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Osei-Tutu Jonah

References Abebe, T. (2008). Earning A Living On The Margins: Begging, Street Work And The Socio-Spatial Experiences Of Children In Addis Ababa. Geografiska Annaler: Series B, Human Geography, 90 (3), 271-284. Abebe, T., & Bessell, S. (2011). Dominant discourses, debates and silences on child labour in Africa and Asia. Third world quarterly, 32 (4), 765-786. Admassie, A. (2003). Child labour and schooling in the context of a subsistence rural economy: can they be compatible? International Journal of Educational Development, 23 (2), 167

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Kevin Burke

) . Sex, gender & christian ethics. Cambridge: Cambridge University Press Carper, J . C . (1998) . History, religion, and schooling: A context for conversation . In J . T . Sears & J . C . Carper (Eds . ), Curriculum, religion, and public education: Conversations for an enlarging public square. New York: Teachers College Press . Carroll, J . (2001) . Constantine’s sword: The church and the Jews. New York: Mariner Books Center for Research on Education Outcomes . (2009) . Multiple choice: Charter school performance in

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Luciana Benincasa

. (1984). Language and schooling. Sociology of Education , 57 (3), 174-183. Mehan, H. (1993). Beneath the skin and between the ears: A case study in the politics of representation. In S. Chaiklin, & J. Lave (Eds.), Understanding practice (pp. 241 268). Cambridge: Cambridge University Press Mehan, H. (1998). The study of social interaction in educational settings: Accomplishments and unresolved issues. Human Development , 41 (4), 245-269. Retrieved March 09, 2017, from the University of Michigan website:

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Josep Santesmases

Academic Rigor and Dedication to Competitive Sport in Young People 12-18 Years: Major Social Issues

Quantitative study with the aim of linking the academic performance of students who are high-level athletes in Catalonia (Spain) and who do not have any institutional support (high-performance centre, reduction of subjects, etc.) or belong to any educational institution with adapted curriculum (90-95% of households), compared to sedentary students who play sports only occasionally.

The study divided students into two groups by age: 12, 14, 16 and 18 years old (secondary school). The general group (GG) was made up of students who did sports at school, did not participate in major competitions, and the weekly training requirement did not exceed 3 hours (N = 262). The group of athletes (AG) is made up of students who at least competed for the Championship of Catalonia (swimming and basketball) and the weekly training requirement exceeded 4.30 in younger students (N = 212). The questionnaires were constructed in order to gather academic information, highlighting the grades of the subjects for the second evaluation of the 2008-09 academic year and full-time sports data for training (day session, hours, competition) and schooling (public or private).

We found a significant correlation (0.99) in comparing the evolution of differences between the grades of the groups. Supporting an extraordinary demand for training, and increasing with age, student athletes have better academic performance throughout secondary education. However, this trend is broken in high school, coinciding with the highest dedication to training.

Two other important considerations are highlighted in the study: first, the GG presented inactivity levels which increase linearly with age and this is more prominent in females, and secondly, the enrolment of the school is basically AD private state-assisted and not public system, which can make us think about whether the family ideology also influences the sports options for children.

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Glenn C. Savage

References ACARA . (2009) . ICSEA technical paper 2009. Sydney: Australian Curriculum, Assessment and Reporting Authority . Anderson, B . (1983) . Imagined communities: Reflections on the origin and spread of nationalism. London: Verso . Ball, S . J . (1981) . Beachside comprehensive: A case-study of secondary schooling . Cambridge: Cambridge University Press . Ball, S . J . (2003b) . The teacher’s soul and the terrors of performativity . Journal of Education Policy, 18(2), 215

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Russian-Speaking Immigrant Teachers in Finnish Classrooms:

Views and lived experiences in Finnish education

Anatoly Stikhin and Tatjana Rynkänen


Success of integration depends, amongst other things, on immigrants’ involvement in the host country’s education. Educational differences between home and host countries can either promote or hinder academic progress of immigrants and, consequently, overall process of their integration. The goal of this study is to investigate what effect differences between educational systems of Finland and neighbouring Russia may have on professional induction of Russian-speaking immigrant teachers in Finland. This is done through researching experiences of Russian-speaking teachers in Finnish education. Their views and interpretations of their own eligibility and Finnish schooling practices lay foundation of this research.

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Brigita Kairiene and Andrius Sprindziunas


The purpose of the present study was to discuss the way of organizing free lunch at public schools as an important precondition for social equality and sustainability in school, by revealing acute forms of social disjunction in Lithuanian schools as a major incongruity with Children Rights, and an obstacle to the achievement of general education goals. The objective of the study: to study the experience of pupils subject to free lunch in public schools, as well as the experience and viewpoints of pedagogues involved in the organization of free lunch in relation to social equality and sustainable schooling.

A qualitative research was conducted in several Lithuanian schools focusing on the experience of the pupils, who had the privilege of having cost-free lunch at schools, as well as the pedagogues involved in organizing free lunch. The research data indicated the violation of children’s rights to healthy nutrition, as the respondents complained about the quality and the way of implementation of free lunch in schools. The research data revealed some discriminatory practices of separate queues to provide dishes to pupils from needy families, and limited or lacking opportunities for them to choose dishes. The analysis of the research data led to the recommendation to professionally assess the correspondence of the organization of free meals in the aspects of effectiveness, legal regulation and ethics with children’s needs.

Open access

Carmen-Mihaela Niculescu


The human being started as a self-educated person, this way managing to improve his living. For his descendants to avoid failures, he started to share his ancestors’ experience. When some people’s knowledge acquirement became big, they were called the sages, and among of them became eventually teachers, that took the role of transmitting the useful information related to life environmental conditions they lived. In time, their needs became more and more complex and their knowledge deeper. In the act of teaching itself, teachers create a shortcut between necessity and solving it, going beyond failures. Obviously, the present society is technologized, where the human being uses technology but he also searches for himself. This quest should be naturally performed with the help of the educator, of the experienced student, so that he could shape the young man and make him feel good with himself and find his place within society. The current education system describes to younger people nothing more than the evolution of science, technique and art, starting with the first trials till our days. What is really mandatory for us is to find a way where the educational system could become again a necessity for a person and not a way to keep very many people busy, while they can be intellectually and psycho-emotionally shaped.

Open access

Georges Felouzis, Samuel Charmillot and Barbara Fouquet-Chauprade


En s’appuyant sur les données PISA Suisse 2009, cet article se concentre sur les modes de scolarisation des élèves migrants de deuxième génération et leurs conséquences au plan des inégalités d’acquis scolaires. Nos résultats indiquent qu’à la fin de la scolarité obligatoire les écarts entre élèves natifs et de deuxième génération restent prononcés en termes d’acquis scolaires et d’accès aux filières les plus exigeantes. Nous montrons ensuite que les cantons où la relégation des élèves de deuxième génération dans les filières les moins exigeantes est la plus marquée sont aussi ceux où les inégalités d’acquis par rapport aux natifs sont les plus importantes.