Relevant bibliographies by topics / Society of Friends schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Society of Friends schools'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Society of Friends schools"

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Amatsimbi, Herberth Misigo, and D. Neville Masika. "Pioneer Friends Harambee Schools in Western Kenya." International Journal for Innovation Education and Research 1, no. 4 (December 31, 2013): 84–94. http://dx.doi.org/10.31686/ijier.vol1.iss4.128.

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Friends African Mission (FAM) set forth an education department to train corps of African teachers- evangelists. The pioneer teacher-evangelists formed the basis of a new Luhyia elite that helped transform Luhyia society. And as education became more relevant in the emerging colonial structure, African Christians began to demand for more schools, learning in English and higher education, at a pace that neither the government nor the missionaries could match. Consequently, African Christians began thinking of establishing government and missionary supported independent schools. The case of the proposed Mbale School and the successive establishment of Chavakali day secondary school illustrate this point. The influence of the Chavakali experiment on secondary education in Kenya was deep and lasting, because it revealed what local self-help could achieve.
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Schreuders, Michael, Bas van den Putte, Martin Mlinarić, Nora Mélard, Julian Perelman, Matthias Richter, Arja Rimpela, Mirte A. G. Kuipers, Vincent Lorant, and Anton E. Kunst. "The Association Between Smoke-Free School Policies and Adolescents’ Perceived Antismoking Norms: Moderation by School Connectedness." Nicotine & Tobacco Research 22, no. 11 (November 14, 2019): 1964–72. http://dx.doi.org/10.1093/ntr/ntz212.

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Abstract Introduction Many European schools implement smoke-free school policies (SFSPs). SFSPs may decrease adolescent smoking by causing adolescents to perceive stronger antismoking norms, yet there exists no quantitative evidence that indicates for which norms and for whom such effects may occur. This study therefore assessed to what extent adolescents’ perceived antismoking norms among best friends, teachers, and society at large were associated with SFSPs, and whether these associations were moderated by adolescents’ level of school connectedness. Aims and Methods Survey data were collected in 2016/2017 on 10,653 adolescents aged 14–16 years old and 315 staff members in 55 schools from seven European cities. Associations of adolescent-perceived SFSPs and staff-reported SFSPs with best friend, teacher, and societal antismoking norms were estimated in multilevel logistic regression models, adjusted for demographics and school-level smoking prevalence. We tested for interaction between school connectedness and SFSPs. Results Adolescent-perceived SFSPs were positively associated with antismoking norms by teachers (odds ratio [OR]: 1.46, 95% confidence interval [CI]: 1.15–1.85), were negatively associated with antismoking norms by best friends (OR: 0.81, 95% CI: 0.67–0.99), but were not significantly associated with antismoking norms by society at large (OR: 0.87, 95% CI: 0.74–1.02). All interaction tests between adolescent-perceived SFSPs and school connectedness were nonsignificant. Staff-reported SFSPs were not associated with any norm and showed no significant interaction with school connectedness. Conclusions We found that SFSPs are associated with adolescents’ perception of more antismoking norms by teachers, but less antismoking norms by best friends, irrespective of adolescents’ level of school connectedness. Implications Smoke-free school policies, just as many other tobacco control policies, are assumed to foster adolescents’ perception of antismoking norms. Still, current evidence does not demonstrate which antismoking norms may be influenced by SFSPs and whether this influence is equal for adolescents with different levels of school connectedness. This study suggests that SFSPs foster adolescents’ perception of antismoking norms by teachers, but may concurrently lead to the perception of less antismoking norms by best friends, irrespective of adolescents’ school connectedness. SFSPs may therefore need to be complemented with interventions that target antismoking norms in adolescent peer groups.
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Nahorniak, Maiia. "The society of friends of radio and its role in radio and radio broadcasting in Ukraine in the early 30s of the twentieth century." Communications and Communicative Technologies, no. 24 (March 29, 2024): 39–47. http://dx.doi.org/10.15421/292405.

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This article deals with the activities of such a cultural and educational public organization of Ukraine as the Radio Friends Society. Attention is drawn to the fact that the society was surprisingly successful in reaching a wide audience of Soviet people through radio broadcasting, thus ensuring the fulfillment of one of the tasks of the regime of the USSR and the USSR — the education of a new type of person with a Marxist-Bolshevik worldview. The purpose of the study is to determine the main directions of activity of the Society of Friends of Radio and, on this basis, to outline the ways in which it played an important role in issues related to the organization of radio broadcasting and radio broadcasting in Ukraine in the early 1930s of the 20th century. Among such directions is the deployment of organizational and mass work around radio broadcasting, namely: organization of radio listeners' gatherings, assistance in the organization of high-quality broadcasts, their collective listening and discussion, participation in the organization of local and grassroots broadcasting. Regarding the ways of organizing radio broadcasting and radio broadcasting, the author defined the following: the use of permanent purposeful and systematic political pressure and strict control over all aspects of the activities of the Society of Friends of Radio; constant emphasis on the shortcomings of the work, even the smallest ones, drawing people's attention to it; constant expansion of members of the radio community from different categories of the population, including conscripts, students of technical schools, and high school students; transferring the solution of the material and technical support of radio broadcasting to the shoulders of the radio community; etc.
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Ibnu, Nasrul, Iswantir Iswantir, and M. Zulmuqim. "Islamic Boarding School Reform and Multicultural Education." LITERATUS 4, no. 1 (August 22, 2022): 381–90. http://dx.doi.org/10.37010/lit.v4i1.755.

