The moral dimension of class and gender identity-making: poverty and aggression in a secondary school in the city of Buenos Aires

This paper presents some results of a qualitative study carried out in a secondary school in the city of Buenos Aires (Argentina). It examines how two students from poor families responded to, and viewed, aggression by peers at their school. This paper argues that the examination of students’ narratives about aggression (based on classism and sexism) illustrates the analytical usefulness of the moral dimension of social life to unpack crucial aspects of the micro politics of class and gender and processes of identity-making. Following Sayer, this article maps students’ responses to immoral sentiments and misrecognition: the search for respect and respectability, and moral boundary drawing. It demonstrates that these reactions are entangled in students’ class and gender identity-making. It also shows how ‘victims’ are able to regain respect. However, the individualized nature of these processes and the spirals of aggression they instigate demonstrate the fragile and temporary nature of this achievement.     

Impact of peer mediation programmes to prevent bullying behaviours in secondary schools / El impacto de los programas de mediación entre iguales para prevenir conductas de acoso escolar en los centros de secundaria

The aim of the study was to determine the impact of peer mediation programmes at a secondary school, as compared to another centre that did not have any such programme. The impact would be evaluated by means of three levels of variables: pro-victim attitudes, the roles adopted by the youngsters and the school climate (this last item was analysed from two perspectives: that of the pupils and that of the teachers). In order to attain this goal, students from 12 to 14 years old (N = 323) and 17 teacher-tutors were administered different questionnaires in Time 1 (baseline, prior to intervention) and Time 2 (after programme intervention). Results highlight the validity of peer mediation programmes when it comes to fostering pro-victim attitudes, preventing the increase of negative roles and improving the school climate.     

Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education

ABSTRACT

A large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented.     

Pedro Gutiérrez Bueno’s Textbooks: Audiences, Teaching Practices and Chemical Revolution

Pedro Gutiérrez Bueno wrote two editions of a chemistry textbook between 1788 and 1802. The paper offers a comparative view of both editions taking into account Gutiérrez Bueno’s biography, his intended audience and the changes related to the so-called chemical revolution. Some conclusions are at odds with common images about scientific revolutions and the role of textbooks in science. The analysis aims to shed some light on the multiple historical forces shaping textbooks and the way in which scientific change is assimilated by their writers. This research was partially supported by the program BHA2002-04611-CO3-02     

Using <Emphasis Type="Italic">I am Moving,I am Learning</Emphasis> to Increase Quality Instruction in Head Start Classrooms

Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how I am Moving, I am Learning (IMIL) could improve the quality of their instruction as measured by the Classroom assessment scoring system (CLASS^®), an observation instrument used to assess the quality of teacher-child interactions across three broad domains and their supporting dimensions. While the study found that early childhood professionals perceive IMIL as a meaningful resource, additional research is needed to substantiate the preliminary findings as well as to guide training initiatives that would help Head Start professionals to make the connection between IMIL and the CLASS^®.     

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.     

First‐Generation Undergraduate Students' Social Support,Depression, and Life Satisfaction

First‐generation undergraduate students face challenging cross‐socioeconomic cultural transitions into college life. The authors compared first‐ and non‐first‐generation undergraduate students’ social support, posttraumatic stress, depression symptoms, and life satisfaction. First‐generation participants reported less social support from family and friends, more single‐event traumatic stress, less life satisfaction, and marginally more depression symptomatology than non‐first‐generation participants, but significant generation–gender interactions showed first‐generation women doing worse and first‐generation men doing better than others.     

Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.