Juventud vulnerable y escuela media: representaciones y experiencias sobre la autoridad escolar. Vulnerable youth and high school: representation and experiences on scholastic authority.

La investigación busca responder cómo experimentan, se representan y caracterizan grupos juveniles en situación de vulnerabilidad social de la ciudad de Córdoba, la autoridad en la escuela media considerada en tres actores institucionales claves: docentes, preceptores y directores. Se propone indagar acerca de la autoridad desde dos dimensiones: las representaciones juveniles de la autoridad pedagógica (ligada al desempeño de los profesores) y la autoridad en términos de límites que reconocen en los directivos y preceptores vinculándola con el espacio institucional de la escuela. Objetivos Explorar las relaciones con la autoridad escolar vivenciadas en su tránsito por la escuela secundaria por jóvenes en condiciones de vulnerabilidad social de la ciudad de Córdoba. Indagar como vivencian los jóvenes las leyes y normativas escolares atendiendo a la cercanía o distancia con las prácticas que ellos ponen en juego en el seno de sus grupos de referencia. Identificar desde las voces de adolescentes de sectores populares los problemas de convivencia escolar más frecuentes, apuntando a reconocer qué posiciones advierten ante tales situaciones en los adultos que se desempeñan en diferentes roles en la escuela. Explorar en las interacciones y conflictos que se plantean en sus relaciones con docentes, directivos y preceptores. Conocer las valoraciones que los jóvenes efectúan sobre las estrategias de autoridad puestas en juego por profesores (vinculándolas con el desempeño cotidiano en sus asignaturas), preceptores y directivos. Materiales y métodos: Se seguirán dos etapas: a) Realización de grupos focales con adolescentes de 15-17 en situación de vulnerabilidad social que asisten a la escuela media. Se prevé la utilización de muestras intencionales. b) Aplicación de un cuestionario estandarizado a jóvenes de escuelas secundarias en situación de vulnerabilidad. Las preguntas del cuestionario serán elaboradas en forma de escalas de tipo Likert construidas a partir de la información obtenida en la primera etapa Resultados: La investigación producirá conocimientos acerca de: - formas de legitimación de la autoridad escolar por parte de jóvenes socialmente vulnerables - características de la autoridad escolar en docentes, preceptores y directores - modelos institucionales de autoridad escolar Importancia: La significatividad de los resultados se vincula con el marco de las discusiones que se vienen desarrollando en torno a las transformaciones de la educación secundaria, dentro de las cuales la recreación del vínculo docente-alumno y la redefinición de los marcos de autoridad institucionales resultan sustantivos de cara a la mejora. Pertinencia: El trabajo ayudará a identificar núcleos críticos ligados con la gestión de convivencia y de la autoridad escolar, lo que servirá para identificar aspectos de los formatos institucionales que deberían ser revisados y aquellos que podrían ser objeto de afianzamiento y multiplicación.

The Mediating Role of Perceived Scholastic Competence in the Relationship Between Motor Coordination and Academic Performance

Children with developmental coordination disorder (DCD) are often referred to as clumsy because of their compromised motor coordination. Clumsiness and slow movement performances while scripting in children with DCD often result in poor academic performance and a diminished sense of scholastic competence. This study purported to examine the mediating role of perceived scholastic competence in the relationship between motor coordination and academic performance in children in grade six. Children receive a great deal of comparative information on their academic performances, which influence a student's sense of scholastic competence and self-efficacy. The amount of perceived academic self-efficacy has significant impact on academic performance, their willingness to complete academic tasks, and their self-motivation to improve where necessary. Independent t-tests reveal a significant difference (p < .001) between DCD and non-DCD groups when compared against their overall grade six average with the DCD group performing significantly lower. Independent t-tests found no significant difference between DCD and non-DCD groups for perceived scholastic competence. However, multiple linear regression analysis revealed a significant mediating role of 15% by perceived scholastic competence when examining the relationship between motor coordination and academic performance. While children with probable DCD may not rate their perceived scholastic competence as less than their healthy peers, there is a significant mediating effect on their academic performance.

