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Journal articles on the topic 'Secondary socialisation'
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Haegel, Florence. "Political Socialisation: Out of Purgatory?" European Journal of Sociology 61, no. 3 (December 2020): 333–64. http://dx.doi.org/10.1017/s000397562000017x.
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AbstractThis paper aims to put contemporary political socialisation research in perspective. It offers a rapid overview of the crisis of the subfield after the 1970s and then shifts attention to post-crisis studies. Beginning with child political socialisation, it raises four issues: the use of theoretical frameworks derived from child psychology; the need to reconnect political socialisation to the sociology of family; the benefits of renewing methods for understanding the world of child politics; and a new account of social inequality in the process of political socialisation. It then explores lifelong political socialisation and how it has developed around four research dynamics: the study of civic and political socialisation of school-age adolescents and young adults; the generational renewal; the socialising effects of political mobilisation; and the processes and agents of the secondary political socialisation of adults. The final section raises the major question of what is political in political socialisation.
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Watne, Torgeir, Antonio Lobo, and Linda Brennan. "Children as agents of secondary socialisation for their parents." Young Consumers 12, no. 4 (November 22, 2011): 285–94. http://dx.doi.org/10.1108/17473611111185841.
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Ohl, Fabien, and Marijke Taks. "Secondary socialisation and the consumption of sporting goods: cross cultural dimensions." International Journal of Sport Management and Marketing 2, no. 1/2 (2007): 160. http://dx.doi.org/10.1504/ijsmm.2007.011406.
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Moorosi, Pontso, and Carolyn Grant. "The socialisation and leader identity development of school leaders in Southern African countries." Journal of Educational Administration 56, no. 6 (September 3, 2018): 643–58. http://dx.doi.org/10.1108/jea-01-2018-0011.
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Purpose The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries. Design/methodology/approach The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools. Findings Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed. Originality/value The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.
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TIMOFTI, Iulia Cristina. "Formation, Internalisation and Transformation of Personal Values." Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 25 (2020): 192–217. http://dx.doi.org/10.18662/upasw/25/44.
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The present study presents the complex process of generating and transforming personal values. It presents the major factors that influence the formation of values, the primary and secondary socialisation, and also the transformations that occur at an individual level.
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Andrews, Cheryl. "Teacher Socialisation and Teacher Attitudes Towards Indigenous Children." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 16–32. http://dx.doi.org/10.1017/s0310582200005939.
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In this paper I offer an explanation for teacher-held beliefs that contribute to perceptions of school failure by indigenous children and discuss the ends served by these perceptions. Although the validity of using retention rates as an indicator of actual educational outcomes is questioned (Luke, A. et al, 1993:144), there are few other indicators presently available. The figures on Aboriginal and Torres Strait Islander student participation rates-indicate that few children of Aboriginal and Torres Strait Islander descent complete secondary school. The following figures, based on data collected in the 1991 Australian Census, show the number of Aboriginal and Torres Strait Islander school children of a particular sex and age expressed as a proportion of the population of children of the same sex and age, in Queensland.
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Klimka, Libertas. "Ethnic Culture in Processes of Socialisation: Experience of Lithuania." Pedagogika 116, no. 4 (December 22, 2014): 35–46. http://dx.doi.org/10.15823/p.2014.046.
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The article focuses on topical issues and problems encountered while developing ethnic culture in Lithuania in accordance with the Law on the Principles of State Protection of Ethnic Culture and the Law on Products of the National Heritage adopted by the Seimas of the Republic of Lithuania. The possibilities of ethnic culture to develop national self-awareness and citizenship are analysed. The theoretical assumptions how these activities may contribute to primary and secondary socialisation of children and youth, enhancement of family and community relations, are highlighted.
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Zavaleta Betancourt, José Alfredo. "Socialización en escenarios de violencia y oportunidades de resiliencia y pacificación desde la perspectiva disposicional." Clivajes. Revista de Ciencias Sociales, no. 12 (February 10, 2020): 22–42. http://dx.doi.org/10.25009/clivajes-rcs.v0i12.2576.
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Este trabajo utiliza elementos básicos de la sociología disposicional de Bernard Lahire, con el propósito de pensar la socialización de los jóvenes en procesos de violencia social y experiencias de pacificación en la socialización primaria y secundaria. Para tal efecto, distingue entre la teoría de los campos de Pierre Bourdieu y la sociología disposicional de Lahire, para interrogarnos acerca de cómo las/los jóvenes aprenden a ser violentos o pacíficos en la familia, la escuela, el barrio y en sus interacciones con funcionarios gubernamentales en espacios microsociales.En tales circunstancias, se propone un análisis de la violencia a escala individual que supone revisar habitus en la pluralidad de disposiciones hacia la violencia y como los jóvenes, constreñidos o autoconstruidos, entre la socialización primaria y secundaria, con la reducción implícita de su experiencia en entornos de vulnerabilidad y violencia, enfrentan la adversidad y desarrollan prácticas violentas y resilientes, de mediación y construcción de paz, en sus entornos inmediatos.Palabras clave: Socialización, Disposiciones, Pasado incorporado, Violencia social Socialization in scenarios of violence and opportunities for resilience and pacification from the dispositional perspectiveSummaryThis work uses basic elements of the dispositional sociology of Bernard Lahire, with the purpose of thinking about the socialization of young people in processes of social violence and experiences of pacification in primary and secondary socialization. To this end, it distinguishes between the theory of the fields of Pierre Bourdieu and the dispositional sociology of Lahire, to ask us about how young people learn to be violent or peaceful in the family, school, neighborhood and in their interactions with Government public servants in microsocial spaces.In such circumstances, an analysis of violence on an individual scale is proposed, which involves reviewing habitus in the plurality of dispositions towards violence and as young people, constrained or self-constructed, between primary and secondary socialization, with the implicit reduction of their experience in environments of vulnerability and violence, facing adversity and developing violent and resilient practices of mediation and peace building in their immediate environments.Keywords: Socialization, Regulations, Past incorporated, Social violence Socialisation en scénarios de violence et opportunités de résilience et pacification à partir de la perspective dispositionnelleRésuméCe travail utilise des éléments basics de la sociologie disposisionnelle de Bernard Lahire dans le but de penser à la socialisation des jeunes dans des procès de violence sociale et expériences de pacification dans la socialisation primaire et secondaire. Pour ce faire, il distingue entre la théorie des champs de Pierre Bourdieu et la sociologie dispositionnelle de Lahire pour nous interroger sur comment les jeunes apprennent à être violents ou pacifiques dans la famille, à l’école, dans le quartier et dans leurs interactions avec des fonctionnaires du gouvernement dans des espaces microsociaux.Dans telles circonstances, on propose une analyse de la violence à échelle individuelle qui suppose de réviser des habitus dans la pluralité des dispositions envers la violence et comment les jeunes forcés ou auto construits, entre la socialisation primaire et secondaire, avec la réduction implicite de leur expérience dans des entourages de vulnérabilité et violence, affrontent l’adversité et ils développent des pratiques violentes et résilientes, de médiation et construction de paix, dans leurs entourages immédiats.Mots clés: Socialisation, Dispositions, Passé incorporeé, Violence sociale
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Timol, Riyaz. "Ethno-religious socialisation, national culture and the social construction of British Muslim identity." Contemporary Islam 14, no. 3 (November 2020): 331–60. http://dx.doi.org/10.1007/s11562-020-00454-y.
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AbstractThis paper interfaces a specific theory of socialisation, derived from Peter Berger and Thomas Luckmann’s influential book The Social Construction of Reality, with the empirical story of Muslim settlement in Britain. It makes a key distinction between the primary socialisation experiences of immigrants, which unfolded in their countries of origin, and that of their diaspora-born offspring whose identity is forged between an inherited ethno-religious culture and the wider British collective conscience. Drawing on extensive ethnographic fieldwork conducted with the Islamic revivalist movement Tablighi Jama’at, the paper explores the cultural embodiments of religion as it evolves over generations through an examination of identity markers such as language, dress and food. The analysis triangulates Berger and Luckmann’s concepts of primary and secondary socialisation with a tripartite model of British Muslim identity developed by Ron Geaves. It further argues, in light of Kwame Gyekye’s theory of nation-building, that recent government efforts to promulgate a set of fundamental British values in schools represent an essentially Durkheimian attempt to supply the ‘social glue’ that binds citizens together. While the article acknowledges the increasing salience of religion for many British-born Muslims, it argues for the ongoing influence of ethnicity and nationality in determining their lived experience.