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Islamic Boarding School education, in general, has not shown satisfactory results, based on stakeholder expectations. The existing Islamic Boarding School education system still requires serious studies to move towards better improvements. Reform of Islamic education, especially Islamic boarding schools, is an urgent demand because generations are faced with various multidimensional challenges of life. The role of pesantren as a means of education and socialization has its own meaning for its students as a place to seek knowledge and experience as well as a place to make friends and interact socially. During the period of study and socialization, students will meet a group of friends with very different personalities and habits. Therefore, the integration of multicultural values ??in Islamic boarding school learning can be an alternative model of multicultural education in society. Because the essence of multicultural education is not to implement the nomenclature of multicultural learning, but to realize the internalization of these multicultural values ??in people's lives constructed by pesantren. This research study aims to describe the reform of Islamic boarding schools and multicultural education. This type of research is library research, focusing on discussing literature in the form of books, journals, papers, and other writings, with a qualitative approach. In addition, the author also uses an interpretation method in order to achieve a correct understanding of Islamic boarding schools and multicultural education.
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Purandina, I. Putu Yoga. "Kecemasan Berbahasa Asing Anak Sekolah Dasar Dalam Pembelajaran Bahasa Inggris." Edukasi: Jurnal Pendidikan Dasar 3, no. 1 (March 1, 2022): 27. http://dx.doi.org/10.55115/edukasi.v3i1.2297.

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This study explores the foreign language anxiety of elementary school children in learning English in elementary schools in Marga District, Tabanan. English is a local content learning. The result is as follows. Researchers found how the occurrence of student anxiety in learning English and the factors that cause it. In general, this is due to (1) the lack of time allocation for them to get English lessons, (2) they get more theory in class than they get direct practice in the field, (3) they rarely use English because in the family and society they rarely do it. Communication in English. Then specifically, the factors that cause them to be anxious are (1) Their lack of confidence in using English, (2) Fear of negative judgments, and (3) Fear of being inferior to friends or fear of being compared to friends.
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Bahagia, Bahagia, Leny Muniroh, Abdul Karim Halim, Rimun Wibowo, Azhar Al Wahid, Muhammad Shiddiq Ilham Noor, Tiwi Siswanti, and Rizkal Rizkal. "The Impact of K-POP Culture in Student in Teacher View." Jurnal Basicedu 6, no. 3 (May 12, 2022): 5311–19. http://dx.doi.org/10.31004/basicedu.v6i3.2444.

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K-POP culture is not native to Indonesia but comes from Korea. This study aims to determine the impact of K-Pop culture on the behavior of school children from the teacher's point of view. This research uses the descriptive qualitative method. Meanwhile, respondents were selected by using a purposive technique, namely setting a sample with various considerations. This study chose teachers as respondents. The results showed the spread of K-pop culture through social media such as Facebook and Instagram and the world of digitalization such as Tik-Tok. Friends also influence the spread of K-pop because other friends will follow the behavior of their friends. Then, K-pop culture has the potential to erode local culture such as angklung and jaipongan in Sundanese society because generations of school children can prefer K-pop culture. This condition is influenced by the role of parents. When parents are literate in Sundanese local culture and make that culture into life behavior, the children at home will follow the example. Likewise in schools, when schools instill local culture, school children will participate in that culture. Simultaneously, the community environment supports local culture, so there will be filtration of culture from abroad. But it is not wrong to learn about other cultures. K-pop also generates economic value because salons as a place to change hairstyles will sell well, and Korean-style fashion will also sell and grow Korean food and beverage cuisine
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Brown, Lou, Elise Long, Alice Udvari-Solner, Louanne Davis, Pat VanDeventer, Charlotte Ahlgren, Fran Johnson, Lee Gruenewald, and Jack Jorgensen. "The Home School: Why Students with Severe Intellectual Disabilities Must Attend the Schools of Their Brothers, Sisters, Friends, and Neighbors." Journal of the Association for Persons with Severe Handicaps 14, no. 1 (March 1989): 1–7. http://dx.doi.org/10.1177/154079698901400101.

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A home school is the one a student with severe intellectual disabilities would attend if he or she were not disabled. A clustered school is a regular school attended by an unnaturally large proportion of students with intellectual disabilities, but it is not the one any or most would attend if they were not labeled disabled. Students who have severe intellectual disabilities should attend home schools so that (a) all children can be prepared to function in a pluralistic society; (b) the most meaningful and individually appropriate instructional environments and activities can be used; (c) parents, guardians, brothers, and sisters can have reasonable access to schools and services; and (d) a wide range of social relationships with students and others who are not disabled can be developed, maintained, and enhanced over long periods of time. The individualized educational program (IEP) of each student should include individually determined kinds and amounts of instruction in chronological age-appropriate regular education classrooms; on school grounds, but not in regular education classrooms; and in a wide variety of integrated nonschool environments that will actually be used during nonschool hours and days. Individually determined kinds and amounts of direct therapy and other needed services also must be provided from a home school base. Once a student with intellectual disabilities attends a home school, the next major issue becomes whether the student should be based in a regular education or in a special education classroom.
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Sharabany, Ruth, Yohanan Eshel, and Caesar Hakim. "Boyfriend, girlfriend in a traditional society: Parenting styles and development of intimate friendships among Arabs in school." International Journal of Behavioral Development 32, no. 1 (January 2008): 66–75. http://dx.doi.org/10.1177/0165025407084053.

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The development of intimate same- and other-sex friendships in Arab children and adolescents in Israel was investigated in relation to their perceived parenting styles. It was hypothesized that girls would show higher levels of intimacy than boys, and that cross-sex intimacy in both groups would increase with age, whereas same-sex intimate friendship maintains rather stable over the school years. We hypothesized further that intimate friendship would be contingent more readily on perceived parental authoritative style rather than on either permissive or authoritarian styles. Participants were 723 Arab students drawn from four schools, and from the 5th, 7th, 9th, and 11th grades. The Parental Authority Questionnaire and Intimate Friendship Scale were employed as measures. Findings indicated that girls were more intimate with their female friends than boys were with their male friends, especially in the higher grades, replicating previous studies. However, boys tended to score higher than girls on intimacy with the other gender. Girls equaled their level of intimacy only at the 11th grade. These findings suggest that traditional societies may foster specific characteristics of intimate friendship. A novel finding is the central role of the authoritative parenting style in determining intimate friendships. Results are discussed in terms of universal aspects of friendship and of their expression in the investigated cultural setting.
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Kauffman, Wren. "Commentary: The Transgender Child: A Lesson in Acceptance." LEARNing Landscapes 7, no. 2 (July 2, 2014): 33–40. http://dx.doi.org/10.36510/learnland.v7i2.649.

