Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal

Grade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention.     

Paraoxonase 1 activity and phenotype distribution in premenopausal and postmenopausal women

Introduction

Postmenopausal women have higher risk of cardiovascular disease. One of the contributing factors could be reduced activity of anti-atherogenic enzyme paraoxonase 1 (PON1). The aim of this study was to examine differences in the lipid status, paraoxonase and arylesterase PON1 activities and PON1 phenotype in women with regular menstrual cycle and in postmenopausal women.

Materials and methods:

The study included 51 women in reproductive age (25 in follicular and 26 in luteal phase of the menstrual cycle) and 23 women in postmenopause. Lipid parameters in sera were determined using original reagents and according to manufacturer protocol. PON1 activity in serum was assessed by spectrophotometric method with substrates: paraoxon and phenylacetate. PON1 phenotype was determined by double substrate method.

Results:

Compared to the women in follicular and luteal phase, postmenopausal women have significantly higher concentration of triglyceride [0.9 (0.7–1.3), 0.7 (0.6–1.0) vs. 1.5 (0.9–1.7) mmol/L; P = 0.002], cholesterol [5.10 (4.78–6.10), 5.05 (4.70–5.40) vs. 6.30 (5.73–7.23) mmol/L; P < 0.001], LDL [3.00 (2.56–3.63), 3.00 (2.70–3.70) vs. 3.90 (3.23–4.50) mmol/L; P < 0.001], and apolipoprotein B [0.88 (0.75–1.00), 0.79 (0.68–1.00) vs. 1.07 (0.90–1.24) mmol/L; P = 0.002]. PON1 basal [104 (66–260), 106 (63–250) vs. 93 (71–165) U/L; P = 0.847] and salt-stimulated paraoxonase activity [210 (131–462), 211 (120–442) vs. 180 (139–296) U/L; P = 0.857] as well as arylesterase activity [74 (63–82), 70 (54–91) vs. 70 (60–81) kU/L; P = 0.906] and PON1 phenotype (P = 0.810) were not different in the study groups.

Conclusion:

There are no differences in PON1 activity and PON1 phenotype between women with regular menstrual cycle and postmenopausal women.     

Engaging plant anatomy and local knowledge on the buriti palm (<Emphasis Type="Italic">Mauritia flexuosa</Emphasis> L.f.: Arecaceae): the microscopic world meets the golden grass artisan’s perspective

Considering that both Western Science and Local Knowledge Systems share a common ground—observations of the natural world—the dialogue between them should not only be possible, but fruitful. Local communities whose livelihoods depend on traditional uses of the local biodiversity not only develop knowledge about nature, making several uses of such knowledge, but, with that process, several inquiries about nature can be raised. Here we present our experience with the engagement of Western Science with golden grass artisan’s knowledge about the buriti palm (M. flexuosa). We applied 25 semi-directive interviews, combined with field diary and participative observation, in two quilombola communities from Jalapão region (Central-Brazil). One of the inquiries that emerged from the artisan’s perspectives was about the differences between male and female buriti palms’ fiber. We then engaged both local and scientific perspectives regarding this issue using plant anatomy as a dialogue instrument. Here we describe this experience and resort to Paulo Freire’s ideas on dialogue to argue that, to integrate Western Science and Local Knowledge Systems in a collaborative and contextualized perspective, the research should be faced as a mutual learning practice.     

Peer inquiry: Discovering what you know through dialogue

The article discusses a dialogical peer inquiry process as a practice of co-constructing knowledge in graduate coursework. The process, formerly structured as an exam, was developed by Dr. Vera John-Steiner more than 30 years ago and has been implemented in adapted forms by her students in their teaching. The dialogical peer inquiry process involves collaborating creatively with peers in the co-construction of knowledge. The article discusses the underpinnings of the process and uses voices of students in a graduate art education course to illuminate the process and its meanings for students.     

Prefix identification in the reading of Dutch bisyllabic words

Two experiments were conducted in order to explore the role of prefix identification in the reading of Dutch bisyllabic words. Although Dutch orthography is highly regular, several deviations from a one-to-one correspondence exist. A case in point is the grapheme E which can represent the vowels ε, e and œ in polysyllabic words. In Experiment 1, 33 third-grade children and 46 sixth-grade children were presented a list of randomly ordered bisyllabic words starting with the letter string BE and the first syllable being (1) a real prefix, (2) a phonological prefix (same sound pattern as a prefix), or (3) a pseudoprefix (sound pattern deviant from a prefix). Pseudowords starting with the same letter string were also presented. The results showed that words starting with a real or a phonological prefix were identified more accurately than words starting with a pseudoprefix. For the pseudowords, a predominant interpretation of the first part as a prefix was also evidenced. In Experiment 2, a lexical decision task was administered to 35 third-grade children, 33 sixth-grade children, and 26 adults. Words with a phonological prefix and words with a pseudoprefix were randomly presented along with other word types. The data showed both children and adults to retrieve words with phonological prefixes more quickly and more accurately than words with a pseudoprefix. The results are discussed with reference to current models of word decoding.     

Analysis of lexical quality and its relation to writing quality for 4th grade,primary school students in Chile

Few studies have addressed vocabulary quality in developing writing skill in Spanish. Even less addressed it within the Chilean educational system. The specific objective of this study was to characterize, using a comprehensive set of indicators, the quality of the vocabulary produced by Chilean 4th grade students. Based on a national writing survey, a sample of 2056 texts written by 685 students was collected (narrative, persuasive, and informative texts). Current literature defines lexical quality as a composite of diverse factors that, while distinct, are interrelated. To represent the properties of the vocabulary, a set of indicators were selected: (a) lexical diversity; (b) lexical sophistication; and (c) lexical density. Using multilevel modeling (students and schools as levels 1 and 2) to explain a global writing score we found that diversity was a significant determinant for narrative and persuasive texts, density was a significant determinant for the three genres and sophistication was a significant determinant for narrative and expository text. In addition, indicators related to gender and socioeconomic conditions were only significant determinants of narrative stories. The parts of speech most often used also varied according to the purpose of each text. In all genres, words had a short extension and were very sensitive to the input presented in the stimuli. These results imply a significant challenge to this education system: how to promote the development of vocabulary in all children in order to support language learning.     

Education and Work in a European Framework

In industrialised countries education and work are no longer two opposing realities, there now being greater and greater mutual dependence between them. One the one hand, the working world demands higher levels of training and continuous refresher courses or retraining. On the other hand, the educational system is forced to adapt its teaching to the changing demands of the labour market.

In this paper an analysis if is made of both the most representative trends of this phenomenon and present day answers to an ‘education for work’ in the environment of the countries of the European Economic Community.     

What is implied when researchers claim to use a theory?

The focus of this article is on the use of theories and on what we imply when we in research claim to use a theory. In this article, diverse uses of one theory will be illustrated with reference to 10 different studies. The aim is not to evaluate or judge how the theory is used in these studies, but to discuss how the diverse uses of one and the same theory may infer very different things in research. Questions are raised about what happens with the hierarchy and the coherence of an argument and what conclusions can be drawn when only some parts of a theory are used.