Search results for "chool"

Physical activity in and out-of-school and academic performance in Spain

2020

Background: Academic performance in school stems from an interaction of factors associated with students, families and schools. Among these factors, physical activity could play a very relevant role. Objective: The goal of this study was to determine whether students’ physical activities in and outside school were related to their academic performance. Design, setting and method: We used the Programme for International Student Assessment (PISA) 2015 database for Spain using ordinary least squares (OLS) regression models to answer our research questions. Results: Results suggest a positive association between the number of days per week doing moderate physical activities and academic perform…

Observed teaching practices interpreted from the perspective of school-based teacher educators

2021

A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils’ co...

Effect of self-determined motivation in physical education on objectively measured habitual physical activity

2019

Grounded in the trans-contextual model, the purpose of the present study was to examine the role of self-determined motivation in Physical Education (PE) on self-determined motivation in Physical Activity (PA), PA intention, and accelerometer-measured habitual PA behavior among high-school aged adolescents. A sample of 394 Spanish high-school students (211 males and 183 females; aged 12-16 years) participated in the present study. The outcome measure of PA was established using accelerometry, whereas motivation toward PA and PE as well as PA intention were measured using validated questionnaires. Path analyses supported in part the central propositions of the trans-contextual model. Self-de…

Victimisation and school violence. The role of the motivation ofrevenge, avoidance, and benevolence in adolescents.

2019

Abstract The aim of the present study is to explore the relation among school victimisation and school violence, taking into account the motivations of revenge, avoidance, and benevolence. The sample includes 671 adolescents of both sexes, between 10 and 16 years old, attending primary and secondary school. The structural equation model, calculated with EQS software, show that victimisation is directly and indirectly related to school violence through revenge motivation. Victimisation is also related to avoidance and benevolence motivations, although these are not associated with school violence. Multigroup analysis indicates statistically significant differences between boys and girls in t…

Using English as the Language of Science

2021

This article presents the development and testing of a content-based video exchange model as a motivating means to introduce lower secondary English learners to English as the language of science. The central goal was that students reach the required curricular content knowledge despite learning some of the content in a foreign language. The model was tested in German seventh-grade classes (n = 133), in which the students communicated with U.S. eighth-graders on the topic of ecology. Following field trips to a forest and a desert ecosystem, students presented and compared biotic and abiotic data in videos. The German students’ content knowledge and their motivation were assessed in a pretes…

Discourses on encountering multilingual learners in Finnish schools

2020

Abstract The study examines the narratives of Finnish lower secondary school teachers working in linguistically diverse schools by analysing their narratives’ discourses on encountering multilingual learners. The study reflects the current period when the Finnish education system is experiencing growth in linguistic diversity and a change in educational policies that require language awareness from all teachers. In the study, 16 teachers participated in semi-structured group interviews. The teachers’ narratives were analysed by applying a framework for linguistically responsive teaching (Lucas & Villegas, 2013) in combination with discourse analytical methods. The analysis resulted in six d…

Teacher-rated aggression and co-occurring behaviors and problems among schoolchildren: A comparison of four population-based European cohorts

2019

AbstractAggressive behavior in school is an ongoing concern, with the current focus mostly on specific manifestations such as bullying and extreme violence. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than in the home setting. Since aggression may index multiple behavioral problems, we assessed associations of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren from 4 population-based cohorts from Finland, the Netherlands, and the UK. Mean levels of aggressive behavior differed significantly by gender. Correlations of aggre…

Inclusion of pupils with ADHD symptoms in mainstream classes with PBS

2017

Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using an experimental, multiple-baseline, single-case design, we examined the effects of Check-in Check-out (CICO) support on changes in the behaviour of two pupils who displayed ADHD-type behaviours. The key features of CICO are brief morning and afternoo…

Cross-Cultural Validity of the Emotion Matching Task

2019

Objectives We aimed to provide evidence of the cross-cultural validity of the Emotion Matching Task (EMT), as a measure of emotion knowledge in preschool children in different cultures, namely, the United States, Italy, and Spain. In particular, we analyzed: (1) the psychometric properties of the scale in each of the three subsamples; (2) the relations between sex, age, verbal ability, and EK, in the overall sample and in the three different cultures; (3) the pattern of acquisition of the various dimensions of emotion knowledge in the overall sample and in the three different countries. Methods Participants were 500 children from Spain (N = 180), the United States (N = 158), and Italy (N = …

2021

Aggressive behavior in school is an ongoing concern. The current focus is on specific manifestations such as bullying, but the behavior is broad and heterogenous. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than at home. Because aggression may index multiple behavioral problems, we used three validated instruments to assess means, correlations and gender differences of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren aged 7–14 from 4 population-based cohorts from Finland, the Netherlands, and the UK. Correlations of aggr…