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In this interview, 12-year-old Wren Kauffman shares his earliest memories of "not feel[ing] right" in his body and how he conveyed this powerful sentiment to his parents. Wren and his mother Wendy discuss the transgender journey their family has gone on, which initially started by contacting the Institute for Sexual Minority Studies and Services at the University of Alberta. Wren recounts how he told friends and classmates that he was transgender, talks about the support and openness he has received from teachers, friends, and schools, and of the critical importance of acceptance. Issues such as bullying, gender-neutral spaces, and diversity are also discussed. In addition, Wendy emphasizes the key role education plays in the inclusion of transgender children: "If we can start from a place of education, and explain that there is a really wide kind of variety of different ways that people can be born, that’s going to help society and people in general understand that transgender people are in the world."
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Ramlie, Habibah @. Artini, Jamsari Hashim, Saifulazry Mokhtar, and Mohd Sohaimi Esa. "TEACHERS’ PERCEPTION OF CROSS-RELIGIOUS AND CROSS-CULTURAL ETHNIC INTERACTION AMONG STUDENTS." International Journal of Education, Psychology and Counseling 7, no. 47 (September 22, 2022): 493–503. http://dx.doi.org/10.35631/ijepc.747040.

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Sabah society is well-known for its open-mindedness and high level of tolerance. Cross-religious and cross-cultural ethnic interactions occur in harmony without any issues likely to trigger societal unease including within the settings of educational institutions. The objective of this study was to provide evidence for this assertion through a quantitative examination of the perceptions of teachers on the aspect of cross-religious and cross-cultural ethnic interaction among students. Respondents in the study comprised 77 teachers from several secondary schools in the district of Kota Kinabalu. Analysis of the questionnaire indicated that from the teachers’ perspective, cross-religious and cross-cultural ethnic interaction among students was actually positive and encouraging. In these interactions, students were respectful of each other, willing and happy to work together in any school programme, not hesitant to ask for help from friends of other religions and culture, at ease interacting and discussing academic matters together, and ready to learn new things from their friends of different religious and cultural backgrounds. This scenario is an important cornerstone to the multi-racial societal harmony in Sabah which needs to be emphasised to ensure its continuity in Sabah society specifically and in Malaysia in general.
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Dissertations / Theses on the topic "Society of Friends schools"

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Larose, Mary Elizabeth. "The congruence between the values of the principal and the values espoused in the mission of a Quaker School /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12136499.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Josue Gonzalez. Dissertation Committee: Pearl Rock Kane. Includes bibliographical references (leaves 154-159).
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Prior, Ann. "Friends in business : the interaction of business and religion within the Society of Friends, 1700-1830." Thesis, Lancaster University, 1995. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364360.

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Holmes, Rose. "A moral business : British Quaker work with refugees from fascism, 1933-39." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54158/.

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This thesis details the previously under-acknowledged work of British Quakers with refugees from fascism in the period leading up to the Second World War. This work can be characterised as distinctly Quaker in origin, complex in organisation and grassroots in implementation. The first chapter establishes how interwar British Quakers were able to mobilise existing networks and values of humanitarian intervention to respond rapidly to the European humanitarian crisis presented by fascism. The Spanish Civil War saw the lines between legal social work and illegal resistance become blurred, forcing British Quaker workers to question their own and their country's official neutrality in the face of fascism. The second chapter draws attention to both the official structures and the unofficial responses of humanitarian workers. Female domestic servants were the largest professional category of refugees from fascism to enter Britain. Their refuge was largely negotiated by other women, which has not been acknowledged. In the third chapter, I focus on intimate histories to approach a gendered analysis of humanitarian intervention. Finally, I argue that the Kindertransport, in which Quaker leadership was essential, represents the culmination of the interwar voluntary tradition and should be seen as the product of a complex, inter-agency effort. I argue that the Quaker work was hugely significant as a humanitarian endeavour in its own right. Beyond this evident and momentous impact, the Quaker work should be seen as a case study for the changing role of both voluntarism and humanitarianism between the wars. This dissertation illustrates the ways in which the interwar period saw both the professionalization of the humanitarian sector, and an increasing recognition that governments had to support private charities in their humanitarian responses to international crises.
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Haagen, Christopher. "Rebuilding the Quaker church Henry Hodgkin and the Progressive Quaker Missionary Movement of the 19th century /." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1008.

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Kennedy, Maria Helen. "The Religious Society of Friends (Quakers) in Ireland : sectarianism and identity." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6843/.

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This thesis is a sociological study of Quakers in Ireland that investigates the impact that sectarianism has had on identity construction within the Religious Society of Friends. My research highlights the complex identities of individual Friends in respect of culture, national identities and theology – mirrored by the Society’s corporate identity. Jennifer Todd’s work on sectarianism and oppositional identities in Ireland provides part of the theoretical framework for this thesis. An identity matrix formulated from interview data is used to illustrate how different identities overlap and relate to each other. I argue that the range of ‘hybrid’ or multilayered identities within Irish Quakerism has resulted in tensions which impact on relationships between Friends and on the Society. The thesis discusses how Friends negotiate these ‘hybrid’ identities. Irish Quakers prioritise ‘relational unity’ and have developed a distinctive approach to complex identity management. I contend that in their external relations ‘Quaker’ represents a meta-identity that is counter-cultural in its non-sectarianism, although this is more problematic within the organisation of Friends. Furthermore, by modelling an alternative, non-sectarian identity, Friends are building capacity for transformation from oppositional to more fluid and inclusive identities in Ireland.
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Juterczenka, Sünne. "Über Gott und die Welt : Endzeitvisionen, Reformdebatten und die europäische Quäkermission in der Frühen Neuzeit /." Göttingen : Vandenhoeck & Ruprecht, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016390753&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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Cooper, Benjamin. ""We leave every reader to draw his own inferences" or, language and the construction of community in the Quaker journal The Friend /." Diss., Connect to the thesis, 2005. http://hdl.handle.net/10066/769.