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Aymerich, María, Gonzalo Musitu, and Francisco Palmero. "Family Socialisation Styles and Hostility in the Adolescent Population." Sustainability 10, no. 9 (August 21, 2018): 2962. http://dx.doi.org/10.3390/su10092962.
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The affective involvement of parents in the socialization of their children is fundamental for the proper psychological and emotional adjustment of adolescents, although we know that it is difficult to study. In this research, the relationship between parenting style and hostility was analysed in Spanish adolescents. Five-hundred and thirty-six adolescents participated in this study (53.7% males and 46.3% females), between the ages of 12 and 18 (M = 15.76, SD = 1.43), enrolled in 4 compulsory Secondary Education centers of the Castellon province. Family socialization was evaluated through the parental styles: authoritative, indulgent, authoritarian and negligent, and hostility, through the Cook–Medley Hostility Scale Criteria assessment. A multivariate analysis of variance (MANOVA) was carried out with multiple regression analysis. The results showed that hostility and compound hostility are higher in adolescents from authoritarian and authoritative families than in adolescents from indulgent families. It was also observed that the Mother’s Strictness/Imposition had the greatest effect on hostility, as well as a low acceptance/involvement of the father. Regarding parental styles, it was observed that mother’s deprivation, physical coercion, and mother’s verbal coercion were the greatest predictors of hostility. No differences were observed depending on the gender.
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Houghton, Chris. "Capturing the pupil voice of secondary gifted and talented students who had attended an enrichment programme in their infant school." Gifted Education International 30, no. 1 (April 2, 2013): 33–46. http://dx.doi.org/10.1177/0261429413480421.
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The study was conducted during the Easter holidays of 2010 at Rawmarsh City Learning Centre with 16 students from school years 8 to 11 who had participated, during their infant years, in a gifted and talented Key Stage One Enrichment Cluster. The students represented a wide range of backgrounds, and five were identified as being on the autistic spectrum. The Enrichment Cluster was known as original ways of learning through enrichment technology and socialisation (OWLETS). OWLETS aimed to address the lack of provision for exceptionally able young children, while supporting them in overcoming any weaknesses in relation to socialisation or engagement. The cluster design was inspired by Renzulli’s Schoolwide Enrichment Model. The study investigated the students’ perspective of key features of their experiences at OWLETS and throughout their subsequent education, examining their views on learning and teaching, and was facilitated by the production of a video with student voices spoken by avatars. Findings showed that those with additional special needs preferred primary school and described struggles in secondary; the other 11 students were more positive about secondary education than primary. All the students viewed opportunities for personalised learning and effective teacher–student relationships as key, and they suggested that children who demonstrate exceptional ability benefit from opportunities to socialise and work collaboratively with similarly gifted peers throughout all stages of education. The study indicated that Renzulli’s model, in this simple format, has the potential to enrich a whole-school approach, meeting the needs of all children including the exceptionally able.
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Hanušová, Světlana, Michaela Píšová, and Tomáš Kohoutek. "Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions." Journal of Language and Cultural Education 7, no. 2 (September 1, 2019): 51–77. http://dx.doi.org/10.2478/jolace-2019-0011.
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Abstract Problems with staffing play a crucial role among factors influencing the quality of English language teaching at Czech primary and lower secondary schools. Since 1990 the shortage of teachers of English as a foreign language has been repeatedly reported by the Czech School Inspectorate. The shortage is largely caused by the reluctance of English language teacher education study programme graduates to accept teaching positions at primary and lower secondary schools. A drop-out syndrome in the early stages of the teachers’ career is another factor that may contribute to the lack of teachers of English. Unfortunately, it has not been researched in the Czech Republic and it has not been systematically monitored by the state. In the research study focusing on novice teacher drop-out, conducted in 2015–2017, we deal with the process of socialisation of novice teachers in schools and with external factors that influence the socialisation and that can be seen as predictors of novice teachers’ decision to stay in their current school or leave either the school or the teaching profession. The current paper presents partial findings related to drop-out intentions of novice teachers of English as a foreign language in comparison with teachers of other subjects. Our findings indicate that drop-out intentions are more frequent in teachers of English as a foreign language than for other teachers and that teachers of English evaluate their cooperation with colleagues and leadership at their schools more critically than other teachers.
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Brym, Robert, and Rhonda Lenton. "Jewish Religious Intermarriage in Canada." Canadian Jewish Studies / Études juives canadiennes 30 (April 5, 2021): 67–82. http://dx.doi.org/10.25071/1916-0925.40184.
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Drawing on secondary literature, this paper first identifies trends in Jewish religious intermarriage in Canada—including variation over time, gender, age and community size. It then critically examines results from the 2018 Survey of Jews in Canada to explore factors associated with intermarriage. Binary logistic regression demonstrates that intermarriage is significantly and independently associated with residing in cities other than Montreal and Toronto, relative youth, male gender, having little Jewish secondary socialization outside the family and having both parents born in Canada. The statistically positive effect of having intermarried parents on children’s likelihood of intermarriage falls if children attend full-time Jewish school and summer camp with Jewish content. The effect disappears if at least one parent is an immigrant. These findings imply that the rising rate of intermarriage can be significantly mitigated if the Jewish community finds the means to increase the proportion of children who undergo intensive Jewish secondary socialization and the proportion of immigrants in the Jewish community. The paper concludes by discussing policies that could facilitate this outcome.
En s’appuyant sur la littérature secondaire, cet article identifie d’abord les tendances des mariages interreligieux juifs au Canada, y compris les variations dans le temps, le sexe, l’âge et la taille des communautés. Il examine ensuite de manière critique les résultats de l’enquête de 2018 sur les Juifs au Canada afin d’étudier les facteurs associés aux mariages mixtes. La régression logistique binaire démontre que les mariages mixtes sont associés de manière significative et indépendante à la résidence dans des villes autres que Montréal et Toronto, à la jeunesse relative, au sexe masculin, à une faible socialisation secondaire juive en dehors de la famille et au fait que les deux parents sont nés au Canada. L’effet statistiquement positif du fait d’avoir des parents mariés à des non-Juifs sur la probabilité de mariage mixte diminue si les enfants fréquentent une école juive à temps plein et un camp d’été à contenu juif. L’effet disparait si au moins un des parents est un immigrant. Ces résultats impliquent que le taux croissant de mariages mixtes peut être considérablement atténué si la communauté juive trouve les moyens d’augmenter la proportion d’enfants qui poursuivent une socialisation secondaire juive intensive et la proportion d’immigrants dans la communauté juive. L’article conclut en discutant des politiques qui pourraient faciliter ce résultat.
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Dijkstra, AnneBert, and René Veenstra. "DO RELIGIOUS SCHOOLS MATTER? BELIEFS AND LIFE-STYLES OF STUDENTS IN FAITH-BASED SECONDARY SCHOOLS." International Journal of Education and Religion 2, no. 1 (July 24, 2001): 182–206. http://dx.doi.org/10.1163/1570-0623-90000031.
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Despite the claim that plurality - be it religious, cultural, moral, or other - is important to the way in which schools achieve socialisation, there are few empirically validated data concerning the effects of a school system organised around plurality. This contribution explores the influence of faith-based schools on outcomes of schooling outside the traditional core curriculum, using data from the religiously segmented school system in The Netherlands. Based on an overview of earlier studies and an exploratory descriptive and multi-level analyses of data from 7600 pupils in secondary schools, the authors conclude that 1) the empirical basis for drawing valid conclusions about the effects of faith-based schools on outcomes outside the core curriculum is not very solid as yet, and 2) although some effects do seem to exist, the indicators used in this study provide little reason to expect substantial and systematic differences between schools.
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Bruce-Golding, Judith. "Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship." Journal of Education 199, no. 2 (April 2019): 59–68. http://dx.doi.org/10.1177/0022057419834923.
