Tackling early school leaving: Principals’ insights into Portuguese upper secondary schools

This article addresses Early School Leaving (ESL) as a phenomenon that is identified in the EU and European countries such as Portugal as being the result of school disaffection that can be associated with social and educational problems. The relevance of this problem at the European level is highlighted by the large number of European guidelines on the matter and by the inclusion of ESL as one of the main questions to be addressed by the Horizon 2020. Based on interviews, this article questions possible relationships between how principals perceive both ESL and the measures to deal with it and the culture of the school as an identity of differentia specifica (ethos). It should be emphasised that the approaches of these principals to ESL and the school‐based practices addressing it are quite diverse and relate to the ethos of the schools; students’ trajectories and the complex relationship between education and the labour market. The principals manifest their investment and implication in the provision of adequate measures for their specific contexts and see teachers and external partners as key actors.     

Correlates of adjustment to aging among the young-old and the oldest-old: A comparative analysis

This study aims to compare the correlates of adjustment to aging (AtA) reported by young-old and oldest-old adults and to build two structural models to explore the correlates of AtA for these two age groups. A cross-national study encompassing a community-dwelling sample of 823 older adults aged 65 years and older was undertaken. Several measures were employed to assess AtA, subjective well-being, and sense of coherence. A questionnaire to determine socio-demographic (sex, age, professional and marital status, education, household, adult children, family’s annual income, living setting, and self-reported spirituality), lifestyle and health-related characteristics (perceived health, recent disease, medication, and leisure) was also used. Structural equation modeling was employed to investigate a structural model of AtA, comprising socio-demographic, lifestyle, and health-related variables, as well as SWB and SOC for both groups. Leisure was the most significant correlate of AtA for the young-old (β = .422; p < .001) while self-reported spirituality was the most significant correlate of AtA for the oldest-old (β = .711; p < .001). Significant correlates explain 67.8% and 73.1% of the variability of AtA, respectively. The results presented in this study highlighted different perspectives of AtA, outlined in two structural models, for the groups, and the need of addressing the differences between these, when implementing health care interventions, in particular the relevance of leisure and self-reported spirituality.     

AESA 2012 Presidential Address “What My Community Means To Me”: Reimagining Civic Praxis With Latina/Chicana Feminisms

This article invites imaginings of democracy and education with and through “other” knowledges. It argues for the possibilities of working across difference as articulated in the transnational, border, and decolonial perspectives of Chicana/Latina feminisms. Specifically, it explores Gloria Anzaldúa's notions of nos/otras (we, we/they, us/them), and conocimiento (knowledge with wisdom) as an example of thinking with other knowledges in civic praxis. Notions of community and civic engagement are then examined through a personal testimonio stemming from early memories of participation in a civic organization's sponsored essay contest, “What my community means to me.” Testimonio is used to critique civic exclusions but also to reimagine and animate other knowledges in the development of conocimiento for redefining community and civic participation. Lastly, this article briefly explores one example of how local activists are building communities of civic praxis for racial justice. Latina/Chicana feminisms are useful for reflecting on practices of community and coalition building across difference in a cross-race, cross-class coalitional context.     

Greater fear of re-injury and increased tibial translation in patients who later sustain an ACL graft rupture or a contralateral ACL rupture: a pilot study

The aim was to compare fear of re-injury, patient reported function, static and dynamic tibial translation and muscle strength assessed before and 5 weeks after an anterior cruciate ligament (ACL) reconstruction between individuals who sustained a subsequent ACL graft rupture or a contralateral ACL injury within 5 years after the reconstruction, and individuals with no subsequent injury. Nineteen patients were investigated before, and 5 weeks after an ACL reconstruction with a quadruple hamstring tendon graft. At 5 years follow up, 3 patients had sustained an ACL graft rupture and 2 patients had sustained a contralateral ACL rupture. Fear of re-injury, confidence with the knee, patient reported function, activity level, static and dynamic tibial translation and muscle strength were assessed. The re-injured group reported greater fear of re-injury and had greater static tibial translation in both knees before the ACL reconstruction compared to those who did not sustain another ACL injury. There were no other differences between groups. In conclusion, fear of re-injury and static tibial translation before the index ACL reconstruction were greater in patients who later on suffered an ACL graft rupture or a contralateral ACL rupture. These factors may predict a subsequent ACL injury.     

Initial Science Teacher Education in Portugal: The Thoughts of Teacher Educators About the Effects of the Bologna Process

Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a two-stage model, which includes a 3-year undergraduate program of subject matter that leads to a licenciatura (or bachelor) degree and a 3-year professional master in the teaching of a subject. The way that teacher educators perceive the ITE programs effects the education of prospective teachers and consequently the future of science education. This paper aims at analyzing how science teacher educators perceived the changes that took place in this formal way of educating junior school (7th–9th grades) and high school (10th–12th grades) science teachers in Portugal, due to the implementation of the Bologna guidelines. To attain the objectives of the study, 33 science teacher educators including science specialists and science education specialists answered an open-ended online questionnaire, which focused on the strengths and weaknesses of the pre- and post-Bologna ITE programs, the overall quality of teacher education and measures for improving ITE. The results indicate that science teacher educators were quite happy with all of the ITE models, but they expressed the belief that both the science and the teaching practice components should be strengthened in the post-Bologna masters in teaching. Meanwhile, changes were introduced in Portuguese educational laws, and they proved to be consistent with the opinions of the participants. However, the professional development of teacher educators along with evidence-based ITE programs seems to be necessary conditions for overcoming the challenges that teacher education is still facing in Portugal and worldwide.     

The effect of badges on the engagement of students with special educational needs: A case study

This paper addresses the perceived benefits from gamification in the context of special education. It presents the findings of a study evaluating the effects of a specific gamification element (badges) on the engagement of five students with special learning needs, through online courses developed on the Moodle Learning Management System (LMS). The results indicate that this particular gamification element yielded positive effects on students’ engagement and on their overall attitude towards the educational process in general.     

A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms

Educational Psychology Review - Over the last decades, extensive research has given considerable attention to teachers’ burnout. Owing to its negative personal, organizational, and social...