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Plant, Helen. "Gender and the aristocracy of dissent : a comparative study of the beliefs, status and roles of women in Quaker and Unitarian communities, 1770-1830, with particular reference to Yorkshire." Thesis, University of York, 2000. http://etheses.whiterose.ac.uk/2496/.

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Kline, Douglas Aaron. "Quakerly conflict : The cultural logic of conflict in the Religious Society of Friends." Thesis, University of Edinburgh, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535507.

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Allen, Richard C. "The Society of Friends in Wales : the case of Monmouthshire, c.1654-1836." Thesis, Aberystwyth University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326520.

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Books on the topic "Society of Friends schools"

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Janet, Chance, Franek Mark, and Friends Council on Education (Philadelphia, Pa.), eds. Philadelphia friends schools. Charleston, SC: Arcadia Pub., 2009.

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Janet, Chance, Franek Mark, and Friends Council on Education (Philadelphia, Pa.), eds. Philadelphia friends schools. Charleston, SC: Arcadia Pub., 2009.

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Edwards-Konic, Patricia. Enduring hope: The impact of the Ramallah Friends Schools. Edited by Carter Max. Richmond IN: Friends United Press, 2008.

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H, Brown Carol, ed. A Friends Select School history. [Philadelphia]: Friends Select School, 1989.

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Hays, Kim. Practicing virtues: Moral traditions at Quaker and military boarding schools. Berkeley: University of California Press, 1994.

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Stannage, John. The annual address of the Rev. John Stannage, missionary of the Society for the Propagation of the Gospel in Foreign Parts, at St. Margaret's Bay, Nova Scotia, to his friends and supporters in Jersey and elsewhere. [Bath, England?: s.n., 1987.

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Davis, Allison. Best friends. New York: Golden Books, in cooperation with Children's Television Workshop, 1997.

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Davis, Allison. Best friends. [Racine, Wis.]: Western Pub. Co. in conjunction with Children's Television Workshop, 1992.

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Cooney, Caroline B. Among friends. New York: Bantam Books, 1996.

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Tony, Tarrant, and Majors Karen, eds. Young friends: Schools and friendship. London: Cassell, 1994.

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Book chapters on the topic "Society of Friends schools"

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Farraday, Clayton L. "Friends, Religious Society of, Schools." In Information, Computer and Application Engineering, 147–61. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-11.

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Suzuki, Kan Hiroshi. "What Japan’s Education Has Lost and Gained After Almost Succeeding in Preventing the Spread of COVID-19 Infection and Guaranteeing Academic Achievement." In Schools and Society During the COVID-19 Pandemic, 85–111. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42671-1_5.

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AbstractIn Japan, the first wave of the Covid19 pandemic began in the spring of 2020 and almost all schools were closed. Thereafter, vaccinations and infection prevention efforts progressed, and most schools did not close entirely after the second wave. Many schools shortened their summer vacations significantly and held classes, the MEXT distributed one information terminal to each elementary and junior high school student, and the MEXT opened the “Children’s Learning Support Website”. As a result, learning delays were almost recovered. On the other hand, the repeated waves of COVID-19, the prolonged wearing of masks, and the lack of normalization of relationships with friends had a significant negative impact on the mental health of junior and senior high school students. The silver lining of COVID-19 was the progress made in ICT in education, which had not been well spread.
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Kirchhelle, Claas. "Becoming an Activist: Ruth Harrison’s Turn to Animal Welfare." In Palgrave Studies in the History of Social Movements, 35–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62792-8_3.

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AbstractThis chapter focuses on Harrison’s life prior to writing Animal Machines. Together with her siblings, Harrison was brought up in close contact to Britain’s cultural elite. After attending schools in London, Harrison commenced her university studies in 1939. The outbreak of war had a transformative impact on her life. Harrison was evacuated to Cambridge where she likely came into contact with ethologist William Homan Thorpe. She converted to Quakerism and subsequently enrolled in the Friends’ Ambulance Unit. The Quaker principles of non-violence, humanitarianism, and bearing witness to injustice would serve as important reference points throughout Harrison’s campaigning. After the war, she completed her studies in the dramatic arts but abandoned a potential career as a theatre producer. In 1954, she married architect Dexter Harrison. Similar to many Quakers, Harrison’s humanitarian concerns motivated her to become involved in the Campaign for Nuclear Disarmament and protest perceived technological, moral, and environmental threats to society.
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Wetterlund, Kris. "Keep Your Friends Close." In Museums and Schools, 69–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-7.

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Neale, Joanne. "Family and Friends." In Drug Users in Society, 134–51. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230598676_9.

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Fraser, W. Hamish. "Enemies and Friends." In Trade Unions and Society, 73–97. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003270256-4.

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von Mueller, Camillo, Wim Van Opstal, Christopher S. Biggers, Andras Kelen, Bryan T. Froehle, Sue Crawford, Sabina Schnell, et al. "Religious Society of Friends." In International Encyclopedia of Civil Society, 1312. New York, NY: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-93996-4_9325.

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Korimboccus, Lynda M. "Friends, not food." In Food Futures in Education and Society, 217–28. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003294962-20.

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Bu, Yuhua. "Friends from Afar." In Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools, 17–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61085-2_2.

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McNeill, Patrick. "Researching in Schools." In Society Today 2, 194–96. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12065-9_64.

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Conference papers on the topic "Society of Friends schools"

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KOVALČIKIENĖ, Kristina, and Sonata MILUSAUSKIENE. "VOCATIONAL PURPOSEFULNESS OF YOUNG PEOPLE IN RURAL COMMUNITIES: THE SIGNIFICANCE OF SOCIO-ENVIRONMENT FACTORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.136.