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Currently, the United Kingdom is experiencing an “education workforce and leadership crisis,” which spans from the beginnings of the teaching career to the higher echelons of senior leadership. The purpose of this study is to investigate the career trajectories and experiences of Deputy and Assistant Headteachers in Birmingham, England. This article draws from an original thesis and presents the findings from a narrative study on the career trajectories of 14 Deputy and Assistant Headteachers in Birmingham, England. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialisation experiences can determine whether they stay, leave, or climb the career ladder to Headship. This article suggests that Deputy and Assistant Headteachers lean toward displaying mainly Bonder, Bridger, or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws types of social capital.
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Tafa, Elmon M. "Teacher socialisation; a critical qualitative analysis of the teaching methods of seven new teachers in Botswana junior secondary schools." International Journal of Educational Development 24, no. 6 (November 2004): 757–58. http://dx.doi.org/10.1016/s0738-0593(01)00046-3.
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Khumalo, Jan B., and C. P. Van der Vyver. "Critical skills for deputy principals in South African secondary schools." South African Journal of Education, no. 40(3) (August 31, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n3a1836.
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The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.
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Alokhin, Mykhailo. "Tutor support of social development of primary school pupils in a private school as an innovative socio-pedagogical technology." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 87–94. http://dx.doi.org/10.24195/2617-6688-2020-2-12.
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Based on a theoretical study of information available in the world and domestic science and his own pedagogical experience, the author characterises the tutoring of social development of primary school pupils in private schools as an innovative socio-pedagogical technology. The elitist status of pupils’ parents in private secondary schools, their requirements to the specifics of their children's socialisation, force private schools to organise tutoring of social growth, which can be considered a process of significant quantitative and qualitative changes in social life. The article considers social development as a dual process, in the context of socialisation and individualisation. The author emphasizes that the primary school age is sensitive to the process of social development because in this period, the child takes an active place in various social relations, where his / her "I" is equivalent to others, which develops a new stage of self-awareness in society, social responsibility . It is confirmed that tutoring accompanies the child to enter the sphere of social life, culture; it contributes to the creation of value orientations, child's lifestyle, and his / her own social experience. It is established that tutoring of social development of junior schoolchildren is based on 3 main approaches: compensatory, educational-perspective and integration- and person-oriented. The tutor of the primary level of a private educational institution in the course of tutoring social development performs the roles of a social mentor, a personal growth tracker, a mediator, an education and development manager. The author identifies psycho- and socio-diagnostic, practice-oriented methods, methods of problem-based learning, methods of analysis and self-analysis, methods of organising independent work by the main methods aimed at tutoring social development of junior schoolchildren. It is generalised that the tutoring of junior schoolchildren’s social development has 5 main stages: diagnostic, motivational, cognitive-axiological, activity-based and behavioural, reflexive-corrective.
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Zubareva, Natalia N., and Elena V. Kireeva. "VARIABLE ASSESSMENTS OF THE «SCHOOL AND SOCIETY» PROBLEM AND SOCIALISATION OF PUPILS IN RUSSIA IN THE SECOND HALF OF THE 19TH TO THE EARLY 20TH CENTURIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 1 (2020): 192–96. http://dx.doi.org/10.34216/2073-1426-2020-26-1-192-196.
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The variable assessments of the problem called «school and society» in Russia of the second half of the 19th – the early 20th centuries are defi ned in the publication, the basic ideas of formation of the educational ideal of general secondary education, topical for both pre-revolutionary period and the present, are considered. Analysis and generalisation of variable approaches to problems of formation of ideal of general secondary education, discussions about upbringing – priority of a person or a specialist – are carried out by the authors. The content of the article refl ects the results of theoretical and practical research, related to the analysis of the works of the leading pedagogues of the period under study (Pavel Blonsky, Vasiliy Vakhterov, Pyotr Kapterev, Nikolay Kareyev, Dmitry Pisarev, Nikolay Pirogov, Vladimir Stoyunin, Leo Tolstoy, Nikolay Chernyshevsky) on singling out the ideas which infl uences the ideal of the period of study. We will list among them: the opportunity to rebuild society through the restructuring of the school; the school lag from the demands of society, i.e., from life; contradictions that arise between public and individual (personal) educational requests; identifi cation of priorities for the interests of the individual. The presented ideas allow to trace continuity with modern education and with their refl ection in modern interpretation of «educational ideal.» The content of the publication may primarily be of interest to teachers of general education organisations, as well as to pedagogues-researchers who work on problems of the history of pedagogy in the system of general secondary education of the period under study.
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Molnár, Regina, and Zsuzsa Győrffy. "Opportunities for further progress of sociological studies about doctors and medical students." Orvosi Hetilap 153, no. 44 (November 2012): 1738–44. http://dx.doi.org/10.1556/oh.2012.29478.
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Introduction: The fundamental purpose of sociological studies is to explore social problems which should be also in focus when examining doctors and medical students. In addition to fact findings, published reports may raise awareness toward these issues. Aim: The authors formulate a possible change of the research approach exploring possibilities to move forward with special focus on the health status among doctors, the role-conflict among female doctors and the professional socialisation among medical students. Methods: Secondary analysis of published studies among health care professionals. Results: Almost all published papers convey the conflict of being a physician in some aspect, but they fail to explore issues related to professional success, protective factors, resources and conflict management modes. Conclusion: In addition to exploration of risk factors, future studies should promote medical identity, should call attention to existing positive examples and should provide hints to cope with challenging issues in order to achieve a successful medical career. Orv. Hetil., 2012, 153, 1738–1744.
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Jones, Marion. "Fitting in, feeling excluded or opting out? an investigation into the socialisation process of newcomers to the teaching profession in secondary schools in england." Journal of In-service Education 31, no. 3 (September 1, 2005): 509–26. http://dx.doi.org/10.1080/13674580500200493.
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Choong, Yuen Onn, Lee Peng Ng, Seow Ai Na, and Chun Eng Tan. "The role of teachers’ self-efficacy between trust and organisational citizenship behaviour among secondary school teachers." Personnel Review 49, no. 3 (November 8, 2019): 864–86. http://dx.doi.org/10.1108/pr-10-2018-0434.
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Purpose The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator. Design/methodology/approach Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data. Findings The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy. Practical implications Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers. Originality/value This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.
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Silke, Charlotte, Bernadine Brady, Pat Dolan, and Ciara Boylan. "Social values and civic behaviour among youth in Ireland: The influence of social contexts." Irish Journal of Sociology 28, no. 1 (July 16, 2019): 44–64. http://dx.doi.org/10.1177/0791603519863295.
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As youth civic engagement is widely considered important for social cohesion and democracy, concerns have been expressed regarding a perceived decline in civic and political engagement among young people throughout the western world. While research has shown that the social environment is influential in terms of the development of civic values, knowledge and behaviours among youth, limited research has been conducted on these issues in an Irish context. Drawing on survey research conducted with 167 young people aged 12–15 years in Irish secondary schools, this paper examines young people's civic attitudes and behaviours and how they are linked to their social contexts. Findings indicate that youth report high levels of social responsibility values but low engagement in both online and offline civic engagement. Furthermore, while parent, peer, school and/or community contexts were found to have a significant influence on youths' social responsibility values and offline civic behaviours, youth's online civic behaviours were not connected to these social environments. This study provides insights into the socialisation of civic values and behaviours among young people in Ireland and highlights the importance of investigating the link between the social context and different forms of youth civic involvement.
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Marqués-Sánchez, Pilar, José Alberto Benítez-Andrades, María Dolores Calvo Sánchez, and Natalia Arias. "The socialisation of the adolescent who carries out team sports: a transversal study of centrality with a social network analysis." BMJ Open 11, no. 3 (March 2021): e042773. http://dx.doi.org/10.1136/bmjopen-2020-042773.
