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belonging</title> <meta name="description" content="Search results for: school belonging"> <meta name="keywords" content="school belonging"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="school belonging"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3987</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: school belonging</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3987</span> The Relationship between School Belonging, Self-Efficacy and Academic Achievement in Tabriz High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Pari">F. Pari</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Fathiazar"> E. Fathiazar</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Hashemi"> T. Hashemi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Pari"> M. Pari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to examine the role of self-efficacy and school belonging in the academic achievement of Tabriz high school students in grade 11. Therefore, using a random cluster method, 377 subjects were selected from the whole students of Tabriz high schools. They filled in the School Belonging Questionnaire (SBQ) and General Self-Efficacy Scale. Data were analyzed using correlational as well as multiple regression methods. Findings demonstrate self-efficacy and school belonging have significant roles in the prediction of academic achievement. On the other hand, the results suggest that considering the gender variable there is no significant difference between self-efficacy and school belonging. On the whole, cognitive approaches could be effective in the explanation of academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a> </p> <a href="https://publications.waset.org/abstracts/3828/the-relationship-between-school-belonging-self-efficacy-and-academic-achievement-in-tabriz-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3986</span> The Influence of Teacher Support on School Belonging in Chinese Students: A Moderated Mediation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuting%20Tan">Yuting Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Benchao%20Fan"> Benchao Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoman%20Wei"> Xiaoman Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Tao%20Yang"> Tao Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to investigate the relationship between students’ perceived teacher support, parental emotional support, mastery goal orientation and school belonging, the questionnaire data of 11,898 15-year-olds (5,699 girls and 6,199 boys) in four Chinese provinces and cities (Beijing, Shanghai, Jiangsu and Zhejiang) that participated in PISA 2018 were used. The results showed that: (1) teacher support can positively and significantly predict students' school belonging; (2) mastery goal orientation played the mediating role in the relationship between teacher support and school belonging; (3) the second half path of students’ mastery goal orientation to the mediation process of teacher support and school belonging was regulated by parental emotional support. The results have important educational practice enlightenment for effectively promoting the school belonging of Chinese students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20support" title=" teacher support"> teacher support</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20goal%20orientation" title=" mastery goal orientation"> mastery goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20emotional%20support" title=" parental emotional support"> parental emotional support</a> </p> <a href="https://publications.waset.org/abstracts/164591/the-influence-of-teacher-support-on-school-belonging-in-chinese-students-a-moderated-mediation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164591.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3985</span> How Do Undergraduates of Ethnic Minorities Perceive Their Sense of Belonging to School? A Mixed Study in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiao-Fang%20Wang">Xiao-Fang Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researchers of educational psychology have proved that students' sense of belonging to school is conducive to their academic achievement, social relations and mental health. However, little attention is paid to undergraduates' sense of belonging, especially, the distinctive student group, i.e., undergraduate students of ethnic minorities. This article utilized a mixed study approach to investigate the perceptions of undergraduates of ethnic minority toward their sense of belonging to school. The findings from qualitative and quantitative data indicate: 1) generally, the sense of belonging to school of ethnic minority undergraduate students was at the middle level. 2) Gender had an important impact on the sense of belonging, and the sense of girls was much larger than boys’. 3) The sense of belonging to school of students who come from city and town was much larger than the one of students who come from the countryside. 4) The category of subjects had significantly effected on the sense of belonging to school, and, the students from social and art science was larger than those from engineer science. The article is concluded with some valuable and relevant suggestions for university' student management activities and teachers' teaching practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title="ethnic minority">ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20belonging" title=" sense of belonging"> sense of belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a> </p> <a href="https://publications.waset.org/abstracts/35691/how-do-undergraduates-of-ethnic-minorities-perceive-their-sense-of-belonging-to-school-a-mixed-study-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35691.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3984</span> A Sense of Belonging: Music Learning and School Connectedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Gamboa-Kroesen">Johanna Gamboa-Kroesen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School connectedness, or the sense of belonging at school, is a critical factor in adolescent health, academic achievement, and socioemotional well-being. In educational research, the construct of the psychological sense of school membership is often referred to as school engagement, school bonding, or school attachment. While current research recognizes school connectedness as integral to a child’s mental health and academic success, many schools have yet to develop adequate interventions to promote a child’s overall sense of belonging at school. However, prior researches in music education indicates that, among other benefits, music classrooms may provide an environment where students feel they belong. While studies indicates that music learning environments, specifically performing ensemble learning environments, instill a sense of school connectedness and, more broadly, contribute to a student’s socio-emotional development, there has been inadequate research on how the actions of music teachers contribute to this phenomenon. The purpose of this study was to examine the relationship between school connectedness and music learning environments with middle school music students enrolled in a school-based music ensemble. In addition, the study aimed to provide a descriptive analysis of the instructional practices that music teachers use to promote an inclusive environment in their classrooms and an overall sense of belonging in their students. Using 191 student surveys of school membership, student reflective writings, 5 teacher interviews, and 10 classroom observations, this study examined the relationship between 7th and 8th-grade student-reported levels of connectedness within their school-based music ensemble and teacher instructional practice. The study found that students reported high levels of positive school membership within their music classes. Students who participate in school-based orchestra ensembles reported a positive change in emotional state during music instruction. In addition, evidence in this study found that music teachers use instructional practices to build connectedness through de-emphasizing competition and strengthening a student’s sense of relational value within their music learning experience. The findings offer implications for future music teacher instruction to create environments of inclusion, strengthen student-teacher relationships, and