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The development of rural businesses and the implementation of innovations in rural areas depends on possibilities to realize individual’s potential, and the opportunities to develop initiative and creativity of young people. The aim of the study was to reveal the significance of socio-environment factors for the vocational decision making of senior pupils from secondary school in rural areas. The factors were analyzed from the viewpoint of senior pupils and members of rural community. The object of the research – the socio-environment factors of vocational purposefulness of young people in rural communities. The research tasks focus on the attitudes of rural community members and young people toward factors that influence the vocational purposefulness of youth in rural areas. Also, the differences between two groups were analyzed. The sample consisted of 280 respondents: 100 secondary school senior pupils (56% girls and 44% boys, the mean age – 16 years) and 180 rural community members (80% women and 20% men, 35 years old in average). Based on the works of researchers in the area of vocational orientation and purposefulness, the questionnaire was compiled. The results revealed that socio-environment factors are important for the purposeful decision making on the vocational choice of youth in rural areas. From the view point of rural community members, the main factors are: family traditions, the profession’s prestige in society, the influence of parents, friends and important others, and family conditions. According to the opinion of senior pupils from secondary school, the important factors are: family conditions and traditions, friends and other important people, as well as profession status in the rural community. Recommendations for development of young people’s vocational purposefulness in rural areas are presented.
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MIÇO, Heliona, and Klara KODRA. "EVALUATION OF HAPPINESS IN ALBANIAN EDUCATION, LEGISLATION AND POLICIES." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.44.

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Studies show that happiness positively affects the student's learning process. Happy students have higher academic achievements, better relationships with friends as well as more active participation in secondary activities in education. International education policies estimate that happiness is correlated with well-being and life quality. Yet, happiness is not considered as one of the mail goals in the Albanian education policy and legislation. The article will firstly shed light on the impact of happiness on better student performance. It will reflect the international legislation and policies which have valued happiness as a fundamental human goal, by extending the relevant analysis in the field of legislation and policies in Albania. The analyses will help to understand the place that happiness occupies in the goals of education and the need for evaluation of the level of student happiness as a tool towards student well-being and education quality. The article will focus on the need to include the concept of happiness in the whole educational process, in order to positively encourage students not only in terms of higher school performance but also in terms of their overall well-being. Key words: education, happiness, Albania, students, well-being
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Arifin, M., Sudarmo Sudarmo, and Desiderius Sudibyo. "The Implementation of Child- Friendly Schools: Challenges and Obstacles in the Era of Technological and Information Advancement." In Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconprocs-19.2019.7.

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Stevens, Angela, Rachel Gunn, Holly Boyle, Helene White, and Kristina Jackson. "Unplanned vs. planned simultaneous alcohol and cannabis use in daily life: What are the motives, contexts, and outcomes?" In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.08.

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Alcohol and cannabis are commonly used by U.S. college students and often used simultaneously (simultaneous alcohol and marijuana [SAM] use). Better understanding situations in which SAM use is planned or unplanned and related consequences of these distinct SAM use events will inform prevention and intervention efforts. We extended previous daily-level research by examining motives and contexts (social, physical) as indicators of unplanned vs. planned SAM use occasions, as well as by parsing specific plans for alcohol use and for cannabis use on SAM use occasions. Specifically, we examined: unplanned alcohol and marijuana (UAM) use, planned mono-substance (either alcohol or cannabis but not both) use (MSU), and planned SAM use. College student SAM users (N=341; 53% women) were recruited from three U.S. universities and completed 56 days of data collection with five repeated surveys each day. Most SAM use occasions were planned (73% of occasions), followed by planned MSU (18%), and by UAM use (10%). Two-level generalized linear mixed-effects models were conducted to account for nesting of occasions within persons and the three-category nominal outcome. All models included age, sex, recruitment site (school), weekend, and other drug use as covariates. At the within-person level, using for social or enhancement reasons was related to higher odds of planned SAM use (vs. UAM use). These reasons for use were also related to planned SAM use when compared to planned MSU, whereas using because it was offered or to cope was related to lower odds of planned SAM use (vs. planned MSU). Using at home or alone was linked to lower odds of planned SAM use (vs. UAM use), and using at a party, friend’s place, with friends, with more intoxicated people, and with more people using cannabis was associated with higher odds of planned SAM use. An identical pattern was found when comparing planned SAM use to planned MSU. When disaggregating “planned MSU” into planned alcohol use-unplanned cannabis use vs. planned cannabis use-unplanned alcohol use, using for social or enhancement reasons was related to higher odds of planned alcohol-only use. Likewise, using at a party, with friends, with strangers/acquaintances, with more intoxicated people, and with more people using cannabis were related to higher odds of planned alcohol-only use. Using at home or alone was linked to lower odds of planned alcohol-only use. Findings suggest that interventions should target days when college students are planning for SAM use. Mobile health interventions could also focus on higher risk motives (e.g., social) and contexts (e.g., party) that were indicators of planned SAM use, as well as target individuals who endorse using substances to cope or because substances were offered, with these latter individuals being at risk for unplanned SAM use when only MSU was originally planned. Specifically, ecological momentary interventions and just-in-time adaptive interventions could send protective behavioral strategies to individuals endorsing intentions for use and high-risk motives or contexts to reduce the heavy alcohol and cannabis consumption that was associated with planned SAM use.
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Denson, Rebecca, and Robin Mermelstein. "Ecological Momentary Assessment of Cannabis Use Contexts." In 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.28.