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ObjectivesTo analyse the physical activity carried out by the adolescents in the study, its relationship to being overweight (overweight+obese) and to analyse the structure of the social network of friendship established in adolescents doing group sports, using different parameters indicative of centrality.SettingIt was carried out in an educational environment, in 11 classrooms belonging to 5 Schools in Ponferrada (Spain).Participants235 adolescents were included in the study (49.4% female), who were classified as normal weight or overweight.Primary and secondary outcome measuresPhysical Activity Questionnaire for Adolescents (PAQ-A) was used to study the level of physical activity. A social network analysis was carried out to analyse structural variables of centrality in different degrees of contact.Results30.2% of the participants in our study were overweight. Relative to female participants in this study, males obtained significantly higher scores in the PAQ-A (OR: 2.11; 95% CI: 1.04 to 4.25; p value: 0.036) and were more likely to participate in group sport (OR: 4.59; 95% CI: 2.28 to 9.22; p value: 0.000). We found no significant relationship between physical activity and the weight status in the total sample, but among female participants, those with overweight status had higher odds of reporting high levels of physical exercise (OR: 4.50; 95% CI: 1.21 to 16.74; p value: 0.025). In terms of centrality, differentiating by gender, women who participated in group sports were more likely to be classified as having low values of centrality, while the opposite effect occurred for men, more likely to be classified as having high values of centrality.ConclusionsOur findings, with limitations, underline the importance of two fundamental aspects to be taken into account in the design of future strategies: gender and the centrality within the social network depending on the intensity of contact they have with their peers.
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Hjelm, Titus, Riitta-Liisa Valijärvi, Alessia Lee, Alina Linnenweber, Tímea Tárkányi, and Phoebe Troll. "Learning language, learning culture: Constructing Finnishness in adult learner textbooks." European Journal of Cultural Studies 22, no. 3 (November 19, 2017): 309–26. http://dx.doi.org/10.1177/1367549417719062.
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Learning a second language can be considered a primary example of what Berger and Luckmann call ‘secondary socialisation’. Through careful decisions concerning what to include and what to omit, textbooks have the power to direct what a beginner can and should say in their target language. Additionally, textbooks have the responsibility of representing the cultures that speak the language. Much of a language learner’s initial understanding of a national culture in its own language is dependent on the constructions of that culture in their learning resources. This article examines how two widely used series of Finnish language textbooks for adult learners construct ‘typical’ Finnishness and the implications of these constructions for contemporary debates about national identity. Through an application of a version of critical discourse analysis, we show that the hegemonic image of Finnishness conforms to the stereotype of a modern, advanced and nature-loving people. But the image is also middle-class, White and conventional (even conservative) in terms of gender equality and sexuality. We argue that the textbooks have a key role in creating an inclusive sense of the host culture and that this inclusiveness is an asset for language acquisition, although at the moment they fall short of this aim.
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Ray, Shovana, and Jitendra Kumar Singh. "Co constructing National Identity in the Era of Identity Chaos." Defence Life Science Journal 6, no. 1 (February 23, 2021): 11–15. http://dx.doi.org/10.14429/dlsj.6.16650.
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At cognitive level, preliminary idea of nation and existence of a national group is essential to have a sense of national identity. For adolescents, evolving concept of social groups and possible affiliations with them starts during this period. Factors such as process of socialisation, schooling and exposure to media determines how an adolescent conceptualises the nation and reflects attachmentwith it. As adolescents are considered as the future citizens, this study aimed at tapping their perceptual understanding of nation. This study was conducted with volunteer adolescent students from senior secondary sections of four Delhi based school. They wrote essays on Indian national identity organised according to cue questions, given beforehand. Based on legibility and content appropriateness, 130 essays were selected for further grounded theory analysis. National identity was defined using references from native cultural constituents, such as norms, heritage, traditions, customs, and social values. Identity derived from nation was positive and filled with pride when contents were about patriotism and multiculturalism. However, sharp comments on perceived inadequacy of government were supported with appalling cases of disharmony. The expressions elucidating national identity were described more on the basis of external events than self-references. A possible inference may be drawn that adolescents’ experienceswere in formative stage and hence were restricted to terminologies acquired from popular media.
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OFFIONG, EKWUTOSI ESSIEN, and GODSPOWER ANDREW UDUIGWOMEN. "SOCIO-CULTURAL VALUES AND CHILDREN’S RIGHTS IN CALABAR." Society Register 5, no. 2 (May 15, 2021): 13–30. http://dx.doi.org/10.14746/sr.2021.5.2.02.
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This paper on Socio-Cultural Values and Children’s Rights in Calabar analyses the history and value system associated with child upbringing in the city of Calabar. Communalism, which ensured child socialisation from birth, was a common practice in Calabar like in other areas of Africa and Nigeria until European incursion and eventual introduction of capitalism during colonial times. This change resulted in the diminishing of communal lifestyle and reduction of family sizes to nuclear forms. It also necessitated the population increase and related social problems. Although historical in content and analysis, the paper adopted the multidisciplinary approach of reconstruction with data gleaned from primary and secondary sources. Findings showed that right from pre-colonial times, inhuman practices that abused children’s rights like child pawning and killing of twins characterised this study area. Population increase and the rise of urban poor and slums resulted in the breeding of abused children, with most homeless on the streets of Calabar. Witchcraft labelling and child trafficking were also highlighted as other significant and recurring causes of child abuse in Calabar. This paper concluded by reiterating that as Calabar flouts its status as a ‘restful city’, children must not be denied of this ‘restful’ lifestyle. Child rights must be implementable and child right violators prosecuted.
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Vukojević, Bojana. "The relationship of generation Z with religion." Politea 10, no. 20 (2020): 139–52. http://dx.doi.org/10.5937/politeia0-28829.
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In recent years, there has been an increased interest in research into religiosity of different generations, especially Millenials. In this paper, we will examine the relationship of Generation Z to religion. As the most numerous population, characterised by insecurity and concern for the socio-economic and security aspects of the world in which we live, by digital mediation and socialisation accompanied by the availability of the Internet, by racial and ethnic diversity, and by supporting individual freedom and sexual amorphousness, they are the first post-Christian generation as well, shaping the world like no other generation to this day. Given the aforementioned, the subject of our research is the religious and spiritual values that this generation cultivates. The paper uses secondary data derived from the Pew Research Center research, as well as studies based on qualitative and quantitative research comparing different generation cohorts. The paper consists of three parts, with the first part presenting the sociological characteristics of Generation Z, the second one explaining the popular concepts of modern religiosity together with the respective pieces of criticism, and the final one observing Generation Z as representatives of the post-Christian world. Considering the overall social transformation that accompanies this generation, in conclusion we find that Generation Z treats religion and elements of religion as trends, that there is a search for 'religious shortcuts', i.e. that it channels its spirituality through rituals and ceremonies that meet their current needs and are not necessarily related to one religion.
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HASLAM, Ian R. "Psychological Skills Training: A Qualitative Study of Singapore Coaches." Asian Journal of Physical Education & Recreation 10, no. 1 (June 1, 2004): 37–47. http://dx.doi.org/10.24112/ajper.101294.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.This is a qualitative study of the concerns that Singapore secondary school coaches have with psychological skills training (PST). Two hundred and three coaches were asked to complete the Stages of Concern Questionnaire. The coaches were categorized into four coaching levels. The survey data demonstrated high levels of informational and personal concerns of the lower level coaches and high consequence concerns for the club level and national youth coaches. A group of four coaches, one from each level of coaching agreed to be interviewed in connection with the study. The interview questions were based on an analysis of the survey data. Results of the study revealed three dominant lines of discourse which went beyond the use of PST in schools and which appeared to be systemic concerns about teaching physical education and coaching in public schools. These included issues were closely aligned to existing concepts prevalent in the professional socialisation literature including marginality, isolation and wash-out. It was considered that these concerns would have a negative effect on the likelihood of coaches introducing PST in local schools.本文嘗試探討星加坡中學體育敎練的心理技能訓練，203位敎練接受訪問，結果發現專業的社會化過程可能會影嚮敎練人員的心理技能訓練。
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Thompson, Emma J., Miriam H. Beauchamp, Simone J. Darling, Stephen J. C. Hearps, Amy Brown, George Charalambous, Louise Crossley, et al. "Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study." BMJ Open 8, no. 2 (February 2018): e016633. http://dx.doi.org/10.1136/bmjopen-2017-016633.
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BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.
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Danylchuk, Larysa. "Emotional intelligence of the children born in the families of migrant workers: the environment-based approach." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (September 24, 2020): 106–15. http://dx.doi.org/10.24195/2617-6688-2020-3-12.
