Educational Research and Innovation

Educational research and innovation, Год журнала: 2009, Номер unknown

Опубликована: Ноя. 10, 2009

The nature of childhood and how we view children has changed tremendously in the 21st century.Cultural shifts, global mega trends technological developments have shifted what looks like types roles can do take modern societies.Children are no longer seen as passive beings need protection future citizens, but rather citizens today.They increasingly autonomous agents change who play important shaping current democracies.These changes beg question: does child empowerment mean today implications for OECD education systems well-being?The authors this report seek to answer question by exploring changing childhood, delving into some potential facilitators or barriers empowerment.They propose a definition empowerment, suggesting that empowered opportunity ability act on issues relevant them, learn making mistakes, key contributors democracy.This at various ways which support empowerment.This ranges from providing them with civic skills knowledge effectively participate democracy, supporting their social, emotional physical well-being, reducing inequalities threaten vulnerable marginalised groups.It children's lives, including they interact media digital environment, be used identity development, well-being self-expression new ways.By presenting state art literature, outlining examples promising policy practice countries, volume provides guidance insights work together range actors while helping realise rights.Child is recognised goal priority governments around OECD.Many countries taken effective steps realising goal.However still far go ensuring all future.WHAT DOES CHILD EMPOWERMENT MEAN TODAY?© 2024 Executive summaryEmpowering active participants society emerged critical aim agendas across OECD.Yet, achieving simple.Set against backdrop way understands role child, well opportunities challenges posed publication delves meaning explores its systems.By defining concepts examining valuable empowering children, amidst declining activity, increased stress anxiety, COVID-19, landscape persistent inequalities.This takes stock these broad themes often repeated rarely articulated call empower children.This centres it's analysis three core opportunities. Enhanced well-beingGood things happen when them.Child enhances self-esteem leadership skills, nurturing competent, confident members society.When done authentic crafting school policies practices, tend better suited contribute positively climates social cohesion. Better makingChild an essential educational within though it lacks clear implementation strategies.Giving greater empowers actively decisions contributing unique perspectives.Actively participating decision-making processes both age-appropriate supports personal development ensures societal practices reflect needs perspectives. 9WHAT Current conditions may hindering empowermentEmpowering only possible if makers directly, effectively, tackle number challenges.This requires more attention paid establishing sufficient baseline such health, literacy, access necessary resources.At present, activity levels among insufficient many experience increasing loneliness feelings anxiety.The environment offers wide arenas yet engagement activism, debate peer communities remains modest minority engaging behaviours.Part could related lack literacy distinguish fact opinion.This skill gap crucial because influences confidence content critically, make informed decisions, fundamental aspect empowerment.While platforms powerful tools engagement, not fully harnessed.Moreover, poorer regions lower socio-economic backgrounds face significant accessing also leveraging (often limited) seize managing risks harm. Addressing cultural systemic changeOECD been working hard years wealth research, interventions exists help, documented publication.However, navigating multifaceted shift mindsets those systems, perform children.Shifting responsibilities days than protection, met apprehension adults.Including stakeholders rethink might traditionally order avoid common pitfalls tokenism, manipulation, decoration simply recreating adult structures trying fit structures.Adapting societies schools engage stakeholders, ensure equitable representation, particularly disadvantaged groups, requiring uphold rights safety resource-intensive.It buy-in challenging get right.Structural schools, high staff turnover terms teachers leadership, further complicate goals children.Being educator easy task, high-quality professional opportunities.Greater systematic partnerships external help lighten load, instance provision consistent mental health support.Yet, between left up individual institutions.Schools require dedicated, system-wide mechanisms partnerships.Lastly, inequalities, influenced geographical factors, remain barrier, necessitating focused research equity inclusion comprehensive approach must transform emphasise address disparities, enhance support, expand efforts, thereby creating ecosystem where every thrive our shared future.Education part co-ordinated, whole-of-society promote inside out classroom.This means government meaningfully participation.This necessitates establishment (or strengthening) legislative frameworks, strategies evaluation mandate government.WHAT 2024Empowering exercise agency carefully balancing protect unacceptably risk allowing management strategies.This balance constantly shifting, over course gradually acquire independence autonomy caregivers.An optimal enables older develop healthy sense self-reliance freedom well, family, friends community harm too high.Crucially, source come others exercising agency.As Gottschalk Borhan (2023[4]) remind us, critique use term agency, due assumption much literature inherently positive problematic open manipulation.Sometimes different forms odds each other.Encouraging involvement parents countries.Additionally, leaders positioned actors.But, Burns (2020[3]) ask, whose voice counts views aligned?Having thought out, innovative collaborative models bring parents, communities, themselves most presented century, fullest, flourish change.WHAT Box 1.2. What mobilisation?Over past two decades diverse body understand increase evidence through intentional process known mobilisation.It evidence-informed contributes decision learning.Crucially, mobilisation about just disseminating findings via accessible communication channels.Although important, there now substantive showing fostering interaction building relationships people organisations, incentivising activating parts system evidence, required (OECD, 2022[9]).Social tool making.When deliberately structured, interactions colleagues organisations integrate activities stimulate learning.They block culture 2023[10]).A strong one it.This agreement questions mutual understanding, attitudes, dedicated time space individuals (Langer, Tripney Gough, 2016[11]).WHAT This chapter nature.It today, recognising holders acknowledging exercise.Childhood conceptualisations dynamic, broader shifts.With advancement dialogues, being included processes.This outlines affect participate.