promote strategies that enhance student connection to school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20practice" title=" instructional practice"> instructional practice</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20connectedness" title=" school connectedness"> school connectedness</a> </p> <a href="https://publications.waset.org/abstracts/169582/a-sense-of-belonging-music-learning-and-school-connectedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3983</span> SHARK FINS Rising: Awesome Power Beneath the Surface</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Parrish">David Parrish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A critical challenge for a new school is creating an inclusive, meaningful culture. While a new school offers a “shiny’ exterior, its culture has yet to be created. In 2016, Charles J. Colgan, Sr. High School in Prince William County, opened its door. In its inaugural year, the FIN Friends club was created to start the process of building connections between general education and special education students. In eight years, the club has become a relentless contributor to the most inclusive, welcoming school culture possible. Through a commitment to consistent, year-round activities, the FINS accepts students from all schools and all grades. All schools strive for inclusion and a positive culture. Our model takes explicit action toward these elements. What we have created works; it is replicable and supports any school to build a more inclusive culture. Connections and belonging are directly related to every educational goal, including academic progress, equity, social-emotional health, etc. We want to share our story and collaborate with schools to create their own inclusion movement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=connections" title=" connections"> connections</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a> </p> <a href="https://publications.waset.org/abstracts/171078/shark-fins-rising-awesome-power-beneath-the-surface" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171078.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3982</span> Impact of SES and Culture on Well-Being of Adolescent </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shraddha%20B.%20Rai">Shraddha B. Rai</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahipatsinh%20D.%20Chavda"> Mahipatsinh D. Chavda</a>, <a href="https://publications.waset.org/abstracts/search?q=Bharat%20S.%20Trivedi"> Bharat S. Trivedi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present research is to study the effect of education and social belonging on well-being of youth. Well-being is one of the most important aspects of human being and the state of well-being can be attained in terms of healthy body with healthy mind. Well-being has been defined as encompassing people’s cognitive and affective evaluations of their lives. Well-being has been interchangeably used with health and quality of life. According to the WHO, the main determinants of health include the social, economic, and the physical environment and the persons individual characteristics and behaviors. WHO lists other factors that can influence the well-being of a person such as the gender, education, social support networks and health services. The main objective of the present investigation is to know the effect of education and social belonging on well-being of youth. The sample of 180 students belonging to Gujarati and English (convent) culture were selected randomly from Guajarati and English (convent) schools of Ahmedabad City of Gujarat (India). General well-being Scale by Dr. Ashok Kalia and Ms. Anita Deswal was administered to measure the Physical, Emotional, and Social and school well-being. The result shows that there is significant different found between Gujarati and English (convent) culture on Well-being in school students. SES is also affect significantly to wellbeing of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=SES" title=" SES"> SES</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/22509/impact-of-ses-and-culture-on-well-being-of-adolescent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">527</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3981</span> School Belongingness and Coping with Bullying: Greek Adolescent Students' Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Didaskalou">E. Didaskalou</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Roussi-Vergou"> C. Roussi-Vergou</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Andreou"> E. Andreou</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Skrzypiec"> G. Skrzypiec</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Slee"> P. Slee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been growing interest lately, in the study of victimization among adolescent students in Greece and elsewhere with a view to improve school policies concerning anti-bullying practices. Researchers have recently focused on investigating the relationships between the extent of students’ victimization and the distinct mechanisms that they employ for coping with this particular problem. In particular, the emphasis has been placed on exploring the relationship between the coping strategies students use to counteract bullying, their sense of belonging at school, and extent of their victimization. Methods: Within the research framework outlined above, we set out to: a) examine the frequency of self-reported victimization among secondary school students, b) investigate the coping strategies employed by students when confronted with school bullying and c) explore any differences between bullied and non-bullied students with regard to coping strategies and school belongingness. The sample consisted of 860 from fifteen secondary public schools in central Greece. The schools were typical Greek secondary schools and the principals volunteered to participate in this study. Participants’ age ranged from 12 to 16 years. Measures: a) Exposure to Victimization: The frequency of victimization was directly located by asking students the question: ‘Over the last term, how often have you been bullied or harassed by a student or students at this high school?’ b) Coping Strategies: The ‘Living and Learning at School: Bullying at School’ was administered to students, c) School belongingness was assessed by the Psychological Sense of School Membership Scale, that students completed. Results: Regarding the frequency of self-reported victimization, 1.5% of the students reported being victimized every day, 2.8% most days of the week, 2.1% one or more days a week, 2.9% about once a week, 22.6% less than once a week and 68.1% never. The coping strategies that the participants employed for terminating their victimization included: a) adult support seeking, b) emotional coping/keep away from school, c) keeping healthy and fit, d) demonstrating a positive attitude towards the bully, d) peer support seeking, e) emotional out bursting, f) wishful thinking and self-blaming, g) pretending as if it is not happening, h) displaying assertive behaviors and i) getting away from the bullies. Bullied from non-bullied children did not differ as much in coping, as in feelings of being rejected in school. Discussion: The findings are in accordance with accumulated research evidence which points to a strong relationship between student perceptions of school belongingness and their involvement in bullying behaviors. We agree with the view that a positive school climate is likely to serve as a buffer that mitigates wider adverse societal influences and institutional attitudes which favor violence and harassment among peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20bullying" title="school bullying">school bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title=" school belonging"> school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20coping%20strategies" title=" student coping strategies"> student coping strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=victimization" title=" victimization"> victimization</a> </p> <a href="https://publications.waset.org/abstracts/75542/school-belongingness-and-coping-with-bullying-greek-adolescent-students-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75542.