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The article presents the results of the study devoted to the issues of emotional intelligence of the children born in the families of migrant workers. The theoretical analysis has been carried out on the basis of domestic and foreign source and scientific bases within the outlined problem. It is noted that the problems related to the families of migrant workers and their children need to be solved at the international, national, regulatory, scientific and methodological levels. The theoretical foundation of understanding the emotional intelligence under focus has been substantiated taking into account the generalising considerations of scientists who have studied the conceptual and semantic content of the concept. It is noted that emotional intelligence is a necessary component of successful socialisation of any personality. The meaning of the term «children born in the families of migrant workers» has been considered, which made it possible to approve that there is no legal status for “the children born in the families of migrant workers” in Ukraine. It is revealed that the concept “the child of migrant workers / the child who was born in the family of migrant workers” is often identified with the concept “social orphanhood”. It is noted that such identification is incorrect; a child can be considered a social orphan only if his / her parents are deliberately removed from parental responsibilities. From the standpoint of the environment-based approach, the living environments of the children who were born in migrant families are segmented, which are basic for the formation of children’s emotional intelligence: family environment; social surrounding environment; general secondary education institution environment; peer environment; the Internet and social networks environment.
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DOLAN, M., W. J. F. DEAKIN, N. ROBERTS, and I. ANDERSON. "Serotonergic and cognitive impairment in impulsive aggressive personality disordered offenders: are there implications for treatment?" Psychological Medicine 32, no. 1 (January 2002): 105–17. http://dx.doi.org/10.1017/s0033291701004688.
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Background. Reduced serotonin (5-HT) function and deficits on neuropsychological tasks have been separately reported in antisocial populations. We investigated whether these impairments are independent or associated factors underlying impulsivity in aggressive personality disordered (PD) offenders and healthy controls and whether there are associated changes in quantitative brain measures.Methods. This study reports on the findings from a sample of 51 PD offenders and 24 controls, recruited from maximum security psychiatric hospitals, who were characterized using the Special Hospital Assessment of Personality and Socialisation (SHAPS). Subjects underwent assessment of 5-HT function (prolactin response to D-fenfluramine challenge), neuropsychological testing and had a diagnostic MRI scan. Of this sample 19 controls and 24 patients also had quantitative measurement of frontal and temporal lobe volumes on magnetic resonance imaging (MRI).Results. Non-psychopathic (low-impulsive) aggressive PDs had enhanced 5-HT function compared with controls and highly impulsive aggressive psychopaths. Primary and secondary psychopaths had poorer executive/frontal, but not memory/temporal neuropsychological function than controls and non-psychopaths. There were no significant group differences in frontal or temporal lobe brain volumes. Although impulsivity and aggression are correlated constructs impulsivity appeared to be related to both executive function and 5-HT function, while aggression only correlated inversely with executive/frontal and memory/temporal function. 5-HT did not directly correlate with frontal or temporal volume or function.Conclusion. Impulsivity appears to be contributed to by both impaired neuropsychological function and 5-HT function. Impaired neuropsychological function alone makes a contribution to aggression. Treatment needs to take account of the neuropsychological and biochemical deficits in this challenging population.
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Crisogen, Disca Tiberiu. "Types of Socialization and Their Importance in Understanding the Phenomena of Socialization." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 331. http://dx.doi.org/10.26417/ejser.v5i1.p331-336.
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Depending on various criteria, the specialized literature defined several types of socialization. After socialization factors and the age at which the process are studied, we have primary socialization and secondary socialization (and continues), according to the assessment of society there are positive or negative socialization, and as awareness of how socialization process is distinguished there is formal or informal socialisation, depending on the objective pursued by already created effects, we have anticipatory or adaptive socialization , depending on the intervention of legitimate power we can talk about associative or institutional socialization after as contents and the results expressed in statuses and roles, gender socialization may be , professional, marital, according to methods of making can speak about planned, spontaneous, law enforcement, participatory socializing depending on the purpose we have societal, national, political, ideological-partisan socialization etc.. These types are not individualized in an environment amorphous, but they intermingle, they complement and, by correlation, manage to describe the complex phenomenon of socialization. The contribution of those who have defined numerous types of socialization should not be approached holistically, nor in opposition with each other, but as a complement to the comprehensive and specialized understanding of socialization. In this context, we propose a new criterion for classification, namely the extent of socialization, which assumes a total socialization of one partial socialization and a zero socialization, void. In regards the overall socialization, this is an ideal and not a reality. However, at least in theory, we could use this terminology as, for example, education sciences use the term " ideal educational " or how physics used the notion of "ideal environment". The concept of "zero socialization" could be the social equivalent of the expression used by Aristotel in his "De anima": a kind of "blank slate" for the socialization.
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Karabanova, O. A., and N. N. Malofeev. "Education Development Strategy for Children with Disabilities: On the Way to Implementing a Cultural-Historical Approach." Cultural-Historical Psychology 15, no. 4 (2019): 89–99. http://dx.doi.org/10.17759/chp.2019150409.
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The relevance of developing a strategy for the development of education for children with disabilities and limited health is due to the need to create a developmental educational environment that meets the educational needs of this category of children in the context of modernization of general education and the implementation of inclusive/integrated education. The purpose of the article is to analyze the key provisions of the strategy, its scientific novelty and practical significance for the modernization of the education of children with disabilities. From the point of view of the cultural-historical approach (L.S. Vygotsky, A.R. Luria, D.B. Elkonin), the priority of early assistance to children at risk is substantiated in order to create conditions for ensuring the normative age development of children with developmental risk factors. The desired educational outcomes are presented as specific age-related psychological neoformations/higher mental functions for early, preschool, primary, secondary and high school age. The paper highlights the necessity of creating a new psychological and pedagogical typology that implements the principle of variety of developmental options for the same impairment while maintaining the nosological criterion. For early, preschool and primary school age, a psychological and pedagogical typology is proposed based on the characteristics of child development, risk factors, developmental disabilities and their genesis. Based on theoretical and empirical studies and psychological practices, it is proved that the target group of early assistance in education is a family raising a child with disabilities, with special educational needs. Monitoring the developmental interaction between the family and the child with disability is an important component of the psychological support as this interaction is essential to the correction and prevention of developmental disorders. Differentiating between the academic achievements and life competencies as the planned educational outcomes of programmes for children with disabilities would create the foundation for positive socialisation and social integration of the disabled children.
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Tomczyk, Łukasz, and Ludvík Eger. "Online Safety as a New Component of Digital Literacy for Young People." Integration of Education 24, no. 2 (June 30, 2020): 172–84. http://dx.doi.org/10.15507/1991-9468.099.024.202002.172-184.
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Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for le arning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media educat ion and socialisation. Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing knowledge and skills. Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender – girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas. Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students’ digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying.
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Supratiwi, Mahardika, Munawir Yusuf, and Fadjri Kirana Anggarani. "Mapping the Challenges in Distance Learning for Students with Disabilities during Covid-19 Pandemic: Survey of Special Education Teachers." International Journal of Pedagogy and Teacher Education 5, no. 1 (April 29, 2021): 11. http://dx.doi.org/10.20961/ijpte.v5i1.45970.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The rapid spread of the Covid-19 virus has had an impact on various aspects of life, such as the economy, education, and socialisation. One of the social distancing policies in the field of education is the application of distance learning at the preschool, primary school, secondary school, special school, and college education levels. Its implementation has led to challenges for teachers, students, and parents, especially students with disabilities (SWD). The purpose of this study is to identify the challenges faced by the special education teachers (SETs) who have been providing distance learning for children with special needs during the Covid-19 pandemic. The study was conducted using a survey method by distributing questionnaires via Google Forms to 226 SETs in Indonesia. Data analysis was conducted using descriptive statistics. The results show that most of the SETs (66%) stated that they had faced barriers to distance learning that came from parents, students, and other teachers, as well as technical barriers. Accordin</span><span>g to the SETs’ perceptions, some of the barriers </span><span>that came from parents included lack of coordination and communication, limited use of mobile phones, and limited time for parents to accompany the students. The barriers coming from students were boredom and their lack of abilities. Furthermore, the barriers from the SETs themselves included difficulties in adapting material to online learning, difficulties in monitoring and evaluating student progress, and the lack of direction and coordination from schools. Other technical barriers were the frequent blackouts and insufficient internet signal. </span></p></div></div></div><p class="Abstract"> </p>
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Ramsland, John. "The elite education of Lieutenant Arthur Wheen, MM." History of Education Review 44, no. 1 (June 1, 2015): 85–98. http://dx.doi.org/10.1108/her-01-2014-0001.
