the average levels of European identity of countries. However, when the effect of educational capital is combined with the influence of inequalities in wealth and human development, it is found that educational capital is more relevant in less wealthy, less developed countries, and in countries with less internal inequality. In other words, in the richest, most developed and most egalitarian countries, the difference in average levels of European identity between the categories with less and more educational capital is less pronounced.

2025, Sociologicky Casopis-czech Sociological Review

2025, British Journal of Special Education

The rise in numbers of children experiencing school attendance difficulties in recent years makes this an important focus for UK school inclusion. Simultaneously, increases in school deregistration in favour of home education have caught media as well as regulator attention. These figures disproportionately include children on schools' special educational needs registers. This article presents findings from a doctoral study of families' reflections on their educational transitions leading to school deregistration and undertaking of home education. Through a UK-wide online survey and interviews with seven parents and six children, the research explored the experiences of 99 families. Participants described cumulative traumatic events and liminal experiences as they sought inclusive education, negotiating with under-resourced and/or underprepared professionals in unsupportive or even hostile systems. The study employed reflexive thematic analysis using an original Bronfenbrenner-Turner conceptual framework to understand the data. The framework underpins the research recommendations and has potential for policymakers and as a school inclusion tool to help educators and allied professionals recognise and support-rather than ostracise-vulnerable children and their families.

2025, International Studies in Sociology of Education

This article explores the impact of absolute changes in the opportunity structure on the experiences of education and social mobility among working-class students in the UK. Existing approaches to social mobility often overlook absolute changes or adopt limited timeframes, focusing on continuity within change. Based on 28 life-history interviews with working-class students, this study compared three cohorts' educational trajectories to analyse how absolute shifts in educational and occupational opportunities shape workingclass students' experiences of education and social mobility. The research findings reveal a generational shift in reduced positional advantage of HE attendance, with the shifting meaning of social location for working-class students who attend university in different contexts. By retaining a focus on absolute change, this article challenges the standard working-class narratives of social mobility based on shared class inequality and contributes to a nuanced understanding of the historically contextualised nature of social mobility processes and experiences.

2025

Com este estudo, pretende-se auscultar o que os portugueses pensam e pretendem da imigração, ou seja, que rumo deve a política de imigração tomar, de acordo com a opinião da população portuguesa. O documento está dividido em duas partes e quatro capítulos. Na primeira parte, é feito o enquadramento teórico da problemática, sendo o primeiro capítulo dedicado às várias estratégias que as sociedades de acolhimento adoptam face à entrada dos imigrantes e às políticas de imigração adoptadas pelos países de maior tradição em acolhimento de imigrantes e Portugal, e o segundo capítulo dedicado à análise da legislação portuguesa que rege a imigração. A segunda parte do trabalho é dedicada à investigação empírica e está dividida em capítulos: no primeiro é definida a metodologia a utilizar no estudo empírico e no segundo é feita a análise, a descrição e a interpretação dos dados recolhidos. The present dissertation "Different Origins, Different Views -A sociological Picture on immigration in Portugal", integrated in the curricular plan of the master Social Work course -Migrations and Ethnic Minorities, constitutes a requisite to obtain the master degree, which is related to the Department of Politic and Behavioral Department of the Faculty of Human and Social Sciences of the Fernando Pessoa University. With this study we intend to perceive what Portuguese think and expect from immigration, in other words, which path should immigration policy take, according to the opinion of the Portuguese population. The document is divided in two parts and four chapters. In the first part we make the problematic theoric framing, in which the first chapter is dedicated to the several strategies that the receiving societies can adopt regarding the entrance of immigrants, the immigration policies adopted by the countries with longest tradition of receiving immigrants and Portugal, and the second chapter is dedicated to the analysis of the Portuguese legislation that rules immigration. The second part of the paper is dedicated to the empiric investigation and it is divided into two chapters: in the first we define the methodology to use in the empiric study, and in the second chapter we make the analysis, description and interpretation of the collected data. La présente dissertation, "Différentes Origène, Différentes Ollaires -Un retrait sociologique sur la immigration au Portugal", intégré au programme dans le corse de mestre en Travaille Social -Migrations et Ethnique Minorités, constitué un réquisit sur la obtention dans le grau de mestre, en la Université Fernando Pessoa. Con été étude, nous prétendons ausculter quel que pense e souhaiter les portugaise dans la immigration, e quel que pat devez la politique de immigration tomar, en accord dans la opinion des populations portugaise. Le document et dévidé en deux parte e quatre capitulés. En la première, ce fait le théorique encadrement dans la problématique, en el que le première capitule ce consacrer a les varias stratégies en que las sociétés de accolaient adopté sur la entré des immigrant et las politiques de immigration adoptés sur les pais dans que la tradition de accolaient de immigrants et Portugal, e le second capitule ce consacre à la analyse de la portugaise législation que rège la immigration. La second parte dans le travaille ce consacre a la investigation empirique et ce dévidé en deux capitules: en le première ce défini la méthodologie a utiliser en la étude empirique e ce fait la analyse, description et interprétation dans la information récolions. VIII À minha mãe e à Joana. Um primeiro agradecimento à minha mãe, que me incentivou e encorajou a continuar, com uma persistência benevolente. Ao Paulo Dias e à minha restante família, pela ajuda com a qual pude contar quando foi preciso e pela alegria que sempre me transmitiram. Agradeço a todos os meus colegas de turma, nomeadamente, a Alcina Mangas, a Cláudia Andrade, a Marisa Moreira e o José Carreira. A todos os que foram meus professores, pelo empenho e paciência demonstradas. À Maria do Carmo Barbosa pelo apoio e amizade. Queria ainda agradecer ao Prof. Doutor Rui Leandro Maia, orientador da dissertação, pela disponibilidade, interesse e dedicação que emprestou a este trabalho. Agradeço extensivamente a todos que, de alguma maneira, com carinho e compreensão, me incentivaram a continuar.