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3980</span> The Factors Affecting Pupil Psychological Well-Being in Mainstream Schools: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chantelle%20Francis">Chantelle Francis</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20McKenzie"> Karen McKenzie</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Emmerson"> Charlotte Emmerson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the rise in mental health difficulties amongst pupils, this review explores the factors that have been indicated as affecting psychological well-being in mainstream school contexts. Search terms relating to school-based psychological well-being were entered into five databases, and twenty-two studies were included in the review. The results suggested that pupil psychological well-being is affected by both direct and indirect factors. The former included a sense of belonging and inclusion, relationships with teachers, and academic attainment. The latter included family socioeconomic status, whole-school approaches, and individual differences factors, such as gender and Special Educational Needs. The implications for policymakers and practitioners are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20wellbeing" title="psychological wellbeing">psychological wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstream%20schools" title=" mainstream schools"> mainstream schools</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=school-based%20wellbeing" title=" school-based wellbeing"> school-based wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/152721/the-factors-affecting-pupil-psychological-well-being-in-mainstream-schools-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3979</span> Linking Museum Education with School Curriculum: Primary Education Case Study Grade 4 </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marwa%20Hanafy">Marwa Hanafy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of linking the museum with school curriculum is to focus on the values and principles of the educational standards of the fourth grade as "equality, cooperation, allegiance, belonging, participation, peace, tolerance, pride and patriotism, etc." through activities, discussion, exhibits, etc., which can help the students to develop their characters and be useful for their society. For example, there is a lesson in Module 3 assess the role of women as mothers and queens, here this research will focus on the value of women and respect them through statues or images of women which support and affect positively on the students who will apply these Morals to themselves and to the community by dependency. It cannot be denied that the students have to be a part of the museum educational programs which have designed for them, by giving them the opportunity to participate, talk, discuss and express their opinions and hear them in the museums, this may be an effective way to confirm that the interests of children are taken into account. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=museum%20education" title="museum education">museum education</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20education" title=" primary school education"> primary school education</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20curriculum" title=" school curriculum"> school curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a> </p> <a href="https://publications.waset.org/abstracts/102570/linking-museum-education-with-school-curriculum-primary-education-case-study-grade-4" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102570.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3978</span> Middle School as a Developmental Context for Emergent Citizenship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Casta%20Guillaume">Casta Guillaume</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Jagers"> Robert Jagers</a>, <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Rivas-Drake"> Deborah Rivas-Drake </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Civically engaged youth are critical to maintaining and/or improving the functioning of local, national and global communities and their institutions. The present study investigated how school climate and academic beliefs (academic self-efficacy and school belonging) may inform emergent civic behaviors (emergent citizenship) among self-identified middle school youth of color (African American, Multiracial or Mixed, Latino, Asian American or Pacific Islander, Native American, and other). Study aims: 1) Understand whether and how school climate is associated with civic engagement behaviors, directly and indirectly, by fostering a positive sense of connection to the school and/or engendering feelings of self-efficacy in the academic domain. Accordingly, we examined 2) The association of youths’ sense of school connection and academic self-efficacy with their personally responsible and participatory civic behaviors in school and community contexts—both concurrently and longitudinally. Data from two subsamples of a larger study of social/emotional development among middle school students were used for longitudinal and cross sectional analysis. The cross-sectional sample included 324 6th-8th grade students, of which 43% identified as African American, 20% identified as Multiracial or Mixed, 18% identified as Latino, 12% identified as Asian American or Pacific Islander, 6% identified as Other, and 1% identified as Native American. The age of the sample ranged from 11 – 15 (M = 12.33, SD = .97). For the longitudinal test of our mediation model, we drew on data from the 6th and 7th grade cohorts only (n =232); the ethnic and racial diversity of this longitudinal subsample was virtually identical to that of the cross-sectional sample. For both the cross-sectional and longitudinal analyses, full information maximum likelihood was used to deal with missing data. Fit indices were inspected to determine if they met the recommended thresholds of RMSEA below .05 and CFI and TLI values of at least .90. To determine if particular mediation pathways were significant, the bias-corrected bootstrap confidence intervals for each indirect pathway were inspected. Fit indices for the latent variable mediation model using the cross-sectional data suggest that the hypothesized model fit the observed data well (CFI = .93; TLI =. 92; RMSEA = .05, 90% CI = [.04, .06]). In the model, students’ perceptions of school climate were significantly and positively associated with greater feelings of school connectedness, which were in turn significantly and positively associated with civic engagement. In addition, school climate was significantly and positively associated with greater academic self-efficacy, but academic self-efficacy was not significantly associated with civic engagement. Tests of mediation indicated there was one significant indirect pathway between school climate and civic engagement behavior. There was an indirect association between school climate and civic engagement via its association with sense of school connectedness, indirect association estimate = .17 [95% CI: .08, .32]. The aforementioned indirect association via school connectedness accounted for 50% (.17/.34) of the total effect. Partial support was found for the prediction that students’ perceptions of a positive school climate are linked to civic engagement in part through their role in students’ sense of connection to school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civic%20engagement" title="civic engagement">civic engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescence" title=" early adolescence"> early adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20climate" title=" school climate"> school climate</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title=" school belonging"> school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20niche" title=" developmental niche "> developmental niche </a> </p> <a href="https://publications.waset.org/abstracts/31154/middle-school-as-a-developmental-context-for-emergent-citizenship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31154.