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Purpose – The purpose of this paper is to explore the educative experiences of Arthur Wesley Wheen – his socialisation and indoctrination within a devout family, on the one hand, and his elite classical schooling on the other hand. Such influences laid the seeds of internal conflict and were compounded at Teachers College, the Arts Faculty of the University of Sydney and at New College Oxford. It is argued that profound educative influences and the trauma of First World War shaped and redefined his life, work and personality as a scholar, cultural critic and translator. The impact of the curriculum and ethos of elite schooling on life interests is a major theme. Attempts will be made to discover from the vast mosaic of classical learning what eventually became inscribed on Wheen’s psyche. Design/methodology/approach – In this paper the author uses a critical biographical and life-study approach in the broad parameters of historical research by a close examination of primary and secondary sources including a rich vein of correspondence and related unpublished writings; school, teachers college and university records, battalion and personal war records and published literature, frequently contemporary in nature. In design subtle iconographic and psychoanalytic nuances will be drawn from the raw material of history. Findings – This research is intended to demonstrate how the traumatic requirements of a frontline soldier affected a profound disillusionment with imperial institutions. The study attempts to show how Wheen lost his religious convictions in the heat of total war and later became a passionate expatriate pacifist, social theorist and scholar. It is intended to reveal the complex layers of personal conviction. The author glances at the literary impact of AW Wheen’s translation of Erich Maria Remarque’s All Quiet on the Western Front and the Hollywood film version in terms of his contribution that has not been well recognised. Originality/value – The paper demonstrates how educative experiences led to significant literary outcomes and how elite classical educative forces shaped style and scholarly endeavour. It draws from history, theology, education and cultural studies and synthesises them.
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Hardy, Marcelle, and Pierre Côté. "Appropriation du savoir scolaire des fils et des filles d’ouvriers, d’agriculteurs et d’artisans." Revue des sciences de l'éducation 12, no. 3 (December 7, 2009): 345–60. http://dx.doi.org/10.7202/900539ar.
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Résumé La dynamique de l’appropriation du savoir scolaire est expliquée, ici, à partir du rapport au savoir scolaire des fils et des filles d’ouvriers, d’agriculteurs et d’artisans classés en enseignement général ou professionnel long en les comparant à leurs confrères et consoeurs du secondaire pratique ou professionnel court. Le sens de l’expérience scolaire est scruté en termes de valorisation/dévalorisation de soi dans l’appropriation du savoir pour soi et d’un savoir social, d’implication/résistance au procès de socialisation scolaire, de distance socio-culturelle entre l’école et la famille. Ceci conduit à une analyse de la concurrence entre la socialisation scolaire et la socialisation professionnelle plus manifeste chez les garçons de la formation professionnelle longue.
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Portelance, Liliane, Stéphane Martineau, Annie Presseau, and Sébastien Rojo. "Naviguer entre l’instruction et la socialisation : discours d’enseignants québécois du secondaire." Phronesis 1, no. 4 (December 5, 2012): 98–109. http://dx.doi.org/10.7202/1013240ar.
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La réussite de la mission de l’école reposant en grande partie sur les enseignants, il importe de cerner avec précision comment ces derniers conçoivent leur rôle dans l’actualisation de cette mission. Ainsi, cet article amorce une réflexion sur la manière dont les enseignants du secondaire au Québec, pensent leur mission éducative. Plus particulièrement, nous analysons ici comment cette mission éducative prend forme dans leur pratique professionnelle.
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Nyambek Kanga-Mebenga Nnana, Francine. "Socialisations concurrentes et appropriation des héritages historiques par les collégiens français minoritaires et majoritaires." Alterstice 6, no. 1 (December 5, 2016): 133–46. http://dx.doi.org/10.7202/1038285ar.
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Considérant l’histoire scolaire comme un lieu de confrontation de discours et savoirs issus d’espaces de socialisation en concurrence (l’école, la famille, les médias), nous nous intéressons au travail d’éducation à la citoyenneté et aux défis que lui posent ces socialisations plurielles. Dans un contexte d’importante médiatisation des débats sur la reconnaissance des mémoires de minorités en France et de leur entrée dans les programmes scolaires du collège en 2008, comment les élèves s’approprient-ils les « questions socialement vives » de l’immigration, la colonisation, et la décolonisation ? En outre, comment s’effectue dans ce contexte l’apprentissage de la citoyenneté et du principe politique qui la fonde dans la tradition scolaire républicaine ? À partir de l’analyse de contenu d’un corpus composé d’une centaine d’entretiens semi-directifs menés entre 2007 et 2010 auprès de collégiens de 3e(fin du premier cycle du secondaire et de la scolarisation obligatoire), nous analysons et mettons en évidence des interprétations contrastées de ces héritages par les élèves majoritaires et les élèves minoritaires, respectivement alimentées par les catégories du débat public et les récits familiaux. Nous montrons, à la suite des travaux relevant de la sociologie des programmes scolaires, que l’apprentissage de la citoyenneté à la lumière de ces héritages historiques résulte de la confrontation des élèves aux discours et savoirs issus des différents espaces auxquels ils prennent part. Mais il est surtout le produit de leur prise de position face à ces héritages historiques, selon leurs expériences sociales et le rôle qu’ils confèrent à ces histoires dans la construction d’une identité et une appartenance communes.
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Collard-Bovy, Olivier, and Benoît Galand. "Socialisation et attribution causale : le rôle des études universitaires." Articles 29, no. 3 (October 6, 2005): 565–87. http://dx.doi.org/10.7202/011404ar.
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Résumé L’étude vise à vérifier si le système éducatif de la Belgique francophone engendre, comme son homologue canadien, des variations d’attribution causale en fonction des filières d’études universitaires. Il s’agit de comparer des étudiants en sociologie à des étudiants en gestion, à différents moments du cursus, sous l’angle de leurs attributions en matière de chômage et de pauvreté. Les résultats, identiques en fin du secondaire, quel que soit le futur domaine d’études, témoignent, à l’université, de différences significatives, qui ne sont toutefois imputables qu’aux variations inhérentes au niveau d’études en sociologie. Chez les étudiants, l’évaluation des influences perçues des pairs, professeurs et matières enseignées montre que ces indicateurs entretiennent très peu de relations avec la différenciation des attributions. Diverses pistes d’investigation complémentaire sont, dès lors, suggérées.
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Périer, Pierre. "Une crise des vocations ? Accès au métier et socialisation professionnelle des enseignants du secondaire." Revue française de pédagogie 147, no. 1 (2004): 79–90. http://dx.doi.org/10.3406/rfp.2004.3122.
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Bouchard, Pierrette, and Jean-Claude Saint-Amant. "La réussite scolaire des filles et l’abandon des garçons : un enjeu à portée politique pour les femmes." Articles 6, no. 2 (April 12, 2005): 21–37. http://dx.doi.org/10.7202/057749ar.
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Cet article se situe dans le cadre d'une recherche visant à vérifier les liens entre l'abandon scolaire au secondaire et les stéréotypes associés au sexe, ainsi qu'à identifier certaines pratiques éducatives porteuses de réussite. Dans ce texte, les discours sur le décrochage scolaire sont analysés à partir de la distinction entre la réussite scolaire – la persévérance et la performance -, la réussite éducative, - l'acquisition d'attitudes, de valeurs et de comportements - et la réussite sociale - correspondance entre la formation et la place occupée dans la société avec le pouvoir d'agir sur elle. Les auteur-e-s utilisent les acquis des théories portant sur la reproduction sexuelle et sociale, la socialisation familiale et surtout la socialisation scolaire. Dans certains milieux de l'éducation, l'école secondaire est considérée comme dysfonctionnelle parce qu'elle ne permet pas - momentanément - aux garçons de réussir en plus grand nombre que les filles. On attend de l'école qu'elle reproduise les rapports inégalitaires de sexe, y compris dans les cheminements scolaires. L'article montre comment certains stéréotypes inculqués aux garçons vont à rencontre des exigences de la réussite scolaire alors que les filles ont mis au point des stratégies favorisant davantage la réussite. En conclusion, les auteur/e/s se demandent : Cela suffira-t-il pour assurer aux filles une meilleure réussite sociale ou modifiera-t-on l'école pour la rendre conforme aux exigences du patriarcat?