2025, Sociologia, Problemas e Práticas

2025

The number of Chinese immigrants in Portugal has been rising substantially since the first decade of the 21st century. Their ensuing sedentarisation and that of their descendants raises the question of how their social integration into Portuguese society has been developing. The present article’s goal is to analyse some of the key dimensions of the life of descendants of Chinese immigrants: immigratory trajectory, family context, academic path, and labour market insertion. The author use discourses recorded in semi-structured interviews of young descendants. The final section of the article presents a number of questions for future reflection on the topic.

2025

Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Trabalho Social.A presente dissertação, “Diferentes Origens, Diferentes Olhares – Um retrato sociológico sobre a imigração em Portugal”, integrado no plano curricular do curso de mestrado em Trabalho Social – Migrações e Minorias Étnicas, constitui requisito para a obtenção do grau de mestre, estando adstrito ao Departamento de Ciência Política e do Comportamento da Faculdade de Ciências Humanas e Sociais da Universidade Fernando Pessoa. Com este estudo, pretende-se auscultar o que os portugueses pensam e pretendem da imigração, ou seja, que rumo deve a política de imigração tomar, de acordo com a opinião da população portuguesa. O documento está dividido em duas partes e quatro capítulos. Na primeira parte, é feito o enquadramento teórico da problemática, sendo o primeiro capítulo dedicado às várias estratégias que as sociedades de acolhimento adoptam face...

2025, International Journal of Educational Research Open

This study examines social networks' role in high-achieving students' transitions from upper secondary school to higher education. A specific focus is on the configuration of their social network, its' stability over time, and how the students experience the nature of the relationships in the network. The case study is based on three student cases selected from a pool of 52 students, and the data includes three waves of interviews with students over two years, interviews with a significant other to the students, and a subjective mapping of their social network. Analytical tools are the concepts of cultural and social capital and weak and strong ties. The study shows how social and cultural capital works within a social network, experienced from the students’ perspectives. In addition, we conclude that the transition process is fragile for students with low cultural capital regarding network configurations, significantly when changing fields of interest from upper secondary to tertiary education. Here, the importance of having weak ties is illustrated in terms of the need for field-specific influx for a bridging support role in the transition. The active involvement and reciprocal nature of the relationships are vital, and the strength of the network depends on whether it pertains over time. The results have implications for practice due to the emerging interrupted transitions to higher education and how to support students in their apparent situations, which are characterised as being in a state of limbo with no clear resolution.