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3977</span> Intercultural Competency for Teachers at the Public Multicultural Alternative School for Immigrants and Multicultural Family Student’s School Maladjustment in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiseob%20Chung">Kiseob Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonmin%20Kang"> Hyeonmin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore what is intercultural competency needed for teacher through their experience at the public multicultural alternative school. The public alternative multicultural school is an accredited school for immigrants or students from multicultural families who have experienced school maladjustment at public school. This school has self-regulation in curriculum and function of bridge to public school by helping their adaptation. In particular, this study answers the following questions: What are the most difficulties for teacher at the multicultural alternative school in comparison to public school? What competencies are required for teacher at the multicultural alternative school? Which competencies in cognitive, emotional and practical area should be more required in order for teacher to communicate with student effectively (successfully) in class and other activities in school? What is the background of that we called these competencies especially as ‘intercultural’? This study focuses to clarify teacher’s competency to help immigrants of students from multicultural background to adjust to school life with the term of intercultural competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competency%20for%20teacher" title="intercultural competency for teacher">intercultural competency for teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20alternative%20school" title=" multicultural alternative school"> multicultural alternative school</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20students" title=" multicultural students"> multicultural students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maladjustment" title=" school maladjustment"> school maladjustment</a> </p> <a href="https://publications.waset.org/abstracts/34200/intercultural-competency-for-teachers-at-the-public-multicultural-alternative-school-for-immigrants-and-multicultural-family-students-school-maladjustment-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3976</span> Excluded: The Sense of Non-Belonging and Violent Radicalisation in the Case of the United Kingdom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lorand%20Bodo">Lorand Bodo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are many stories of young British citizens who have left their country and families to join Islamist militant groups. So, what drives these young people to abandon their families and countries to join terrorist groups such as the so-called Islamic State? Much has been written to explain the phenomenon of violent radicalisation, whereby the concepts of identity and belonging are identified as one of the most significant drivers for violent radicalisation. In this respect, this paper explores the connection between the sense of belonging and violent radicalisation. That is necessary to gain a more nuanced understanding of the process of violent radicalisation in order to create and implement more effective counter-measures for tackling violent radicalisation. By using an inductive approach, this dissertation attempts to answer the question to what extent does the sense of non-belonging lead to the violent radicalisation of a few individuals. Therefore, alongside an expert interview, a survey, and qualitative content analysis of secondary sources, an exclusive semi-structured interview was conducted with a former violently radicalised Jihadi and recruiter. Overall, the sense of non-belonging significantly affects the process of violent radicalisation of a few individuals. Nevertheless, being religiously fundamental is not the problem of becoming violently radicalised in the first place, but belonging to the wrong group that is strongly determined by ideology, constitutes the main problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20non-belonging" title=" sense of non-belonging"> sense of non-belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20identity%20theory" title=" social identity theory"> social identity theory</a>, <a href="https://publications.waset.org/abstracts/search?q=violent%20radicalisation" title=" violent radicalisation"> violent radicalisation</a> </p> <a href="https://publications.waset.org/abstracts/46269/excluded-the-sense-of-non-belonging-and-violent-radicalisation-in-the-case-of-the-united-kingdom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46269.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3975</span> School Counseling in Sri Lanka: Analysis of the past Recommending a Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Buddhiprabha%20D.%20D.%20Pathirana">Buddhiprabha D. D. Pathirana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite a rapid increase in the number of school counselors in the recent past; procuring the service of school counselors is a luxury that many Sri Lankan schools cannot afford. In addition, school counseling in Sri Lanka also faces new challenges in implementation due to the fact that a generally agreed consensus on training, ethical standards, role identity, counseling model, and structures for school counselors has not been reached. Therefore, this paper has several objectives. First, it reviews a brief history of school counseling in Sri Lanka and describes its current status. Second, it describes current trends/ problems specific to Sri Lankan school counseling milieu which have limited the progress of school counseling as a practice. Third, it discusses societal and cultural issues that are important to consider when implementing school counseling as a practices in Sri Lanka and provides recommendations to improve it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20counseling" title="school counseling">school counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a>, <a href="https://publications.waset.org/abstracts/search?q=current%20situation" title=" current situation"> current situation</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendations" title=" recommendations"> recommendations</a> </p> <a href="https://publications.waset.org/abstracts/40075/school-counseling-in-sri-lanka-analysis-of-the-past-recommending-a-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">537</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3974</span> Predictors of School Safety Awareness among Malaysian Primary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ssekamanya">Ssekamanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Mastura%20Badzis"> Mastura Badzis</a>, <a href="https://publications.waset.org/abstracts/search?q=Khamsiah%20Ismail"> Khamsiah Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Dayang%20Shuzaidah%20Bt%20Abduludin"> Dayang Shuzaidah Bt Abduludin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rising incidents of school violence worldwide, educators and researchers are trying to understand and find ways to enhance the safety of children at school. The purpose of this study was to investigate the extent to which the demographic variables of gender, age, length of service, position, academic qualification, and school location predicted teachers’ awareness about school safety practices in Malaysian primary schools. A stratified random sample of 380 teachers was selected in the central Malaysian states of Kuala Lumpur and Selangor. Multiple regression analysis revealed that none of the factors was a good predictor of awareness about school safety training, delivery methods of school safety information, and available school safety programs. Awareness about school safety activities was significantly predicted by school location (whether the school was located in a rural or urban area). While these results may reflect a general lack of awareness about school safety among primary school teachers in the selected locations, a national study needs to be conducted for the whole country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20safety%20awareness" title="school safety awareness">school safety awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors%20of%20school%20safety" title=" predictors of school safety"> predictors of school safety</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20regression%20analysis" title=" multiple regression analysis"> multiple regression analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=malaysian%20primary%20schools" title=" malaysian primary schools"> malaysian primary schools</a> </p> <a href="https://publications.waset.org/abstracts/45296/predictors-of-school-safety-awareness-among-malaysian-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45296.