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BACKGROUND: As recreational cannabis use increases, it is important to document the context in which use occurs. Cannabis use contexts may relate to safety and daily functioning (e.g., if cannabis is used while driving or at work/school) as well as motives for use (e.g., if cannabis is used in social environments). The present study used ecological momentary assessment (EMA) to examine the context surrounding cannabis use in adults’ natural environments. METHODS: Participants were recruited for a longitudinal study of dual use of cigarette and e-cigarettes. Data were collected in Illinois prior to legalization of recreational cannabis use. Participants completed baseline questionnaires and two seven-day waves of EMA; the current study included those who reported cannabis use on EMA interviews. Participants completed EMA when randomly prompted (5-6 times/day) and when using tobacco products. EMA reports measured past-hour substance use and current location, behavior, and social environment. Descriptive analyses evaluated relative frequencies of EMA events when cannabis use was reported (cannabis use events) and not reported (non-use events). Cannabis use and non-use event frequencies were examined by social environment (alone; with a partner/spouse, family, friends, children, coworkers, other), location (home, school/work, coffee shop/restaurant, sport/entertainment venue, car, other transit, bar/club), and behavior (hanging out, socializing, transit/driving, relaxing, texting/talking on phone, using a computer/app, nothing, other). Participants chose one location and could select all items that applied for social environment and behavior. Event frequencies were also examined by day of the week and time of day (4:00-8:59 AM, 9:00 AM-1:59 PM, 2:00-5:59 PM, 6:00-9:59 PM, and 10:00 PM-3:50 AM). RESULTS: Data come from 200 participants (35.5% female; mean age = 30; 11.5% Hispanic/Latino; 44.5% Non-Hispanic White; 29.5% Non-Hispanic Black; 10.0% Asian/Pacific Islander; 4.5% other race/ethnicity). Past 6-month cannabis use frequency was reported at baseline: 12.5% no use, 10.5% monthly or less, 14% 2-4 times/month, 15% 2-3 times/week, 48% 4+ times/week. The average baseline score on the Cannabis Use Disorders Identification Test-Revised was 9.90 (SD = 6.57). Overall, 14,160 EMA events were captured with 2,672 cannabis use events and 11,488 non-use events. Most cannabis use (77.2%) occurred at home. 9.1% of cannabis use occurred when driving/in transit. At cannabis use times, participants reported hanging out (41.5%), relaxing (35.0%), watching TV/movies (29.2%), and socializing (24.4%). Participants were alone in 41.0% of cannabis use events; when not alone during cannabis use, participants were most often with friends (48.0% of social cannabis use events), a partner/spouse (43.1%), or a family member (24.1%). Cannabis use was relatively consistent across days of the week, with slight increases on Thursday (15.9%) and Friday (16.4%). Most cannabis use (34.5%) occurred between 6:00-9:59 PM. CONCLUSIONS: These findings characterize the naturalistic context of cannabis use among a community sample of adults. Most cannabis use occurred at home and when engaging in leisure activities (e.g., relaxing, hanging out). Cannabis use did not appear to be very common in hazardous situations (e.g., while driving). As cannabis use continues to increase, the naturalistic context of cannabis use has implications for safety, motives, and cannabis use disorder.
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Micalizzi, Lauren, and Rachel Gunn. "Cannabis Use in Pregnancy." In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.39.

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Concern for adverse effects of prenatal cannabis use (PCU) is warranted. The American Academy of Pediatrics recommends refraining from PCU, because Δ⁹-tetrahydrocannabinol (THC) crosses the placenta at approximately 10% of maternal levels, which can result in adverse offspring outcomes. Little is known about patterns and contexts of PCU; to advance this effort, 64 pregnant women who use cannabis were recruited from Amazon’s Mechanical Turk for a study of PCU thoughts and behaviors. Women were, on average, 22 years of age (range 22-49); mean income was ~$44,000 (range $0-$150,000). 53.3% of respondents were in the first trimester, 43.3% were in the second and 3.4% were in the third. Polysubstance use was common; 25% reported prenatal alcohol use and 64% reported prenatal tobacco use. Approximately 40% reported using about the same amount of cannabis as before pregnancy. Regarding availability and patterns, approximately 44% indicated that cannabis was “somewhat” or “very” easy to get. Women in the third trimester reported the most frequent PCU. Across all trimesters, the majority of women reported using cannabis with roughly equal parts THC and cannabidiol and PCU primarily consisted of consumption of leaf and concentrates. The most common modes of administration were joints in the first trimester and hand pipes in the second and third trimesters. On a typical PCU day, approximately 70% of participants reported consuming ¼ gram of flower or less, 73% reported taking 5 or fewer hits of concentrates, and 85% reported ingesting 10 milligrams of THC or less in edibles. PCU among social networks was prevalent; over 50% reported that their spouse/partner used cannabis during their pregnancy and approximately 80% reported that a few, several, or most of their family and friends use cannabis. Regarding contexts, during a typical week, women reported PCU in their homes (alone [30%], with others [54.7%]), at friends’ or family members’ homes (alone [28%], with others [39%]), in bars/nightclubs/restaurants/breweries (alone [30%], with others [34%]), as well as outdoors (alone [34%], with others [33%]), at work (alone [34%], with others [36%]), at school (alone [23%], with others [36%]), in the car (alone [31%], with others [36%]) or elsewhere (alone [23%], with others [39%]). PCU was perceived as ‘highly effective’ (as reported by 75-95%) at managing nausea, distress (anxiety, depression), and physical discomfort (e.g., backaches). Perceived harm of PCU was low, more than half of participants believed PCU would harm the fetus (~60%) or herself (~64%) “not at all” or “a little.” In conclusion, polysubstance use, particularly tobacco use, is common among women who use cannabis during pregnancy. Although quantity of PCU consumption was relatively low in our sample, any amount is concerning and may have negative impact on the developing fetus. The majority of women’s social networks used cannabis and, in all contexts (with the exception of outdoor use), PCU was typically in the company of others. Perceived efficacy of PCU for symptom modulation was high across a variety of conditions, and risk perceptions were low, both of which may result in riskier use trajectories.
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Coppola, Ilaria, Carlotta Rivella, Francesca Lagomarsino, Alessandra Modugno, and Nadia Rania. "“STUDY FRIENDS”: AN INNOVATIVE TUTORING INTERVENTION PROJECT IN MIDDLE SCHOOLS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1363.