2024, ShodhKosh: Journal of Visual and Performing Arts

The National Education Policy (NEP) 2020 emphasises the importance of holistic, inclusive, and equitable education beginning at the foundational stage, with a focus on experiential and play-based learning methodologies. The foundational stage, which serves children aged 3–8, is crucial for the development of cognitive, social, and physical skills. Physical literacy, characterised by competence, motivation, and confidence in physical activity, aligns with the objectives of NEP 2020.This study examines physical literacy as a means to promote inclusive education during foundational stage in accordance with NEP 2020. Physical literacy, which includes competence, motivation, and confidence in physical activities, facilitates cognitive, emotional, and social development. Integrating physical literacy into the foundational curriculum addresses diverse learning needs, facilitating equitable access to education for all children, including those with disabilities. This study examines global best practices and provides practical recommendations for their implementation within the Indian context. The study utilises global and local best practices to demonstrate its capacity to meet varied learning needs, promote equity, and improve engagement. Policy interventions, teacher training, and infrastructure development are recommended to effectively integrate physical literacy into the NEP 2020 framework.

2024

The aim of this article is to analyse the relationships among the different actors involved in educational trajectories in Slovenia, to understand their different perspectives, and to describe the constellations of factors of relevance, responsibility and support in students' educational trajectories. The research instruments are semi-structured interviews with different actors (students, parents, teachers, counsellors, experts). Since the 1970s, Slovenia has managed to strongly raise the educational level of especially disadvantaged groups of young people, such as women and children from socially weaker families and milieus. This kind of system has supported the social integration of disadvantaged, socially vulnerable and handicapped groups of young people. However, today and especially in the light of the increasingly serious economic and social crisis this system is under threat from both the outside and inside. Externally, it is threatened by the lack of financial and material resources, the neoliberal austerity policy and the weakening of the institutions of the welfare state; internally, it is weakened by the imbalance between key educational agents, students, parents, teachers and experts. While the external pressures are weakening the strength and position of schools as the key educational institutions, the internal pressures are diminishing the professional authority of teachers and their professional competencies.

2024, National Centre for Vocational Education Research

The Creative Commons licence conditions do not apply to all logos, graphic design, artwork and photographs. Requests and enquiries concerning other reproduction and rights should be directed to the National Centre for Vocational Education Research (NCVER). This document should be attributed as Curtis, DD, Mlotkowski, P & Lumsden, M 2012, Bridging the gap: who takes a gap year and why?, NCVER, Adelaide. This work has been produced by NCVER through the Longitudinal Surveys of Australian Youth (LSAY) Program, on behalf of the Australian Government and state and territory governments, with funding provided through the Australian Department of Education, Employment and Workplace Relations.

2024

This 3-page report, published by researchers at the Wisconsin Center for Education Research, focuses on "the relationship among dual enrollment, early postsecondary academic momentum, and student retention / graduation at public two-year technical colleges in Wisconsin." As the paper explains, duel enrollment positively impacted student retention and completion rates, and even made it more likely for students to graduate on time

2024, Research in education

How do you feel about mathematics ? Answer. Maths is the demon that jumped out of the closet and licked me in the face. [Third-year student, currently training to be a primary teacher] D emons are abhorrent creatures. They instil fear and are best avoided. Yet mathematics as a demon has managed to 'lick' this student. Does this imply that the demon has been tamed and that some kind of affection lies between the student and the subject? Has the student's own fear of the subject been licked? If it has, how were the transitions between fear and friendliness, abhorrence and affection, made? Many transitions are potentially problematic. But for students entering initial training as primary teachers, who so often perceive mathematics as a source of anxiety, the movement between the two locations of learner and teacher seems especially fraught. This exploratory article marks an attempt at having some appreciation of the various kinds of 'self work' (Stronach and Maclure, 1997, p. 135) that is undertaken by students when making the move from being a 'learner of mathematics' to becoming a 'teacher of mathematics'. We suggest that for such students 'identity' can be seen as a key feature in easing those tensions which lie between the two sites. Subsequently we try to show how particular constructions of the 'self' are used to surmount and negotiate hurdles and boundaries. This includes perceived lack of mathematical competence. Our main interest, then, is perceptions of the 'self' and how, in relation to mathematics, it is talked about, described and generally theorised. In part, this involves looking at the kinds of emotional baggage that centre on mathematics and which students have collected over a period of time. We are particularly interested in those ways 'identity' seems to assist in both accruing and jettisoning such baggage. We also note and discuss how accounts of past mathematical experiences are filtered through current perceptual frameworks. It is this crisscrossing between present perceptions of mathematics and the self, memories of mathematics and the self, and how together these feed into and help fashion future constructions of the self as 'teacher of mathematics', that we attempt to address. An enquiry into transitions 1 An enquiry into transitions From being a 'learner of mathematics' to becoming a 'teacher of mathematics'