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Bouchard, Pierrette, Jean-Claude St-Amant, and Jacques Tondreau. "Socialisation sexuée, soumission et résistance chez les garçons et les filles de troisième secondaire au Québec." Hors thème 9, no. 1 (April 12, 2005): 105–32. http://dx.doi.org/10.7202/057870ar.
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Au moyen d'entrevues de groupe auprès d'élèves de troisième secondaire de la région de Québec, nous avons voulu vérifier, d'une part, comment se manifestent dans l'expérience scolaire des élèves les rapports sociaux de classe et de sexe et, d'autre part, quelle dynamique sous-tend la production et la reproduction de ces rapports sociaux. Nous avons regardé à la fois du côté des représentations sociales que se font les filles et les garçons de leur identité de sexe et du côté de leurs interactions au sein de l'école. Peu importe le milieu ou le niveau de rendement scolaire, les filles interrogées témoignent d'une conscience des inégalités entre les hommes et les femmes. Chez les garçons, la représentation de l'identité de sexe montre une soumission aux valeurs de la masculinité, notamment une compréhension des relations hommes - femmes à travers le prisme de la sexualité et une difficulté à penser la masculinité en dehors de l'hétérosexualité. Peu importe le milieu ou le niveau de rendement scolaire, ces garçons partagent des stéréotypes sexuels, sexistes et hétérosexistes.
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Beauchamp, Michel, and Yvan Comeau. "La promotion de la coopérative par le vécu: le cas des caisses étudiantes." Recherche 37, no. 2 (April 12, 2005): 301–18. http://dx.doi.org/10.7202/057038ar.
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La caisse étudiante est une activité originale d'éducation coopérative pour les jeunes du secondaire. Afin d'apprécier les effets de cette activité, les auteurs ont établi entre les élèves des caisses étudiantes et ceux d'autres activités parascolaires des comparaisons sur trois plans: l'adhésion aux valeurs coopératives, le développement personnel, l'acquisition de connaissances. Il ressort de leurs observations, d'une part, que les caisses étudiantes représentent une expérience intéressante au chapitre de la socialisation secondaire surtout en ce qui a trait au développement personnel et à l'acquisition de certaines connaissances, d'autre part, que la formule de la caisse étudiante pourrait être améliorée, notamment en évitant de simuler toutes les pratiques en usage au sein des caisses populaires.
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Bernier, Léon. "L’impact de la scolarisation post-secondaire sur les représentations sociales des jeunes Québécois." Revue des sciences de l'éducation 4, no. 1 (October 9, 2009): 81–104. http://dx.doi.org/10.7202/900067ar.
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Par une approche longitudinale utilisant une technique d’analyse multivariée, l’étude vise à spécifier l’impact du milieu collégial québécois sur les représentations sociales des jeunes. Incluant deux variables d’appartenance sociale, le sexe et le statut socio-économique d’origine, la démarche adoptée se dédouble pour comparer d’une part les jeunes qui ont quitté le système scolaire après la fin du secondaire à ceux qui ont poursuivi leurs études collégiales, et d’autre part les étudiants du secteur collégial professionnel à ceux du secteur général. Les résultats démontrent qu’à ces trois cheminements scolaires correspondent des univers d’attitudes distincts, que la distanciation est déjà instaurée avant la fin des études secondaires, et que le passage par le milieu collégial vient surtout renforcer et clarifier des différences résultant d’étapes antérieures dans le processus de socialisation. Un concept interprétatif est introduit, celui de réseau culturel.
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Fedorov, V. A., and K. V. Chedov. "The Actualisation of Regional Capacity Educational Space Based on Cluster Interaction: The Aspect of Formation of Training Health Culture." Education and science journal 21, no. 9 (November 27, 2019): 186–220. http://dx.doi.org/10.17853/1994-5639-2019-9-186-220.
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Introduction. Secondary schools are the only social institution through which the entire child population passes. This suggests that the general education system is the most important link in the socialisation of an individual, where a health culture is formed among other values. Currently, in Russian and foreign pedagogical science and practice, there are various models for organisation of the activities of educational institutions in the formation of a health culture of students. However, individual institutions often require more strength and capacity to achieve the desired outcome.The aim of the research is to substantiate the theoretical and methodological foundations of the integration of resources and capabilities of various social institutions in the context of their cluster interaction within the regional educational space in order to form a culture of students’ health.Methodology and research methods. In the course of the research, the multilevel concept of methodological knowledge is used. At the philosophical level, the axiological approach, which is of particular importance in the conditions of protecting the health of the younger generation, is taken as a fundamental one, since health is a universal (highest) human value and the main value orientation of the personality (A. Maslow), which determines the healthy and full development of the individual. The general scientific level is represented by a system-interactionist approach, which is a correlation of systemacity and interaction. The system component of the approach involves the consideration of the object (organisation, pedagogical system, educational space, etc.) not as a simple sum of any separate components, but as a single functional whole that has its own qualities distinguishable from the qualities of its individual parts. The interactionist component of the approach involves solving a pedagogical problem through the influence, communication, transition, development of various objects under the influence of mutual actions on each other, on other objects. The specific scientific level includes an integrative approach, involving the implementation of the educational process in educational organisations based on the use of resources of all members of educational activity. The technological level allows for phased planning, sequentially solving tasks and interpreting the results. The administrative and managerial aspect of the technological level is represented by a cluster approach, and the psychological and pedagogical one is represented by a personal-activity one. To achieve this goal, the following generally accepted research methods were used: conceptual-terminological and theoretical-methodological analysis, comparison, interpretation, theoretical modeling, generalisation, formative pedagogical experiment.Results and scientific novelty. The concepts of “regional educational space” and “cluster on the formation of a health culture of students in the regional educational space” were defined. Theoretical and methodological foundations for the integration of resources and capabilities of various social institutions in the context of their cluster interaction within the regional educational space with the aim of creating a health culture for students have been developed and described. Structural functional model and process flow chart of such interaction have been constructed.Practical significance. The results of the research create the prerequisites for a systematisation of the activities of specialists in the field of education, other social institutions and local executive authorities in the creation and development of regional clusters in the interests of protecting the health of the younger generation.
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Barnes, Thomas RE, Verity C. Leeson, Carol Paton, Céire Costelloe, Judit Simon, Noemi Kiss, David Osborn, et al. "Antidepressant Controlled Trial For Negative Symptoms In Schizophrenia (ACTIONS): a double-blind, placebo-controlled, randomised clinical trial." Health Technology Assessment 20, no. 29 (April 2016): 1–46. http://dx.doi.org/10.3310/hta20290.