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3973</span> An Analysis of Curricular and Other Curricular Activities of Ramakrishna Mission School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shri%20Krishna%20Mishra">Shri Krishna Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Badri%20Yadav"> Badri Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India is a democratic country requires creative dynamic citizen for its development. And it will be possible only when school produce creative prosperous students. In this aspect, researcher find out that curricular and other curricular activities of Ramkrishna Mission School is unique up to some extent because it gives emphasis on value education and holistic development of students. It giving the emphasis on self-realization, standing on their own feet and community work. Most of the teacher of this school are competent to organize classrooms and manage the behavior of their students so, outcome of this school is very effective and impressive to other school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramakrishna%20Mission%20School" title="Ramakrishna Mission School">Ramakrishna Mission School</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis%20of%20curricular" title=" analysis of curricular"> analysis of curricular</a>, <a href="https://publications.waset.org/abstracts/search?q=other%20curricular%20activities%20of%20R.%20M.%20School" title=" other curricular activities of R. M. School"> other curricular activities of R. M. School</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/16929/an-analysis-of-curricular-and-other-curricular-activities-of-ramakrishna-mission-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3972</span> Approximation of Periodic Functions Belonging to Lipschitz Classes by Product Matrix Means of Fourier Series</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Smita%20Sonker">Smita Sonker</a>, <a href="https://publications.waset.org/abstracts/search?q=Uaday%20Singh"> Uaday Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various investigators have determined the degree of approximation of functions belonging to the classes W(L r , ξ(t)), Lip(ξ(t), r), Lip(α, r), and Lipα using different summability methods with monotonocity conditions. Recently, Lal has determined the degree of approximation of the functions belonging to Lipα and W(L r , ξ(t)) classes by using Ces`aro-N¨orlund (C 1 .Np)- summability with non-increasing weights {pn}. In this paper, we shall determine the degree of approximation of 2π - periodic functions f belonging to the function classes Lipα and W(L r , ξ(t)) by C 1 .T - means of Fourier series of f. Our theorems generalize the results of Lal and we also improve these results in the light off. From our results, we also derive some corollaries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lipschitz%20classes" title="Lipschitz classes">Lipschitz classes</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20matrix%20operator" title=" product matrix operator"> product matrix operator</a>, <a href="https://publications.waset.org/abstracts/search?q=signals" title=" signals"> signals</a>, <a href="https://publications.waset.org/abstracts/search?q=trigonometric%20Fourier%20approximation" title=" trigonometric Fourier approximation"> trigonometric Fourier approximation</a> </p> <a href="https://publications.waset.org/abstracts/4757/approximation-of-periodic-functions-belonging-to-lipschitz-classes-by-product-matrix-means-of-fourier-series" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4757.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3971</span> Inclusive Education in Higher Education: Looking from the Lenses of Prospective Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiran">Kiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Pooja%20Bhagat"> Pooja Bhagat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusion of diversities is much talked and discussed for school education, mainly at the elementary level. However, not enough discourse has taken place as far as the promulgation of diversities from school education to higher education in terms of guarantee of access, retention and success of students belonging to the diverse groups is concerned. In view of this, the present paper attempts to look at the phenomenon of inclusion of diversities in higher education from the perspective of the people, who themselves are the part of the present system of higher education and aspiring to take up teaching at higher education level as profession. The paper focuses on exploring the awareness of the group under study about the inclusion of diversities at higher education, their perception of diversities, and the mechanism which they consider effective to facilitate inclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=belief" title=" belief"> belief</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a> </p> <a href="https://publications.waset.org/abstracts/16304/inclusive-education-in-higher-education-looking-from-the-lenses-of-prospective-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">719</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3970</span> Indigenous Conceptualization of School Readiness: Mother's Perspective in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Inam">Ayesha Inam</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Moazzam"> R. Moazzam</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Akhtar"> Z. Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School readiness plays a significant role in helping a child deal with various school demands and expectations as well as in determining academic success outcomes. There is a scarcity of data concerning the condition of school readiness in Pakistan. This qualitative research seeks to examine the perspective of mothers about school readiness along with its four domains (self-care, socio-emotional, physical and cognitive) as well as about the appropriate age of entry into formal preschool. Fifteen interviews were conducted with mothers of pre-school children in Islamabad and Rawalpindi. It was found that mothers shared the common perception that children should be socially, emotionally, physically and cognitively prepared to be ready for pre-school. The results concluded that the mothers unanimously agreed in their perceptions that three to four years was the appropriate age range for children to begin pre-school and that early or late entry into pre-school had negative implications for children’s ability to learn and understand, and hence, their school readiness. Mental age was perceived as a more important criterion for deciding when to send children to pre-school. Mothers were found to send their children to school earlier, and children were found to be increasingly exposed to technology, both of which were found to influence children’s readiness for school. Both schools and mothers were found to play an instrumental role in preparing children for school and in school adjustment by nurturing their skills and abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20mothers" title="perception of mothers">perception of mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=entry%20to%20preschool" title=" entry to preschool"> entry to preschool</a> </p> <a href="https://publications.waset.org/abstracts/108714/indigenous-conceptualization-of-school-readiness-mothers-perspective-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108714.