2024

Young people in school are a group who gain a great deal of attention from the research community with many surveys exploring success, skills and welfare among students. This study considers coping and support issues facing young people from a multi-actor perspective framing it in a comparative welfare and educational context. It focuses on investigating how students manage to cope with educational demands. It analyses measures of active inclusion through provision of social support and informal support inside and outside of school, and how formal, non-formal and informal learning are related within education systems in general and in educational trajectories in particular. Some of the questions that are central to this thematic report include the following: What are the conditions and constellations under which productive learning occurs and how are learning biographies constructed? What support systems are available inside and outside of school in order to help students develop su...

2024

Investigação com o apoio do Fundo Europeu para Integração de Nacionais de Países Terceiros (FEINPT) Acompanhe-nos e subscreva a newsletter do Observatório das Migrações em www.om.acm.gov.pt

2024, International journal of special education

This paper explores primary to post-primary transitions for students with Special Educational Needs (SEN) within mainstream schooling in an Irish context. A questionnaire was distributed to a cohort of sixth class students (n=58) from four different primary schools in advance of their transfer and results were then compared with a similar cohort of first year students (n=63) from two post-primary schools following the transfer. The perspectives of the key stakeholders involved in the transition process were gained through questionnaires (n=10) and semi-structured interviews (n=5). Findings indicate that while a minority of first-year students experience transition difficulties, students with SEN encounter greater obstacles during this crucial time of transfer with increased anxiety and are more vulnerable and prone to bullying than their typically developing peers. Schools should place greater emphasis on transitions involving those with SEN due to their increased vulnerability.

2024

Issues & Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educational laboratories on current education issues of importance at local, state, and regional levels. Fast Response Project topics change to reflect new issues, as identified through lab outreach and requests for assistance from policymakers and educators at state and local levels and from communities, businesses, parents, families, and youth. All Issues & Answers reports meet Institute of Education Sciences standards for scientifically valid research.

2024, Educational and Professional Pathway “Vocational Education – University (Full-Time)” for Students in Teacher Training Programs (in Russian)

Background. With an increase in the number of school graduates entering the institutions of the vocational education system, and an increase in the variability of educational and professional trajectories of young people in general, the... more

2024

1 El concepto de formación profesional es muy amplio y se utiliza para describir distintas realidades. En general se acepta la división entre formación inicial, ocupacional y continua, porque se dirigen a colectivos diferentes (jóvenes, parados y activos) y dependen de instituciones distintas (Ministerio de Educación, Ministerio de Trabajo y agentes sociales), aunque en los últimos años las fronteras se están desdibujando (Homs, 2008). En este artículo nos centraremos en la formación profesional inicial y reglada, es decir, la que ofrece el sistema educativo fundamentalmente a los jóvenes que acaban una etapa formativa, obligatoria o postobligatoria.

2024

Inclusión y acceso en universidades...

2024

1. National context 2. Institutional context: Edge Hill University 3. Research focus 4. Research methodology 5. Case study partners 6. Summary of current links and developments 7. Benefits of links and partnerships 8. Partnership continuum 9. Defining an effective strategic partnership 10. Essential characteristics of an effective strategic partnership 11. Recommendations for schools, colleges and HEIs 12. Recommendations for further research and knowledge transfer 13. Suggested next steps for Edge Hill University 1. Background 1.1 National context 1.2 Institutional context: Edge Hill University 1.3 Research focus 2. Research Methodology 2.1 Steering group 2.2 Survey of school/college links across Edge Hill University 2.3 Interviews with Edge Hill University staff 2.4 Partner case studies 2.5 Participatory seminar 2.6 Data handling and analysis 2.7 Evaluation of the project 3. Case Studies 3.