The initial formation of teachers in scholastic cartography: a report on a research experience

This paper is derived from the PhD research entitled "The initial training of Geography teacher in school cartography: a reflective analysis", developed by the program of Post-graduation in Geography of UNESP, campus of Rio Claro. The research is in the final phase, focused on data analysis and final writing of thesis. In this context, it may be stated that the research orientates in the problematic focused at the understanding of how the recent knowledge produced by the school cartography unfolds in the practices of Geography licentiate students. However, at this time, we will discuss about issues related to the research by the theoretical and practical point of view.

THE RELATIONSHIP BETWEEN PARENTING STYLES, LEARNING AUTONOMY, AND SCHOLASTIC ACHIEVEMENT IN UNDERGRADUATE COLLEGE STUDENTS

Throughout the years, the role that parents play with regard to a child’s academic achievement has been the source of considerable research. The type of parenting style employed by parents, whether it is authoritarian, authoritative, or permissive, has and continues to be a major theme in these studies. One area of particular interest that has been overlooked in these studies, however, is the influence that parents may have on a student’s learning autonomy. Learning autonomy is the idea that a student has internal motivation to learn or achieve. The purpose of this study was to investigate therelationship among the three styles of parenting, learning autonomy, perceived parental autonomy support, and scholastic achievement in undergraduate college students. Sixty-one participants were recruited at a small liberal arts college in the northeastern United States to complete questionnaires, which measured perceived parental authority of the participants’ parents, perceived parental autonomy support, and students’ own learning autonomy. The participants were also asked to list their grade point average. The results revealed positive and negative correlations between many of the variables in the study;however, simple regression analyses did not yield any statistically significant relationships between parental authority, learning autonomy, perceived autonomy support, and scholastic achievement.

Sharing scholastic life : What do children think about it?

In this article we present the results found in a descriptive- exploratory study, in which we investigated a group of scholar's (9 and 10 years old) conceptions of their classmates with psychological disorders at school. The answers of 90 students who belong to low and average socio- cultural level groups were analyzed. These groups were identified in relation to the parent's occupational category and educational level. The instrument elaborated to such aim was a semi- structured interview which included different aspects related to: which the most frequent problems are, how these problems are expressed at school, which their determinants are and the consequences for the children, as well as the their self referred knowledge of these problems.

Sharing scholastic life : What do children think about it?

In this article we present the results found in a descriptive- exploratory study, in which we investigated a group of scholar's (9 and 10 years old) conceptions of their classmates with psychological disorders at school. The answers of 90 students who belong to low and average socio- cultural level groups were analyzed. These groups were identified in relation to the parent's occupational category and educational level. The instrument elaborated to such aim was a semi- structured interview which included different aspects related to: which the most frequent problems are, how these problems are expressed at school, which their determinants are and the consequences for the children, as well as the their self referred knowledge of these problems.

Sharing scholastic life : What do children think about it?

In this article we present the results found in a descriptive- exploratory study, in which we investigated a group of scholar's (9 and 10 years old) conceptions of their classmates with psychological disorders at school. The answers of 90 students who belong to low and average socio- cultural level groups were analyzed. These groups were identified in relation to the parent's occupational category and educational level. The instrument elaborated to such aim was a semi- structured interview which included different aspects related to: which the most frequent problems are, how these problems are expressed at school, which their determinants are and the consequences for the children, as well as the their self referred knowledge of these problems.

Regulations concerning admission readmission scholastic and graduation requirements.

Mode of access: Internet.

Disputationes scholasticæ et morales /

"Diligenter recognita, notis illustrata, et documentis fluribus [sic] quæ a morte auctoris ad hunc usquee diem e romana curia prodierunt, nec non indicibus copiosissimis locupletata et ornata."

Summa theologiae scotisticae : in qua ex fidei lumine ... religionis christianae mysteria, dogmata, sacramenta et leges breviter et scholasticè explicantur et propugnantur /

Mode of access: Internet.

High school scholastic contests in South Dakota : a report covering the results of the program during a ten-year period from 1935 to 1944 /

Mode of access: Internet.

The principle of sufficient reason in some scholastic systems, 1750-1900.

Mode of access: Internet.