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BackgroundNegative symptoms of schizophrenia represent deficiencies in emotional responsiveness, motivation, socialisation, speech and movement. When persistent, they are held to account for much of the poor functional outcomes associated with schizophrenia. There are currently no approved pharmacological treatments. While the available evidence suggests that a combination of antipsychotic and antidepressant medication may be effective in treating negative symptoms, it is too limited to allow any firm conclusions.ObjectiveTo establish the clinical effectiveness and cost-effectiveness of augmentation of antipsychotic medication with the antidepressant citalopram for the management of negative symptoms in schizophrenia.DesignA multicentre, double-blind, individually randomised, placebo-controlled trial with 12-month follow-up.SettingAdult psychiatric services, treating people with schizophrenia.ParticipantsInpatients or outpatients with schizophrenia, on continuing, stable antipsychotic medication, with persistent negative symptoms at a criterion level of severity.InterventionsEligible participants were randomised 1 : 1 to treatment with either placebo (one capsule) or 20 mg of citalopram per day for 48 weeks, with the clinical option at 4 weeks to increase the daily dosage to 40 mg of citalopram or two placebo capsules for the remainder of the study.Main outcome measuresThe primary outcomes were quality of life measured at 12 and 48 weeks assessed using the Heinrich’s Quality of Life Scale, and negative symptoms at 12 weeks measured on the negative symptom subscale of the Positive and Negative Syndrome Scale.ResultsNo therapeutic benefit in terms of improvement in quality of life or negative symptoms was detected for citalopram over 12 weeks or at 48 weeks, but secondary analysis suggested modest improvement in the negative symptom domain, avolition/amotivation, at 12 weeks (mean difference –1.3, 95% confidence interval –2.5 to –0.09). There were no statistically significant differences between the two treatment arms over 48-week follow-up in either the health economics outcomes or costs, and no differences in the frequency or severity of adverse effects, including corrected QT interval prolongation.LimitationsThe trial under-recruited, partly because cardiac safety concerns about citalopram were raised, with the 62 participants recruited falling well short of the target recruitment of 358. Although this was the largest sample randomised to citalopram in a randomised controlled trial of antidepressant augmentation for negative symptoms of schizophrenia and had the longest follow-up, the power of statistical analysis to detect significant differences between the active and placebo groups was limited.ConclusionAlthough adjunctive citalopram did not improve negative symptoms overall, there was evidence of some positive effect on avolition/amotivation, recognised as a critical barrier to psychosocial rehabilitation and achieving better social and community functional outcomes. Comprehensive assessment of side-effect burden did not identify any serious safety or tolerability issues. The addition of citalopram as a long-term prescribing strategy for the treatment of negative symptoms may merit further investigation in larger studies.Future workFurther studies of the viability of adjunctive antidepressant treatment for negative symptoms in schizophrenia should include appropriate safety monitoring and use rating scales that allow for evaluation of avolition/amotivation as a discrete negative symptom domain. Overcoming the barriers to recruiting an adequate sample size will remain a challenge.Trial registrationEuropean Union Drug Regulating Authorities Clinical Trials (EudraCT) number 2009-009235-30 and Current Controlled Trials ISRCTN42305247.FundingThis project was funded by the NIHR Health Technology Assessment programme and will be published in full inHealth Technology Assessment; Vol. 20, No. 29. See the NIHR Journals Library website for further project information.
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Lera López, Fernando, Mirian A. Garrues Irisarri, and María José Suárez Fernández. "The correlates of physical activity among the population aged 50-70 years (Determinantes de la actividad física entre las personas de 50 a 70 años)." Retos, no. 31 (November 15, 2016): 181–87. http://dx.doi.org/10.47197/retos.v0i31.50018.
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Background: Physical activity is of particular interest due to its potential for improving quality of life and reducing health care costs. The contribution of this paper is to analyse the correlates of physical activity (PA) among individuals aged 50-70 years old. We differentiate between physical activity during leisure time (LTPA) and total physical activity (Total PA) and besides we offer potential policy advice to increase PA. Methods: We use a cross-sectional survey from a sample of Spanish individuals between 50 and 70 years of age. We analyse the correlates of LTPA and Total PA by estimating ordered probit models including socio-demographic characteristics, health and emotional wellbeing and social support. Results: The covariates explain in different ways LTPA and Total PA levels. In particular, the accomplishment of a minimum of LTPA is positively related to partner participation in LTPA (p<0.01), a good life satisfaction (p<0.01), being male (p<0.01) and secondary education completion (p<0.02); and it is negatively related to working status (p<0.01). On the contrary, very high levels of total PA are positively associated with partner participation (p<0.01), self-perceived health (p<0.01), women (p<0.01) and working status (p<0.05). Conclusions: It is important to increase male energy expenditure in other life domains besides leisure time. Regarding women, social support seems necessary to reach minimum levels of LTPA. Finally, the socialisation effect that we have obtained as well as the positive impact of the extrinsic social support variables might suggest the necessity to take into account couple and family variables.Resumen. Introducción: La realización de actividad física (AF) es de una indudable importancia social dado sus efectos positivos sobre la salud. Este trabajo pretende analizar los determinantes de la AF de individuos de 50-70 años. Metodología: Se emplea un estudio observacional transversal a partir de una muestra de españoles entre 50 y 70 años. Se analizan los determinantes de la AF en el tiempo libre y el total de AF mediante modelos probit ordenados, incluyendo las características sociodemográficas, de percepción de la salud física, del estado emocional y del apoyo social. Resultados: Los determinantes del total de AF y la AF realizada en el tiempo libre son distintos. La realización de un mínimo de AF en el tiempo libre está relacionada positivamente con ser hombre (p<0.01) y tener estudios secundarios (p<0.02), la participación de la pareja (p<0.01) y una buena satisfacción ante la vida (p<0.01); y negativamente con el estatus laboral (p<0.01). Por otro lado, altos niveles de AF están asociados a ser mujer (p<0.01), el estatus laboral (p<0.05), el nivel de salud percibida (p<0.01) y la participación de la pareja (p<0.01). Conclusiones: En el caso de los hombres, es importante incrementar la AF en otros ámbitos fuera del tiempo libre. En el caso de la mujer, el apoyo social resulta necesario para alcanzar unos niveles saludables de AF. Finalmente, el efecto de la socialización y el apoyo social extrínseco resultan variables relevantes que plantean la necesidad de desarrollar políticas de promoción teniendo en cuenta la situación familiar y de la pareja.
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Malenkov, V. V. "Functions of civic education: Teachers' priorities." Education and science journal 23, no. 3 (March 17, 2021): 35–57. http://dx.doi.org/10.17853/1994-5639-2021-3-35-57.
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Introduction. A wide range of valuable and active aspects related to citizenship remain not relevant, which leads to the atomisation of society, weakening of the institutional foundations of the state. Today, the development of the civic education system is an important social issue. Therefore, turning to the experience of other countries, including in terms of building their priorities in this area, contributes to the solution of both theoretical and practical problems in national education. It is customary to associate the civic component in the Russian educational system with the implementation of state educational standards aimed at obtaining formal knowledge about society and the state by schoolchildren, as well as with the systematic educational work carried out in educational institutions, focusing on the development of patriotism. As a result, the structure of youth civic orientations is dominated by intentions to consciously distance oneself from politics, the state, a narrowly formalised understanding of citizenship as a set of rights and obligations fixed by law, and patriotism mainly in its protective-military form.The aim of the present research was to comparatively study the opinions of teachers in 22 countries (including Russia) on the priorities of civic education in schools.Methodology and research methods. A secondary analysis of the data of the International Civic and Citizenship Education Study, implemented under the auspices of the International Association for the Evaluation of Educational Achievements (IEA), serves as a research method. The empirical base of the study is a questionnaire survey of teachers from 22 countries (including Russia). The total sample size was 36674 respondents - 8849 teachers (24% of the sample size), implementing programmes of social sciences, 27825 teachers (76% of the sample size) not directly involved in civic education.Results and scientific novelty. As a result of the comparative study undertaken, the specificity of the opinion of teachers in Russia and other countries regarding the importance of certain areas of civic education in schools was revealed. The answers to a special question were analysed, suggesting the choice of the most priority options from the proposed ones. At the first stage, a ranking procedure was implemented, which allowed to identify the structure of priorities in each country. In most of them, the formation among students of independent, critical thinking occupies the first position in the ranking. This goal is especially significant in the Scandinavian countries, as well as in Finland. In Russia, the level of support for this priority is one of the lowest (36%) - less than only in South Korea (24%). At the second stage, the target settings of teachers involved in civic education are classified. Using cluster analysis, the types of orientations are determined, that is, a combination of various combinations of answers, and their prevalence among civilian educators. Seven types of orientations have been identified and described: critical, socialisation, social studies, participatory, environmental, conflictological, particularistic. The features of their representation in different countries are described.Practical significance. The results and conclusions presented in the article, the proposed typology can be used in the process of further development of the issues of civic education, training and education of citizenship, including in other empirical studies. The quantitative data provided can be used as an information base for the development of civic education programmes at various levels, as well as the design of curricula and content of disciplines of civic studies.