2024, Currículo sem Fronteiras

O artigo analisa aspectos da socialização acadêmica de estudantes universitários e coloca atenção sobre dificuldades acadêmicas. O objetivo é identificar o nível de dificuldade ou vulnerabilidade acadêmica, associando-o a fatores socioeconômicos, hábitos acadêmicos e posição institucional. Lidamos com variáveis de idade, gênero, renda, cor/raça, escolaridade da mãe, horas de trabalho, responsabilidade por afazeres domésticos, experiência com idiomas, hábito de leitura, entre outras variáveis. Criamos um indicador exploratório de dificuldade acadêmica, usado como variável dependente em uma análise de regressão linear múltipla. Analisamos dados de 1.041 questionários respondidos por estudantes de graduação em 2021. Os resultados indicam que variáveis relacionadas a fatores sociais têm associação com o nível de dificuldade acadêmica, de modo convergente com a literatura sociológica sobre vulnerabilidade acadêmica. Por fim, o estudo indica a necessidade de
investimento institucional.

2024

Efforts to expand access to undergraduate engineering programs increasingly suggests that community colleges have the potential to be lower-cost pathways to bachelor’s degrees. However, little research has examined students’ ability to navigate complexities in transfer of coursework processes and policies between partner institutions, despite this being essential for maintaining cost and time-efficiency for degree completion. To address this gap in the literature, we use semi-structured interviews to explore how transfer students receive information about transfer of coursework processes from the perspective of faculty and staff in the College of Engineering at a large research university as well as at two partner community colleges. Using thematic analysis of interview data, we find that while students have access to several different sources of information, they experience information asymmetry across those sources. Information asymmetry occurs when buyers (students) and sellers (...

2024

Widening participation and the related issue of social mobility are re-emerging as crucial, complex and pressing priorities in terms of the governance and the social and economic effectiveness of higher education in the regions of Europe. Concern about barriers to entry to higher education has been debated across Europe since at least the 1960s, yet there is still disagreement about the extent to which universities should take responsibility for the social effects of access policies and provision. Despite the unifying effects of the Bologna Process, the meaning and status of widening participation action across Europe remain highly differentiated. Enhanced access in terms of numbers does not necessarily correlate with equality of opportunity and planned national responses to access concerns remain under-developed in many member states. This article compares data from the UK with that from six other EU countries: Czech Republic, Latvia, Netherlands, Poland, Portugal, and Slovakia col...

2024

El acceso y las trayectorias de los estudiantes de grupos vulnerables e infrarrepresentados constituyen un verdadero reto para el desarrollo de la dimension social de la educacion superior. En este sentido, la educacion superior debe promover la inclusion educativa, la equidad participativa y la igualdad de oportunidades, aspirando a que los estudiantes que ingresan, participan y culminan sus estudios reflejen la diversidad social. El objetivo de este estudio es describir y comparar el perfil y las trayectorias de los estudiantes con discapacidad becados versus los no becados en la cohorte de acceso a la Universidad de Barcelona (UB) del 2011. Se ha realizado un estudio cuantitativo, ex post facto, descriptivo-comparativo, no experimental y longitudinal donde se han analizado los datos procedentes de la base institucional que integra informacion sociodemografica, socioeconomica y academica de los estudiantes con discapacidad. Los resultados indican que nos encontramos ante un perfil...

2024

Games are promoted as a classroom learning tool. A considerable literature suggests that games increase student motivation to persevere with their learning. Few studies have explored student agency when using games in the sociocultural space of the school classroom. Existing empirical evidence from studies of digital games used in schools cite increased retention of conceptual knowledge, with claims that such digital games are fun for students and are stealth learning tools that can 'sneak in learning' on the teacher's behalf. Missing from the existing literature is the considered sociocultural student Professor Susan Rodrigues, for the initial opportunity to embark on a doctorate.

2024

El desarrollo de políticas orientadas a la inclusión y equidad a nivel global ha cobrado especial relevancia en los últimos 40 años. Chile cuenta con un sistema de Educación Superior (ES) que tuvo un importante crecimiento mediante la expansión de la provisión privada, no obstante, desde 2016 se implementan políticas públicas que fortalecen la garantía de derechos por parte del Estado. En este sentido, la política de Gratuidad es una importante iniciativa orientada a la inclusión socioeconómica en ES, que brinda acceso a este nivel educativo para los estudiantes de menores ingresos. La política ha tenido un amplio alcance, pero en el grupo de universidades más selectivas esto no se ha manifestado con la misma fuerza. La investigación se planteó explorar los efectos de esta política respecto a la composición socioeconómica de la matrícula en universidades chilenas. Para ello se desarrolló un estudio cuantitativo, comparativo y transversal, que incluyó datos de 42 de las 54 universidades con matrícula nueva al 2022. Entre los principales resultados se observa que el efecto de la política de Gratuidad es heterogéneo en universidades y que posee menos impacto en el grupo de instituciones más selectivas. En conclusión, la política de Gratuidad es un avance sustantivo para la inclusión de la diversidad en la ES chilena, no obstante, los mecanismos de acceso a la ES aún se orientan fuertemente al rendimiento en pruebas de selección estandarizadas y los contextos socioeconómicos de origen de los estudiantes, disminuyendo los efectos de esta política en las universidades selectivas.

