High School Experiences That Support Post-School Success: What Can We Learn?

Students with disabilities continue to lag behind their peers without disabilities in the area of post-school success. This study qualitatively analyzed individual responses from 6 years of post-school outcomes survey data in one state to identify positive experiences said to help students reach their post-school goals. Respondents reported nine themes as being the most helpful in meeting their goals after high school, including having supportive staff members, taking career development coursework, and developing success attributes such as self-advocacy. A negative experience theme also emerged in the analysis. Implications for educators are discussed related to emphasizing instruction in self-determination and career development. Implications for states are discussed related to the post-school outcomes data collection process.

Communication in the Context of COVID

Effective communication in the context of COVID-19 is the key element that underlies school success, consisting of a complex repertoire of intentional actions capable of producing positive changes or transformations in the field of cognition, affect, and behavior, on the personality as a whole. The communication aims to be convincing by students taking over an idea, behavior, or attitude based on arguments, realistic evidence, and to determine involvement, trust, openness, and dedication in achieving the goal and persuasive through the ability to change certain ideas or behaviors through logos, pathos, and ethos. The teacher has not only the role of information, but also to communicate with the children in his class about values, ideals, attitudes with a role in their formation and development. Feedback becomes effective when students show intrinsic involvement in learning tasks.

Evaluation of Adolescents with Restless Legs Syndrome: Relation to School Success

Restless Legs Syndrome (RLS), which may be a missed diagnosis in children, is seen at an important frequency. The aim of this study was to investigate the clinical characteristics of patients with RLS and to show the effect of RLS on school success. Forty-three patients with RLS and 43 healthy volunteers were included to the study. Blood samples were taken to measure ferritin. The averages of school exam scores were recorded. The patient group was classified as mild, moderate, severe, and very severe according to the RLS rating scale. The daytime sleepiness was measured by the Epworth Sleepiness Scale (ESS). The"Turgay DSM-IV-Based Child and Adolescent Disruptive Behavioral Disorders Screening and Rating Scale (T-DSM-IV-S)" was completed by parents, and patients' inattention, and hyperactivity-impulsivity scores were compared with the control group. According to the RLS rating scale scores 25.6% (n:11) were evaluated as mild, 60.5% (n:26) were moderate and 14% (n:6) were severe. The mean ferritin level was significantly lower in the patient group. The mean score of inattention and hyperactivity-impulsivity in the patient group to be significantly higher than the control. The mathematics and science course mean grades were significantly lower in the patient group than the controls (66.7±17.7 vs 74.2±11.7). ESS scores were found to be significantly higher in the patient group. In this study, RLS has been found associated with ADHD and iron deficiency, similar to previous studies. There are not many studies on the effects of RLS in children on daily life and this study has objectively shown that RLS reduces patients' school achievement

Relationship Between Students' School Success and Factors in the Context of the Family Environment

This paper discusses the framework in which the educational process takes place and the impact of family variables on student success. The aim of the research is to determine the basic characteristics of the connection between the contextual factors of the family environment and the school success of students, in the field of mathematics and the Serbian language. The research involved 300 teachers – 150 mathematics teachers and 150 Serbian language teachers, as well as 600 of their students. A descriptive method was used, and data were collected using a survey and scaling technique. For the success of students, the interest of parents in school and the success of students, the involvement of parents in school activities are more important than the overall conditions for learning and working at home. The grade in mathematics is conditioned by the general conditions for learning at home. However, only 6.1% of the dependent variable (mathematics grade) explains the independent variables. 9.3% of the variance in the assessment of the Serbian language was explained by the conditions for learning and working at home. Parents' interest in school explains 13.1% of the variance in mathematics. Parents' interest in school explains 14.3% of the variance of the grade in the Serbian language.

The Role of Procrastination and Locus of Control in School Achievement

Numerous studies are focused on discovering the factors involved in achieving school success or failure. Among the recognized factors are certainly the locus of control and procrastination. Research has shown that procrastination and locus of control are important indicators of school behavior, attitudes toward obligations, and indicators of school success (Sakač 2008; Košanski 2004). Therefore, this paper sought to determine the extent to which they play an important role in school success. The increasing interest in examining school success lies in being assessed as a significant factor in a child’s life. Its significance influences the development of self-confidence, satisfaction, success, and motivation. Within the research framework, school success was determined by school achievement at the end of the school year. The survey was conducted on 100 respondents of elementary school students, a sample is appropriate. During this research, the relationships between these variables were analyzed, the Anova procedure was used to analyze the data. The obtained results showed that procrastination and locus of control within this sample did not prove to be significant factors of school success.

A discussion on the new critical convergences towards the centrality of knowledge in school: the theories of the relation to knowledge of Bernard Charlot and the return of Michael Young's powerful knowledge

In the late 1960s, driven by the increasing capacity of computational data processing, statistics that linked school success with students' social backgrounds became the main argument in favor of the idea that schools -even the public ones- did little more than reproduce class inequalities and legitimize them by attributing school failure to the poor intellectual abilities of subordinate class students. Both in England and France, critical theories about education questioned the curriculum, which they saw as arbitrary and related to the interests and tastes of the privileged classes, as well as the authority of the teacher, transmitter of these contents and legitimizer of educative but especially social failure, of children from low strata. This apparent consensus is explicitly broken with the turn of the century, and authors such as Bernard Charlot in France and Michael FD Young in England, converge on pointing to knowledge as the central factor in educational work. The objective of this article is to examine the approaches of the two authors on this point, to compare both perspectives, and to propose overcoming visions of some distances that separate them. It concludes with a theoretical critique of both perspectives, an attempt of an overcoming synthesis, underlining the value of knowledge as a central factor in educational activities.

The Representation Strategies of Preschool Children When Solving Numeracy Task

Identifying and addressing the knowledge gap in early numeracy is crucial, given the strong associations between early numeracy skills and later school success. The purpose of this study is to establish current viewpoints and ideas on children’s numeracy development via three forms of representation: manipulative, symbolic, and static. The Children’s Numeracy Task was used to assess eleven preschool children’s numeracy knowledge via a semi-structured interview. The task was also designed to be presented in the three mathematical representations: concrete, static, and symbolic. The findings indicate that preschool children are more likely to use symbolic representation in solving a given task. This study highlights perspectives on how to apply various representations as pedagogical and assessment strategies to address the children’s readiness for a mathematics lesson at the primary school level.