Abstract"Students' engagement in school" is regarded in the literature as a current and valued construct despite the lack of empirical studies on its relationship with specific family variables. The present research aimed to survey studies on the correlation between students' engagement in school and family contexts, specifically in terms of the following variables: perceived parental support, socioeconomic and sociocultural levels, perceived rights, and parental educational styles. In order to describe the state of the art of student's "engagement in school" and "family variables", a narrative review was conducted. The studies reviewed highlight the role of family as a context with significance in student's engagement in school. However, further research is needed to deepen the knowledge of this topic considering potential mediator variables, either personal or school variables. It was also found the need for a psychosocial intervention aimed at providing support for the students coming from adverse family contexts who exhibit low level of engagement associated with poor academic achievement and a higher probability of dropping out.
Perception plays a key-role in how feedback is processed. Individual and situational characteristics can potentially influence how students perceive teachers´ feedback. Our main goal is to study if students´ gender and/or the type of education program they attend may influence how they perceive teacher feedback in a class that they like. For this study we used 13 items from the Feedback, Identification, School Trajectories Questionnaire that measure students´ perceptions about teachers´ effective feedback (EF) and ineffective feedback (IF). Data from 178 students were randomly selected from a larger data base (89 attending the 9 th grade of an academic education program and 89 attending courses in vocational education). No differences were found in the perceived feedback regarding a main effect of the type of education program attended, neither for the combined effect of type of education program attended and the student gender. However, results revealed a student gender main effect, with girls perceiving more effective feedback than boys. Future studies should continue exploring how learners´ individual and situational characteristics may relate or affect their feedback perceptions, as well as how these perceptions relate to learning. This will allow us to compare results and fully grasp the practical significance of the magnitude of the effects found.
RESUMEN Se presenta un consenso latinoamericano que permite estandarizar las definiciones de los diferentes niveles de resistencia a los antimicrobianos en bacterias de importancia en salud pública. Se describen los criterios de inclusión y exclusión para las metodologías a utilizar y para los antibióticos a incluir (por disponibilidad, relevancia y existencia de puntos de corte). Como propuesta piloto se eligieron tres microorganismos gramnegativos de gran impacto en el ambiente hospitalario ( Klebsiella pneumoniae , Pseudomonas aeruginosa y Acinetobacter spp.). La falta de puntos de corte para ciertos antibióticos (por ejemplo, tigeciclina, fosfomicina y colistina), claves para el tratamiento de infecciones causadas por estos patógenos que presentan multirresistencia o resistencia extendida, llevó a la necesidad de discutir y consensuar puntos de corte provisorios para la vigilancia de la resistencia a estos fármacos. Se abordó y consensuó también el uso de pruebas de sensibilidad alternativas a los métodos aprobados por las guías internacionales, de aplicación más sencilla como pruebas de rutina en los laboratorios de bacteriología clínica. El principal beneficio de este documento es proporcionar a los laboratorios latinoamericanos un marco estandarizado y consensuado para la identificación y la vigilancia constante y unificada de microorganismos resistentes. Las recomendaciones incluidas en este documento son el resultado consensuado por los representantes de los laboratorios nacionales de referencia de los países que integran la Red Latinoamericana de Vigilancia de la Resistencia a los Antibióticos coordinada por la Organización Panamericana de la Salud.
O conceito de envolvimento dos alunos na escola tem vindo a ser colocado no cerne das discussões relacionadas com o sucesso académico e com o abandono escolar. Este estudo faz uma revisão de literatura acerca deste conceito e das suas relações com o desempenho académico, destacando a sua importância no âmbito da formação de professores. Vários estudos sustentam que a falta de envolvimento dos alunos aparece associada ao baixo desempenho académico, a problemas de comportamento e ao abandono escolar. O envolvimento dos alunos na escola apresenta-se, na literatura revista, como uma resposta eficaz para os problemas que afetam as escolas e os seus alunos, como um aspeto a ter em conta na prevenção de padrões de comportamento problemático em contexto escolar e, portanto, como um conceito transdisciplinar de elevada importância na formação de professores.
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