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Topic Review
Satisfactions on Self-Perceived Health of Chengdu Urban Residents
Self-perceived health is an important factor for assessing urban residents’ satisfaction and quality of life.
  • 507
  • 11 Nov 2022
Topic Review
Sawndip
Zhuang characters or Sawndip ([θaɯ˨˦ɗip˥]), are logograms derived from Chinese characters and used by the Zhuang people of Guangxi and Yunnan, China to write the Zhuang languages for more than one thousand years. The script is not only used by the Zhuang but also by the closely related Bouyei in Guizhou, China and Tay in Vietnam and Nùng, in Yunnan, China and Vietnam. Sawndip (Sawndip: 𭨡𮄫)[lower-alpha 1] is a Zhuang word that means "immature characters". The Zhuang word for Chinese characters used in the Chinese language is sawgun (Sawndip: 𭨡倱; "characters of the Han"); gun is the Zhuang term for the Han Chinese. Even now, in traditional and less formal domains, Sawndip is more often used than alphabetical scripts.
  • 1.1K
  • 17 Nov 2022
Topic Review
Schismogenesis
Schismogenesis literally means "creation of division". The term derives from the Greek words σχίσμα skhisma "cleft" (borrowed into English as schism, "division into opposing factions"), and γένεσις genesis "generation, creation" (deriving in turn from gignesthai "be born or produced, creation, a coming into being").
  • 6.7K
  • 30 Nov 2022
Topic Review
School as a Learning Organisation and Staff Satisfaction
The transformation of educational institutions into learning organisations promotes diverse learning opportunities, improves the learning environment and diversifies teaching approaches for students and school staff, both within the educational institution and in collaboration with other organisations.
  • 156
  • 24 Jan 2024
Topic Review
School Belonging
The most commonly used definition of school belonging comes from a 1993 academic article by researchers Carol Goodenow and Kathleen Grady, who describe school belonging as "the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment." The construct of school belonging involves feeling connected with and attached to one's school. It also encompasses involvement and affiliation with one's school community. Conversely, students who do not feel a strong sense of belonging within their school environment are frequently described as being alienated or disaffected. There are a number of terms within educational research that are used interchangeably with school belonging, including school connectedness, school attachment, and school engagement. School belonging is determined by a myriad of factors, including academic achievement and motivation, personal characteristics, social relationships, demographic characteristics, school climate, and participation in extracurricular activities. Research indicates that school belonging has significant implications for students, as it has been consistently linked with academic outcomes, psychological adjustment, well-being, identity formation, mental health, and physical health—it is considered a fundamental aspect of students' development. A sense of belonging to one's school is considered particularly important for adolescents because they are within a period of transition and identity formation, and research has found that school belonging significantly declines during this period. Psychological Sense of School Membership (PSSM), developed in 1993, is one of the measures to ascertain the degree to which students feel a sense of school belonging. Students rate the extent to which they agree or disagree with statements, such as "People here notice when I'm good at something." In 2003, the Centers for Disease Control and Prevention held an international convention where the Wingspread Declaration on School Connections was developed as a group of tactics to increase students' sense of belonging and connection with their school.
  • 1.2K
  • 14 Nov 2022
Topic Review
School Closure on Adolescents’ Wellbeing
Close to 200 countries have implemented school closures to decrease the spread of the COVID-19 coronavirus. Though the closures have seemed necessary, their effects on the wellbeing of children and adolescents have raised serious concerns. To truly understand the impact of such disruption on young people’s wellbeing, and their views on how to move towards a new normal, we must adopt different approaches to gather the data to secure children’s and adolescents’ rights to be heard in the issues that concern their lives.
  • 480
  • 08 Oct 2021
Topic Review
School Culture, Racial Composition, and Preventing Violence
Evaluations of school policies and practices have shown that strict discipline and enforcement may have negative consequences and a disparate impact on students of color. Using a sample of 2092 respondents from the 2015–2016 School Survey on Crime and Safety from the Department of Education, the present research assessed the effectiveness of supportive programs and the impact of punitive responses to school violence within predominantly minority schools.
  • 453
  • 13 Jul 2022
Topic Review
School Design on Users’ Responses
This systematic review focused on the effect of the educational environment design on students’ and teachers’ performance, satisfaction, and wellbeing. Starting from a bulk of 1307 articles, a set of N = 68 empirical papers was selected and organized on the basis of four different content clusters, i.e., architectural building design and aesthetic features, indoor environmental features, classroom design, and school green spaces/outdoor spaces. From the analysis of research findings, the key role of pleasant, warm, and flexible learning environments emerged, for promoting both wellbeing and performance of users. More specifically, the presence of charming colors and pictures, ergonomic furniture, and adequate acoustic, thermal comfort, ventilation, and natural lighting have emerged as important features that school designers should care for. Furthermore, an integration of both indoor and outdoor learning situations showed to be effective for improving students’ learning and wellbeing.
  • 971
  • 29 Oct 2020
Topic Review
School Failure
School failure (and early dropout) is usually centred at the secondary stage; low academic performance in previous educational stages may be the origin and cause of later failure and dropout. Therefore, competency and diagnostic tests carried out during the primary and secondary stages are essential to identify the pupils with the lowest levels of competences, with these being those with the greatest basic difficulties in educational development, and therefore potential school failure and drop-out pupils. 
  • 681
  • 20 Sep 2021
Topic Review
School Psychologist–Teacher Relationships
A good relationship between the school psychologist and the teacher is key for the long-term effectiveness of a school psychologist’s work. 
  • 495
  • 03 Nov 2023
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