Язык: Английский

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The Parental Happiness Gap Before and After the Start of the COVID-19 Pandemic

Sociological Quarterly, Год журнала: 2025, Номер unknown, С. 1 - 25

Опубликована: Янв. 7, 2025

Scholarship on the "parental wellbeing gap" finds that while parents had tended to report lower levels of subjective than non-parents, parental gap narrowed or disappeared altogether in more recent years. The COVID-19 pandemic, however, presented unprecedented challenges may have resulted a widening this once again. This project aims examine possibility by drawing two waves data from General Social Survey (GSS) captured survey year prior (2018) and after (2021) start pandemic. Analyses assessing happiness—a widely used measure wellbeing—revealed reemerged 2021, although reported higher happiness non-parents. pattern, was driven smaller decreases compared suggesting experienced factors buffered some harmful effects Non-parents, other hand, greater negative experiences resulting These findings highlight need for such be explored future research.

Язык: Английский

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Teaching and Learning Challenges Due to the COVID-19 Pandemic: A Systematic Review

Educational Research Review, Год журнала: 2025, Номер 47, С. 100667 - 100667

Опубликована: Янв. 31, 2025

Язык: Английский

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Countering Racialized Logics About Black Students and School Attendance

Educational Researcher, Год журнала: 2025, Номер unknown

Опубликована: Март 12, 2025

Deficit narratives about Blackness are embedded in research, discourse, and policies as policymakers researchers theorize differences schooling outcomes between Black students their peers. We offer a counterstory to prevailing conceptualizations of student absenteeism by arguing that they center racialized deficit explaining why miss school noting how ignore the influence systemic factors. Studying attendance rates Georgia, we show at comparatively lower than peers after accounting for days missed because suspensions expulsions. postulate families’ historical contemporary involvement strategies contextualize students’ discipline-adjusted counter parental involvement.

Язык: Английский

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Benefits of Masks as a School-Based Prevention Intervention Outweigh the Risks

American Journal of Public Health, Год журнала: 2025, Номер 115(4), С. 451 - 453

Опубликована: Март 12, 2025

Язык: Английский

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How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized‐Controlled Trial

Child Development, Год журнала: 2025, Номер unknown

Опубликована: Апрель 1, 2025

This study examined the impact of Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; Mage = 4.49 years) were recruited from classrooms which randomized to (N 192) or "usual practice" 164). REDI effects emerged emotional symptoms (teacher ratings, d 0.71) behavior problems (composite teacher, parent, youth 0.23) with latter benefits mediated by earlier boosts social-emotional learning, social adjustment, parent involvement. had no direct GPA on-time graduation but promoted these indirectly effects.

Язык: Английский

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Learning recovery post-COVID-19 in Ohio’s Appalachian communities: A multivariate causal-comparative investigation

Forum for education studies., Год журнала: 2025, Номер 3(2), С. 1925 - 1925

Опубликована: Апрель 3, 2025

This study investigates causal-comparative relationships between COVID-19 learning loss in reading and math for 3rd grade through 8th students Appalachian status of schools across Ohio. further explored potential differences recovery non-Appalachian factors that may impact recovery. Archival data was collected from the Ohio Department Education Workforce to support analysis average proficiency on State Testing results. The initial investigation occurred without adjustment or differentiation socio-economic status, operationalized as eligibility free reduced-price lunch, then adjusted by this variable enhanced analysis. analyzed additional information about Educational Services Center delivery models interventions staff support. revealed no significant difference schools, although demonstrated more negative decline over period. statistically gains an County with Service utilizes a direct service model professional development emphasizes targeted interventions. No were made same county. supports need future research into approaches their preventing aiding

Язык: Английский

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Why Has Chronic Absenteeism Increased and Enrollment Decreased?Associations with Structural Inequality and Pandemic Factors in California

Опубликована: Янв. 1, 2025

Язык: Английский

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Long‐term effects of an online math tool on U.S. adolescents' achievement

British Journal of Educational Technology, Год журнала: 2025, Номер unknown

Опубликована: Март 14, 2025

Abstract In this study, we examined the long‐term effects of ASSISTments, an educational technology platform that enables formative assessment. The intervention was implemented in schools one U.S. state for 12–13‐year‐old students (7th grade). Students' math achievement measured at end following school year (8th grade, ages 13–14 years), after complete. Students who received demonstrated improved later compared to typical instruction. a greater extent colour and Hispanic students, as well those attending with higher proportions economically disadvantaged students. gains were related their ASSISTments usage during 7th grade. These findings suggest has potential significantly improve long run, ended, particularly from marginalized backgrounds.

Язык: Английский

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Global social work: Human rights, advocacy, and sustainability

Journal of Human Behavior in the Social Environment, Год журнала: 2025, Номер unknown, С. 1 - 3

Опубликована: Апрель 2, 2025

Язык: Английский

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