2024, QTimes

This contribution explores the relationship between migration, marginalization, and educational planning within a migration reception program implemented in the city of Reggio Emilia. The project, in which one of the authors actively participates and which forms the basis of a seven-year thesis, focuses on the case of the former Officine Reggiane, an environment characterized by marginalization and deviance. A network of integrated professionals actively collaborates on this project, fostering significant reflection on the impact of migration phenomena in this specific context. The study commences by reconstructing the educational conditions within the context from the perspective of critical-structural pedagogy. It proposes an analysis of the intersection between colonialism, imperialism, and globalization. Subsequently, employing a structured qualitative examination through case analysis, the researchers delineate the fundamental characteristics of the research conducted at the former Officine Reggiane. Finally, the study discusses the emerging pedagogical themes and outlines potential avenues for development and intervention within the context.

2024

Generation Z, those born between 1997 and 2012, represents a cohort uniquely equipped to navigate the complexities of the 21st century. This generation, shaped by rapid technological advancements and unprecedented global interconnectedness, has emerged as digital natives, masters of technology, and champions of social justice. Unlike previous generations, Gen Z embodies a pragmatic approach to problem-solving, favoring actionable solutions over ideological purity. Their activism spans across global issues such as climate change, human rights, and social equity, demonstrating their commitment to creating a more just and inclusive world. Grounded in philosophical theories like Cosmopolitanism and Postmodernism, and sociological perspectives such as Globalization Theory and Technological Determinism, Generation Z navigates identity, culture, and truth with a fluidity that reflects the postmodern condition. This book delves into the distinctive qualities of Generation Z, exploring how their unique blend of digital fluency, global awareness, and commitment to mental health and financial pragmatism positions them as the architects of our future. Through a detailed examination of their influence on global movements and societal change, this work highlights how Generation Z is not merely inheriting the world—they are actively shaping it for generations to come.

2024, Sociologia, Problemas e Práticas

A obrigação de frequentar a escola, por um período de tempo cada vez maior, transformou a escolarização numa dimensão crucial da construção biográfica. A transição para o ensino secundário revela-se, neste aspeto, um momento particularmente crítico, uma vez que o jovem é convidado a definir um projeto (de futuro), através duma escolha de via escolar. Ora, ocorrendo numa etapa da vida — a adolescência — caracterizada pela adesão a uma ética de exploração, esta projeção no futuro pode levar a uma tensão entre ritmos biográficos (baseados na exploração) de construção de si e calendários institucionais (baseados na obrigação de escolher) impostos pelo sistema de ensino. Neste artigo, propomos um modelo de trajetórias escolares no ensino secundário que leva em conta tais tensões.

2024, I linguaggi della Pedagogia Speciale La prospettiva dei valori e dei contesti di vita

La Convenzione ONU promulga l’autodeterminazione delle persone con disabilità e l’accessibilità dei contesti. Relativamente agli ambienti di apprendimento, la lingua facile è uno strumento che rende le informazioni
accessibili e, in tal senso, è inclusivo. Nell’ambito della formazione professionale, la lingua facile consente alle persone con disabilità intellettiva di prendervi parte e, quindi, di avere maggiori possibilità di accedere a posizioni lavorative favorendo così una vita indipendente e autodeterminata. Tuttavia, in Italia l’utilizzo della lingua facile resta ancora circoscritto a poche sperimentazioni (Guerini, 2024). Questa la ragione per
cui tra maggio e dicembre 2023 abbiamo condotto una ricerca esplorativa con un gruppo di 114 futuri insegnanti ed educatori/ici al fine di sondare le loro opinioni circa il suo impiego in ambito scolastico e universitario.

2024

progression pathways. Current policy changes heralded by the Care Act (2014) and increased personalisation through integrated care (Better Together Dorset, 2014) offer an exciting opportunity to explore the types of care roles needed now... more