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MATYUSHIN, Gerald. "AN ARCTIC СRUISE." In Eurasia s Mountain Heart, devoted to the 95th anniversary of the Satka Municipal District, edited by Inna Matyushina. Chelyabinsk State University Publishing House, 2022. http://dx.doi.org/10.47475/9785727118511_295.

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The memoirs of a famous Russian historian and archaeologist, holder of an Advanced Doctorate in History, Gerald Nikolaevich Matyushin (1927–2000), the author of 27 monographs and over 400 articles on the archaeology of the Stone Age and the history of the Southern Urals, introduce the reader to an unfamiliar genre of the scholar’s work: his autobiographical essays entitled ‘An Arctic Cruise’. The essays include little-known facts of G. N. Matyushin’s biography, of his childhood and youth, of his training at the Maritime school on the Solovetsky Islands, of his service in the Northern Fleet during World War II and in early post-war years, and of the fate of his friends, Alexander Kovalev, Sergey Igoshin, Anatolii Mochalkin and Petr Mitin. Selected excerpts from these memoirs were published in a collection of the Russian Archaeological Society series Antiquities, № 2 (Matyushin G. N. Madakha // Archaeologists about the War: Memoirs of World War II Veterans / The National Academy of Sciences, Russian Archaeological Society, Ed. G.N. Matyushin, B.G. Peters, Moscow: 1991. Part. 2, pp. 15–35). Later G. N. Matyushin prepared for publication a new, more complete version of his essays for the collection ‘Archaeologists about the War’ in the series ‘Antiquities’ No. 17 (Archaeologists about the War: Memoirs of World War II Veterans / The National Academy of Sciences, Russian Archaeological Society, 1996, Part 3, pp. 3–54). Later G. N. Matyushin prepared for publication a new, more complete version of his essays for the collection ‘Archaeologists about the War’ in the series ‘Antiquities’ No. 17 (Archaeologists about the War: Memoirs of World War II Veterans / The National Academy of Sciences, Russian Archaeological Society, 1996, Part 3). The memoirs published below are the original version of these essays, written shortly after visiting the Solovetsky Islands in 1985; they are included in the family history, compiled by G. N. Matyushin on the basis of family archives, newspaper publications, certifi cates, award lists and other documents (preserved in the personal archive of I. G. Matyushina). The events described by the author preceded his work on the text of his memoirs by several decades, so occasional details might not be refl ected with complete accuracy. First Published in an abbreviated form in 2022.
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Langa, Claudiu. "SOCIAL MEDIA IMPACT ON PRIMARY EDUCATION CYCLE CHILDREN'S SECONDARY SOCIALIZATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-180.

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Socialization can be understood as the fundamental process of transmitting culture and social organization to the next generations, thus ensuring the continuity, stability and perpetuation of society. (Schifirne?, 2004, 67). Within European societies and not only them, family is, or should be, the most important socialization agent. Lately, alongside school and the group of friends, social media became an important factor in the socialization of young generations, as the interaction of the young through socialization networks increases so quickly. Parents should supervise them carefully but because of their lack of time and sometimes ignoring the impact of socialization networks on the child's socialization process, they leave small school age children much too free. One of the real problems is that more and more children use network socialization web sites but many of them do not take the necessary measures to protect online. The purpose of the study is to investigate the weight of online socialization networks in the socialization process of primary education cycle pupils, the time spent by children on such networks and online computer games, the parents' manner of supervising the computer activity, the parents' management of the children's leisure time. The general working hypotheses of this study are: 1. There are significant differences between the pupils in the urban environment and those in the rural environment as regards the time spent on the computer on socialization networks. 2. There are significant differences between the parents of the pupils in the urban environment and the parents of the pupils in the rural environment as regards the supervision of the children's computer activity. The methodology used in this investigative approach is the questionnaire applied on a group of 125 pupils from primary school from urban and rural areas and their parents. The questionnaires were applied through the teachers at such classrooms. The Findings and Results of this study have aimed at the verification of research hypotheses. The working hypotheses have been confirmed following data processing and interpretation.
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Sagrario Resurreccion Simbulan, Maria. "Social Networking – Boon or Bane? Student’s Perception of the Role Social Networking Plays in Helping (or Hindering) Learning." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3767.

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Aim/Purpose: The study focuses on how 107 third and fourth year college students use social networking sites to communicate, to coordinate activities, and to collaborate with family members, classmates, and friends. Background This research study looks at the students’ social networking site usage patterns, their frequency of use, online social behavior as well as awareness of risks relating to privacy and unsolicited attention from strangers. Methodology: This study used a questionnaire to elicit business management students’ perception of social networking’s impact on learning, on relationships with peers, and on the development of critical social and business skills. Contribution: This research study seeks to explore students’ perception of the importance of social networking sites in their lives as students. This offers an insight to how the respondents use social networking sites, who they interact with on these sites, and how it impacts their family life and academic life. Findings: The study finds that overall, the impact of social networking among these respondents has been positive though it has yet to help all of the students to find a balance between their personal and academic lives. Recommendations for Practitioners: Studying the social networking usage behavior of students can help teachers assist and guide them, even beyond class hours, on academic, personal, and career matters. Impact on Society: While focused on a very small sample of third and fourth year students in the Philippines, the study hopes to offer parents, elders, faculty, and school administrators an insight into the impacts of social networking sites on the lives of students, and to present possible ways to help these young people cope with the pressures of living in a networked, totally connected, 24/7 world. Future Research: Instances and responses to cyberbullying; the possibility of self-harm or feelings of isolation stemming from unrestricted social networking site use; the role of self-discipline in limiting use of social networking sites during school days.
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Reports on the topic "Society of Friends schools"

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War, Ashiq Hussain, and Dr A. K. S. Kushwaha. PERCEIVED SOCIAL SUPPORT IN RELATION TO QUALITY OF LIFE AMONG SCHOOL TEACHERS. World Wide Journals, February 2023. http://dx.doi.org/10.36106/ijar/6019669.

