ABSTRACT This article seeks to design a new investigative approach in education field of studies, starting from the youth, building it as a “place of observation” of the high school reform. In it, we ...will, at first, deal with youth as a social position, subject to a variety of living conditions and modes of expression. In a second movement, we will try to demonstrate the analytical possibilities opened up by such an approach to the field of education, based on transition studies and through an analysis exercise on high school and its reform. The results point, firstly, to a definition of youth in which space (place, in Bourdieu’s perspective) and time (flow of history, in Mannheim’s formulation) synthesize the location of this social group (young people). Secondly, by taking high school as a dividing line between different modes of school-work transition, we will demonstrate the impact of the reform on those it casts in the shadows: young people recently included in this level of education.
RESUMEN Este artículo tiene como objetivo presentar un primer diseño de aproximación investigativa al campo de la educación, a partir de la juventud, construyéndola como un “lugar de observación” de la reforma de la enseñanza media. En él, nos ocuparemos, en un primer momento, de la juventud como posición social, sujeta a una variedad de condiciones de vida y modos de expresión. En un segundo movimiento, intentaremos demostrar las posibilidades analíticas que abre tal abordaje del campo de la educación, a partir de los estudios de transición ya través de un ejercicio de análisis sobre la escuela secundaria y su reforma. Los resultados apuntan, en primer lugar, a una definición de juventud en la que el espacio (lugar, en la perspectiva de Bourdieu) y el tiempo (flujo de la historia, en la formulación de Mannheim) sintetizan la ubicación de este grupo social (los jóvenes). En segundo lugar, al tomar la enseñanza media como línea divisoria entre las distintas modalidades de transición escuela-trabajo, mostraremos el impacto de la reforma en aquellos que ensombrece: los jóvenes recién incorporados a este nivel educativo.
RESUMO Este artigo objetiva apresentar o desenho de uma abordagem para o campo da educação, a partir da perspectiva da juventude, construindo-a como um “lugar de observação” da reforma do ensino médio. Nela, trataremos a juventude como posição social, sujeita a uma variedade de condições de vida e de modos de expressão, e procuraremos demonstrar as possibilidades analíticas abertas para o campo da educação, a partir dos estudos de transição para a vida adulta, por meio de um exercício sobre o ensino médio e sua reforma. Os resultados apontam para uma definição de juventude em que espaço (lugar, na perspectiva de Bourdieu) e tempo (fluxo da história, na formulação de Mannheim) sintetizam a localização desse conjunto social (os jovens). E ainda, ao tomarmos o ensino médio como linha divisória entre modos distintos de transição escola-trabalho, demonstraremos o impacto da reforma sobre aqueles que ela joga nas sombras: jovens recentemente incluídos nesse patamar de ensino.
Background
Persons with intellectual disability remain largely excluded from the labour market in the Nordic countries. A review of the existing knowledge base may inform policymakers who try to ...address this challenge.
Method
The study uses a scoping review of 23 articles to summarize three decades of research on employment for persons with intellectual disability in the Nordic countries.
Results
Persons with intellectual disability value employment, but school‐related factors may form barriers to labour market participation. Support at the workplace is important but variable. There is a paucity of intervention studies, and few studies focus on supports to bridge the gap between personal capacity and environmental demands.
Conclusions
A better coordination between the educational system and the labour market may facilitate higher levels of employment for persons with intellectual disability. Intervention studies that emphasize individualized supports and follow‐up of older employees with intellectual disability are welcomed.
As term-time employment for college students has rapidly increased worldwide, the topic of multiple role engagement among employed students has attracted much research attention. Nevertheless, how ...paid employment might affect student outcomes remains unknown. With this in mind, we provide a critical synthesis of the school-work-life (SWL) interface literature that focuses on undergraduate students who engage in term-time employment because the SWL interface, when considered as a psychological experience emerging from multiple role engagement, may shed light on the complex relationship between engagement in multiple roles and outcomes. Supporting the notion that the SWL interface is an underlying mechanism in the relationship between the multiple role engagement and outcomes, our review suggests that (a) demands and resources in each domain relate to positive/negative inter-role interface and (b) positive/negative inter-role interface predicts various outcomes in working undergraduates. We conclude with practical implications for multiple stakeholders and directions for future research.
Entry into the world of work is an important moment for people with disabilities and for their professional inclusion. Using a case study, This research presents the project of school/work ...alternation carried out with a student with intellectual disability within a supermarket during the frequency of the last year in a higher institute in northern Italy. This study intends to describe the process and highlight the strategies used in this experience. The paper ends with an analysis of the factors that can favour a positive experience and which can be a starting-point for other, similar experiences. This experience shows that, with adequate training, people with intellectual disabilities can be protagonists of an experience that favors their well-being and social inclusion.