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3969</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BSRA" title="BSRA">BSRA</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/abstracts/search?q=PMMA" title=" PMMA"> PMMA</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a> </p> <a href="https://publications.waset.org/abstracts/108912/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3968</span> Security Issues and Primary School Participation in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Mwanza">Rose Mwanza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates security factors influencing primary school pupils’ school participation in Kenya. Schools, communities and the Government all have roles to play in enhancing primary school pupil’s school participation. The effective security system of a country provides the necessary avenues to facilitate improved health services protection of children and allows free movement of the country’s citizens which leads to a conducive atmosphere for school participation. Kenya is a signatory to international commitments and conventions related to security such as the National Policy on Peace Building and Conflict Management, United Nations Development Assistance Framework and Key Security Unity, which enable primary school pupils to participate in education. The paper also looks at the strategies the Government of Kenya has put in place to ensure effective pupil school participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title="ethnicity">ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20in%20school" title=" participation in school"> participation in school</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a> </p> <a href="https://publications.waset.org/abstracts/175481/security-issues-and-primary-school-participation-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3967</span> Collaborative Managerial Practices of Heads of Educational Institutions: Principals and Students Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Ahmed">Nasir Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed to explore the managerial practices of secondary school principals in collaboration with different school stakeholder’s i.e. Teachers, students and school councils. The population of the study comprised 41 principals of government secondary schools, 249 Secondary school teachers (SSTs), 3360 students of 10th class and 300 members of the school councils of government secondary schools (both boys and girls) in Wazirabad, Pakistan. 50 percentage principals, 40 percentage SSTs, 3 percentage students and 15% members of the school councils were taken as a sample of the study. Data was collected through different four-questionnaire design on a ﬁve point rating scale. The questionnaires for teachers, students, and school councils were developed to see their involvement in school management. The questionnaire for the secondary school principals was designed to ﬁnd out to see their perceptions about the involvement of these stakeholders in school’s management. The results of the students indicated that, the remaining stakeholders were not cooperating with the school management. It was recommended that all the stakeholders be provided equal opportunities to take an active part in the school management. This may be based on a formal mechanism for the collaborative efforts of all the stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20stakeholders" title=" school stakeholders"> school stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20councils" title=" school councils"> school councils</a>, <a href="https://publications.waset.org/abstracts/search?q=managerial%20practices" title=" managerial practices"> managerial practices</a> </p> <a href="https://publications.waset.org/abstracts/38092/collaborative-managerial-practices-of-heads-of-educational-institutions-principals-and-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3966</span> Psychological Sense of School Membership and Coping Ability as Predictors of Multidimensional Life Satisfaction among School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Banke%20Iyabo%20Omoniyi">Mary Banke Iyabo Omoniyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children in the developing countries have complex social, economic, political and environmental contexts that create a wide range of challenges for school children to surmount as they journey through school from childhood to adolescent. Many of these children have little or no personal resources and social support to confront these challenges. This study employed a descriptive research design of survey type to investigate the psychological sense of school membership and coping skills as they relate to the multidimensional life satisfaction of the school children. The sample consists of 835 school children with the age range of 7-11 years who were randomly selected from twenty schools in Ondo state, Nigeria. The instrument for data collection was a questionnaire consisting of 4 sections A, B, C and D. Section A contained items on the children’s bio-data (Age, School, father’s and mother’s educational qualifications), section B is the Multidimensional Children Life Satisfaction Questionnaire (MCLSQ) with a 20 item Likert type scale. The response format range from Never= 1 to Almost always =4. The (MCLSQ) was designed to provide profile of children satisfaction with important domains of (school, family and friends). Section C is the Psychological Sense of School Membership Questionnaire (PSSMQ) with 18 items having response format ranging from Not at true=1 to completely true=5. While section D is the Self-Report Coping Questionnaire (SRCQ) which has 16 items with response ranging from Never =1 to Always=5. The instrument has a test-retest reliability coefficient of r = 0.87 while the sectional reliabilities for MCLSQ, PSSMQ and SRCQ are 0.86, 0.92 and 0.89 respectively. The results indicated that self-report coping skill was significantly correlated with multidimensional life satisfaction (r=592;p<0.05). However, the correlation between multidimensional life satisfaction and psychological sense of school membership was not significant (r=0.038;p>0.05). The regression analysis indicated that the contribution of mother’s education and father’s education to psychological sense of school member of the children were 0.923, Adjusted R2 is 0.440 and 0.730 and Adjusted R2 is 0.446. The results also indicate that contribution of gender to psychological sense of school for male and female has R= 0.782, Adjusted R2 = 0.478 and R = 0.998, Adjusted R2 i= 0.932 respectively. In conclusion, mother’s education qualification was found to contribute more to children psychological sense of membership and multidimensional life satisfaction than father’s. The girl child was also found to have more sense of belonging to the school setting than boy child. The counselling implications and recommendations among others were geared towards positive emotional gender sensitivity with regards to the male folk. Education stakeholders are also encouraged to make the school environment more conducive and gender friendly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multidimensional%20life%20satisfaction" title="multidimensional life satisfaction">multidimensional life satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20sense%20of%20school" title=" psychological sense of school"> psychological sense of school</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20skills" title=" coping skills"> coping skills</a>, <a href="https://publications.waset.org/abstracts/search?q=counselling%20implications" title=" counselling implications"> counselling implications</a> </p> <a href="https://publications.waset.org/abstracts/68417/psychological-sense-of-school-membership-and-coping-ability-as-predictors-of-multidimensional-life-satisfaction-among-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3965</span> A Barthesian Analysis of Semiotic Practices in an Indigenous School in Taiwan: A Case of a Bunun Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Yin%20Chen">Yi Yin Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Changsoo%20Hur"> Changsoo Hur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the role of totems and decorative texts on an indigenous primary school campus in Taiwan, as well as how they affect the building of the cultural identity of indigenous students. By employing Roland Barthes' semiotic theory, this research aims to uncover the cultural meanings and social functions contained in these visual symbols, as well as their significance for building a cultural identity among indigenous students. The study uses a qualitative method, combining observations, interviews, and document analysis to explore how these symbols perform as carriers of hidden meaning and contribute to educational and cultural settings. The findings show that totems on the indigenous school campus reflect the ethnic group's cultural background knowledge, allowing students to study their cultural heritage and providing a sense of belonging. However, certain textual decorations also reflect the historical influence of the hegemonic government attempting to establish moral norms in the ethnic group. This coexistence of traditional ethnic totems and hegemonic textual admonitions in the school environment creates a complex identity landscape for students, leading to a multiplicity of cultural identities. It underlines the importance of culturally relevant symbols in enhancing students' cultural heritage and identity and presents the challenges posed by conflicting cultural messages within the educational context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roland%20Barthes" title="Roland Barthes">Roland Barthes</a>, <a href="https://publications.waset.org/abstracts/search?q=semiotic" title=" semiotic"> semiotic</a>, <a href="https://publications.waset.org/abstracts/search?q=Indigenous" title=" Indigenous"> Indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=Bunun" title=" Bunun"> Bunun</a> </p> <a href="https://publications.waset.org/abstracts/186405/a-barthesian-analysis-of-semiotic-practices-in-an-indigenous-school-in-taiwan-a-case-of-a-bunun-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3964</span> Is School Misbehavior a Decision: Implications for School Guidance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20C.