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The purpose of this study is to examine the relationship of various levels of social support with quality of life (QOL) among school teachers in Kashmir. It has been found that social support and its three dimensions namely support from signicant others; support from family and support from friends had a positive signicant relationship with quality of life and its four dimensions. Understanding the relationship between perceived social support and QOL in teachers may provide guidance to the healthcare providers, family members and social services about the importance of social support to the nation builders of the society.
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Darity Jr., William, M’Balou M’Balou Camara, and Nancy MacLean. Setting the Record Straight on the Libertarian South African Economist W. H. Hutt and James M. Buchanan. Institute for New Economic Thinking Working Paper Series, May 2022. http://dx.doi.org/10.36687/inetwp184.

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In their stormy response to Nancy MacLean’s book Democracy in Chains, some academics on the libertarian right have conducted a concerted defense of Nobel Laureate James Buchanan’s credentials as an anti-racist, or at least a non-racist. An odd component of their argument is a claim of innocence by association: the peripatetic South African economist and Mont Pelerin Society founding member William Harold Hutt was against apartheid; Buchanan was a friend and supporter of Hutt; therefore, Buchanan could not have been abetting segregationists with his support for public funding of segregationist private schools. At the core of this chain of argument is the inference that Hutt’s opposition to apartheid proves that Hutt himself was committed to racial equality. However, just as there were white supremacists who opposed slavery in the United States, we demonstrate Hutt was a white supremacist who opposed apartheid in South Africa. We document how Hutt embraced notions of black inferiority, even in The Economics of the Colour Bar, his most ferocious attack on apartheid. Whether or not innocence by association is a sound defense of anyone’s ideology or conduct, Hutt, himself, was not innocent of white supremacy.
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Barrow, Lisa, Sarah Komisarow, and Lauren Sartain. Are Friends of Schools the Enemies of Equity? The Interplay of Public School Funding Policies and Private External Fundraising. Federal Reserve Bank of Chicago, 2023. http://dx.doi.org/10.21033/wp-2023-31.

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Comola, Margherita, Rokhaya Dieye, and Bernard Fortin. Heterogeneous peer effects and gender-based interventions for teenage obesity. CIRANO, September 2022. http://dx.doi.org/10.54932/tqag9043.

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This paper explores the role of gender heterogeneity in the social diffusion of obesity among adolescents and its policy implications. We propose a generalized linear social interaction model which allows for gender-dependent heterogeneity in peer effects through the channel of social synergy. We estimate the model using data on adolescent Body Mass Index and network-based interactions. Our results show that peer effects are gender-dependent, and male students are particularly responsive to the weight of their female friends. Our simulations indicate that female-tailored interventions are likely to be more effective than a gender-neutral approach to fight obesity in schools.
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Cristia, Julian P., Ofer Malamud, Diether Beuermann, Yyannu Cruz-Aguayo, and Santiago Cueto. Home Computers and Child Outcomes: Short-Term Impacts from a Randomized Experiment in Peru. Inter-American Development Bank, December 2012. http://dx.doi.org/10.18235/0011442.

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This paper presents results from a randomized control trial in which approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Beneficiaries were more likely to complete domestic chores but less likely to read books. Treatment children scored almost one standard deviation higher in a test of XO proficiency, though there were no effects on objective and self-reported skills for using a Windows-based PC and Internet. There were positive impacts on the Raven's Progressive Matrices test among children who did not have a home computer before the intervention, but no significant effects for the sample as a whole. Finally, there was little evidence for spillovers within schools, although close friends and classmates of laptop recipients did exhibit higher proficiency with the XO computer.
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Alda, Erik. School-Based Violence Prevention. Inter-American Development Bank, February 2007. http://dx.doi.org/10.18235/0008947.

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School is one of the most important socializing environments for children, since it is where they spend a great deal of time interacting with teachers and peers. However, the persistent spillover of community socioeconomic conditions and violence means that schools and their surroundings are no longer protected places, but share in the day-to-day violence of the urban space. As a result, school violence has increased correspondingly. Although students may handle situations at school through violent behaviors, schools remain a place where they can learn not to make use of such behaviors. What can educators, policymakers, and civil society do to revert or reduce violence in schools? How can schools use their unique potential as a locus for violence prevention? This technical note attempts to shed light on these issues by describing approaches that have proven successful in addressing this problem.
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Anyachukwu, Canice Chukwudi, Confidence chinemerem Amarah, Blessing Chiagozikam Okoye, Anthony Ifeanyi, Martins Nweke, and Ukachukwu Abaraogu. Effectiveness of back care education program among school children: a systematic review of randomized controlled trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0044.

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Review question / Objective: i. What are the back care education programmes in different schools? ii. How effective has these back care education programmes been in treatment and prevention of future occurrence of back pain in children? iii. What are the factors that may affect the effectiveness of these back care education programmes? iv. What benefits can be derived from these back care education programmes in schools to the children, parents and society at large Information sources: i. PubMed ii. PEDro iii. Cochrane library iv. Google scholar v. HINARI.
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Paredes, Juan Roberto, María Clara Ramos, Marina Robles, and Emma Näslund-Hadley. Selecting and Using Sustainable Materials. Inter-American Development Bank, April 2015. http://dx.doi.org/10.18235/0006245.

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Thousands of children and young people who attend schools every day (on schedules ranging from 4 to 10 hours) consume large amounts of natural resources (water, trees made into paper, fossil fuels for energy, and others). These resources are used in the manufacturing of books, notepads, backpacks, pencils, paint, and so on. To a large extent, schools represent the way a society uses its natural resources. Using these materials in a more sustainable fashion will lower demand for natural resources. We can also learn innovative ways of using them in the learning process.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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