Questo articolo tratta di un progetto il cui fine è quello di sottolineare l'importanza di ampliare la conoscenza linguistica nei curricula scolastici, con particolare attenzione ai linguaggi ...specialistici. Il progetto si concentra sulla lingua del diritto: partendo dall'analisi della Costituzione Italiana, gli studenti di due scuole superiori hanno imparato ad utilizzare gli strumenti di ricerca linguistica per sviluppare e consolidare le competenze metalinguistiche e le abilità linguistiche sia nella loro lingua madre sia nella lingua straniera studiata a scuola.
Blue-collar employment growth increases schooling opportunities by raising incomes, but also reduces incentives for some students to advance beyond compulsory education. These contradictory ...influences may help to explain relatively slow and uneven growth of progression to upper-secondary schooling in Vietnam, which has experienced a foreign investment boom in mainly low-skill manufacturing industries. We use data on participation rates and scores in an upper-secondary school entrance exam to analyze variation due to demand-side and supply-side factors. The data come from less advanced provinces and so illuminate the challenges of deepening educational development at the extensive margin, especially among ethnic minority populations.
Psychological distress and intention to leave school are highly prevalent among nursing students. Academic conditions, including psychosocial stressors and school-work-life conflicts, could ...contribute to psychological distress and intention to leave school.
To explore the associations between academic conditions and 1) psychological distress and 2) intention to leave school.
Cross-sectional correlational design.
Data collection was performed in February and October 2021 in two nursing schools in Canada: Cegep (publicly funded college, technical degree) and university (bachelor's degree).
230 nursing students (Cegep 131, university 99).
A self-administered online questionnaire assessed academic conditions (psychosocial stressors (Demand-Control-Support, Effort-Reward Imbalance and Overcommitment scales) and school-work-life conflicts (single item)), psychological distress (Kessler-6 scale), intention to leave school, and several covariates. Poisson robust multivariate regression models were built to explore the associations between academic conditions and 1) psychological distress and 2) intention to leave school.
A large proportion of participants experienced high efforts, school-work-life conflicts, overcommitment, and psychological distress (49.5–84.7 %). One out of five participants had had intention to leave school “many times” (Cegep 20.61 %; university 22.22 %). In adjusted analysis, overcommitment and school-work-life conflicts were associated with a higher prevalence of psychological distress (Prevalence ratio = 2.10; 95 % Confidence Intervals = 1.15–3.84 and Prevalence ratio = 2.32; 95 % Confidence Intervals = 1.24–4.32, respectively). Adverse associations were observed between effort-reward imbalance (Prevalence ratio = 2.32; 95 % Confidence Intervals = 1.09–4.94) as well as school-work-life conflicts (Prevalence ratio = 2.40; 95 % Confidence Intervals = 1.05–5.45) and intention to leave school.
Academic conditions might be risk factors for psychological distress and intention to leave school among nursing students. Interventions targeting modifiable academic conditions might improve nursing students' mental health and retention.
•In a sample of 230 nursing students. psychological distress affected 84.73 % of Cegep participants and 64.64 % of university participants.•Most were exposed to high psychological demands. school-work-life conflicts. and overcommitment.•Overcommitment and school-work-life conflicts were associated with psychological distress.•Effort-reward imbalance and school-work-life conflicts were associated with intention to leave school.
This meta-analysis reviewed the literature on socioeconomic status (SES) and academic achievement in journal articles published between 1990 and 2000. The sample included 101,157 students, 6,871 ...schools, and 128 school districts gathered from 74 independent samples. The results showed a medium to strong SES-achievement relation. This relation, however, is moderated by the unit, the source, the range of SES variable, and the type of SES-achievement measure. The relation is also contingent upon school level, minority status, and school location. The author conducted a replica of White's (1982) meta-analysis to see whether the SES-achievement correlation had changed since White's initial review was published. The results showed a slight decrease in the average correlation. Practical implications for future research and policy are discussed. (DIPF/Orig.).
•Subjective school well-being with three dimensions form one-factor model.•The results support both bottom-up and top-down theories of school well-being.•Schoolwork difficulties effect students’ ...self-esteem and school well-being.•The gender is related to self-esteem but not to school well-being.•Adolescent need educational but also psychological support by schools and families.
This study seeks to explore the structure of subjective school well-being (SWB) and the relation between SWB, self-esteem and experienced schoolwork difficulties and some background variables of academically oriented students in their first year in upper-secondary education. First, the one-factor model in SWB fitted the data best. Second, the findings from hierarchical regression analyses indicated that SWB was affected by parents’ income, schoolwork difficulty and self-esteem. Third, self-esteem was influenced by gender and parents’ income, schoolwork difficulties and SWB. The results suggest that parents’ income has a stronger effect on self-esteem than well-being, and boys have higher self-esteem than girls. We argue that students’, especially girls’, self-esteem and SWB need to be strengthened through educational support and psychological guidance.
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