%20F.%20Sun">Rachel C. F. Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the predictive effects of moral competence, prosocial norms and positive behavior recognition on school misbehavior among Chinese junior secondary school students. Results of multiple regression analysis showed that students were more likely to misbehave in school when they had lower levels of moral competence and prosocial norms, and when they perceived their positive behavior being less likely recognized. Practical implications were discussed on how to guide students to make the right choices to behave appropriately in school. Implications for future research were also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20competence" title="moral competence">moral competence</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20behavior%20recognition" title=" positive behavior recognition"> positive behavior recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20norms" title=" prosocial norms"> prosocial norms</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20misbehavior" title=" school misbehavior"> school misbehavior</a> </p> <a href="https://publications.waset.org/abstracts/8919/is-school-misbehavior-a-decision-implications-for-school-guidance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">384</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3963</span> Re-Storying School Culture Through Appreciative Inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Allison%20Tucker">Allison Tucker</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolyn%20Clarke"> Carolyn Clarke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study arose from the understanding that school cultures are shaped by the stories of school as known by teachers, students, and families. These sometimes-conflicting stories, based on a myriad of influences, present challenges to school culture. Layered on stories of school are the policies, developed often from central jurisdictional agencies, that direct schools on their daily operations from things such as curriculum to schedules and school calendars. This study investigates the stories of one Canadian school with the teachers, students, and families of the community. Using appreciative inquiry to consider the influence stories of school have on the ways policies are interpreted and lived in their school community, participants interrogate the stories that currently overarch the school community, and explore ways they might actively foster a school community whose lived experience aligns with what they dream for their schools. Paradigmatic analysis was used to reveal commonalities in participant responses. The findings of the study indicate that schools face challenges in creating a cohesive school community due to related to conflicting interpretations of school stories and the attempts to integrate jurisdictional policies in ways that reflect and make sense in their communities. Differing beliefs about the structure of school, misalignment in what was felt was the purpose of school, diverse understandings of curriculum, and even disparities regarding what the role of each group was in the school community, all create barriers to the creation of a well-connected school community that shares a common purpose. Results from the study, assist the school community to more effectively respond to the impacts that stories from the community and factors external to the school have on the community, and by extension the daily lived experiences of teachers and students in the school. It also offers other school communities a framework through which they could respond sensitively to the lived experience and stories of the teachers, students, and families of their schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20community" title="school community">school community</a>, <a href="https://publications.waset.org/abstracts/search?q=appreciative%20inquiry" title=" appreciative inquiry"> appreciative inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20policy" title=" school policy"> school policy</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20culture" title=" school culture"> school culture</a> </p> <a href="https://publications.waset.org/abstracts/191178/re-storying-school-culture-through-appreciative-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3962</span> The School Threshold's Identity as a Place for Interaction: Research Project with the Participation of Elementary-School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Bazaiou">Natalia Bazaiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The school entrance is one of the most important places in the everyday lives of children. As an intersection between school and public realm of the city, it is characterized by gradations of porous and rigid boundaries. Depending on its function, it can serve as a threshold or as a boundary. Additionally, it is a spatial condition that facilitates a dialogue between the school and the city and draws content from both. School thresholds are important in supporting the role of the school as an important node in the city and a bridge between children's various everyday life dynamics by demonstrating prominent usage and meaning as a place that is open to the community as well as to possibilities and physical interaction. In this research, we examine the role of the "realm of the in-between" between school and city through the architecture workshops for children at Hill Memorial School in Athens, in which we explore children's perceptions, wishes, and ideas related to their familiar everyday places of transition from school to city and vice versa. Also discussed in the presentation are the writings of Herman Hertzberger, Aldo Van Eyck, Jaap Bakema and others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=threshold" title="threshold">threshold</a>, <a href="https://publications.waset.org/abstracts/search?q=city" title=" city"> city</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=cinematic%20tools" title=" cinematic tools"> cinematic tools</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20architecture" title=" school architecture"> school architecture</a> </p> <a href="https://publications.waset.org/abstracts/174138/the-school-thresholds-identity-as-a-place-for-interaction-research-project-with-the-participation-of-elementary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174138.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3961</span> Adolescent Social Anxiety, School Satisfaction, and School Absenteeism; Findings from Young-HUNT3 and Norwegian National Education Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malik%20D.%20Halidu">Malik D. Halidu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cathrine%20F.%20Moe"> Cathrine F. Moe</a>, <a href="https://publications.waset.org/abstracts/search?q=Tommy%20Haugan"> Tommy Haugan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The demand for effective school-based interventions in shaping adolescents' unmet mental health needs is growing. Grounding in the functional contextualism approach, this study investigates the role of school satisfaction (SS) in serving as a buffer to school absenteeism (SAB) among adolescents experiencing social anxiety (SA). Methods: A unique and large population-based sample of adolescents (upper secondary school pupils; n= 1864) from the Young-HUNT 3 survey dataset merged with the national educational registry from Norway. Moderation regression analysis was performed using Stata 17. Results: We find a statistically significant moderating role of school satisfaction on the relationship between social anxiety and school absenteeism (β=-0.109,p<0.01) among upper secondary school pupils. Among socially anxious adolescents associated with a higher perceived quality of school life, it functions as a buffer by reducing the positive relationship between SA and SAB. But, there was no statistically significant difference between social anxiety and school absenteeism for adolescents with low school satisfaction. Conclusion: Overall, the study's hypothesis model was statistically supported and contributes to the discourse that school satisfaction as a target of school-based interventions can effectively improve school outcomes (e.g., reduced absenteeism) among socially anxious pupils. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title="social anxiety">social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20satisfaction" title=" school satisfaction"> school satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20absenteeism" title=" school absenteeism"> school absenteeism</a>, <a href="https://publications.waset.org/abstracts/search?q=Norwegian%20adolescent" title=" Norwegian adolescent"> Norwegian adolescent</a> </p> <a href="https://publications.waset.org/abstracts/168077/adolescent-social-anxiety-school-satisfaction-and-school-absenteeism-findings-from-young-hunt3-and-norwegian-national-education-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3960</span> Each One, Reach One: Peer Mentoring Support for Faculty Women of Color</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teresa%20Leary%20Handy">Teresa Leary Handy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As awareness of the importance of diversity has increased in society, higher education has also begun to recognize the importance of supporting faculty of color. In the university setting, faculty women of color specifically encounter barriers that impact their level of job satisfaction, retention rates, and pedagogical practices. These barriers and challenges not only undermine faculty diversity efforts but also hinder the ability of colleges and universities to provide a supportive environment that fosters students' academic success and sense of belonging. Faculty who are marginalized and on the periphery in higher education institutions need support so that they can feel confident in building a student’s sense of belonging which can impact a student’s academic success and goal of earning a college degree. This study examined and sought to understand the importance of supporting faculty of color, specifically women faculty of color, and how this type of faculty support can impact student academic success and a student’s sense of belonging. The study furthered original research on strategies to move an institution forward on the equity spectrum to support belonging and inclusions as core culture elements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equity" title="equity">equity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20support" title=" faculty support"> faculty support</a> </p> <a href="https://publications.waset.org/abstracts/170668/each-one-reach-one-peer-mentoring-support-for-faculty-women-of-color" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3959</span> Influences on Occupational Identity through Trans and Gender Diverse Identity: A Qualitative Study about Work Experiences of Trans and Gender Diverse Individuals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robin%20C.%20Ladwig">Robin C. Ladwig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Work experiences and satisfaction as well as the feeling of belonging has been narrowly explored from the perspective of trans and gender diverse individuals. Hence, the study investigates the relationship of values, attitudes, and norms of occupational environments and the working identity of trans and gender diverse people of the Australian workforce. Based on 22 semi-structured interviews with trans and gender diverse individuals regarding their work and career experiences, a first insight about their feeling of belonging through commonality in the workplace could be established. Communality between the values, attitudes and norms of a trans and gender diverse individuals working identities and profession, organization and working environment could increase the feeling of belonging. Further reflection and evaluation of trans and gender diverse identities in the workplace need to be considered to create an equitable and inclusive workplace of the future. Consequently, an essential development step for the future of work and its fundamental values of diversity, inclusion, and belonging will consist of the acknowledgement and inclusion of trans and gender diverse people as part of a broader social identity of the workplace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=belonging" title="belonging">belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=future%20of%20work" title=" future of work"> future of work</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20identity" title=" working identity"> working identity</a>, <a href="https://publications.waset.org/abstracts/search?q=trans%20and%20gender%20diverse%20identity" title=" trans and gender diverse identity"> trans and gender diverse identity</a> </p> <a href="https://publications.waset.org/abstracts/129699/influences-on-occupational-identity-through-trans-and-gender-diverse-identity-a-qualitative-study-about-work-experiences-of-trans-and-gender-diverse-individuals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3958</span> Exploring Sense of Belonging in Toronto: A Multigenerational Perspective and Social Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Homa%20Hedayat">Homa Hedayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the dynamic urban landscape of Toronto, the concept of belonging assumes paramount importance. As global challenges—such as the pandemic, financial instability, and geopolitical shifts—reshape our world, understanding how different generations of immigrants establish connections within this multicultural metropolis becomes increasingly vital. Our research delves into forming a sense of belonging in urban spaces, specifically focusing on the experiences of Iranian immigrants residing in Toronto. By examining their perceptions of public places, attachment to residential neighborhoods, and the impact of the urban environment, we contribute to a more holistic understanding of social sustainability and community well-being. We unravel the intricate interplay between individual characteristics, housing context, and neighborhood dynamics through qualitative interviews and a quantitative survey. This research presents a study of the perception of public places and sense of belonging in residential neighbourhoods by younger and older Iranian immigrants living in the Toronto metropolitan area. Few works in the existing literature have investigated the relationship immigrants develop with the shared spaces of the city and their residential environment and how that relationship can impact the development of a ‘sense of belonging’ in the city. Ultimately, our findings pave the way for inclusive and cohesive urban environments, fostering connections across generations and enhancing Toronto’s resilience and harmony. As Toronto continues to evolve, nurturing a sense of belonging becomes paramount. Our research emphasizes the importance of social cohesion and community well-being. By fostering connections across generations, we pave the way for a more resilient and harmonious city. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20belonging" title="sense of belonging">sense of belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=multigenerational" title=" multigenerational"> multigenerational</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20spaces" title=" urban spaces"> urban spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sustainability" title=" social sustainability"> social sustainability</a> </p> <a href="https://publications.waset.org/abstracts/184578/exploring-sense-of-belonging-in-toronto-a-multigenerational-perspective-and-social-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184578.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20belonging&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20belonging&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20belonging&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20belonging&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20belonging&page=6">6</a></li> <li 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