Search Results (6)

The aim of this research is to understand the events and experiences that contribute to the development of top leaders who are capable of thinking of their organization pedagogically and strategically to respond to present-day challenges. The uniqueness of the objective itself justified the choice of narrative research based on the interdependent relationship between leaders and institutions. Methodologically, the autobiographical narrative was used as the method and data collection technique. We studied the life stories of two headmasters from two school clusters in Portugal, as well as the dynamics of their leadership. The analysis of the life stories was complemented by a chronotopography, documentary analysis, focus groups with middle managers and interviews with members of the Portuguese Ministry of Education. The analysis of the data collected through the life narratives enabled a series of milestones to be identified that, due to their authors’ ability to reflect, were decisive in their professional development, namely, further education; initial training; experience in management bodies and lifelong learning; the participation in the Educational Territories of Priority Intervention programme, the Pedagogical Innovation Pilot Project and school networks. Full article

The school environment, together with that of the family, shapes students’ eating behaviors, and is an important element of formal and informal nutrition education. The informal and practical dimensions can be realized through the food and meals offered/sold in school canteens, shops, and vending machines. As children and adolescents spend 6–10 h/day in schools and consume at least two meals there, the school food environment is important from a public health perspective. The aim of this study is to assess food and meal organization in primary schools in Poland. The study was conducted using individual in-depth interviews (IDIs) involving 24 school headmasters and 24 representatives of people employed in school canteens or catering companies involved in meal organization in schools. The nutritional food on offer at schools is important for shaping students’ food preferences and choices, consequently influencing the development, functioning, and health of this subpopulation. The school environment can be an ideal place for hands-on nutrition education. In addition to the knowledge provided, there must be a consistent message concerning the provision of nutrition information to students between the teachings of parents, teachers, and, indirectly, the food and meals available at school. Our qualitative study is confirmed by the results of quantitative research to better understand the organization of nutrition and the problems and needs of primary schools in this area. Full article

The focus of this paper is to examine the desegregation of hyper-segregated schools in Sweden. In this paper, our focus is on the practice(s) of desegregation in four Swedish municipalities. This study is based on interviews with municipal school politicians, school headmasters, and municipal school officials. Theoretically, the study departs from the theory of steering. This study shows that the municipalities use a strong belief in the peer effect to legitimise their decisions to desegregate hyper-segregated schools. Their decisions ignore a substantial research body that could lead to the development of different types of pedagogies that are relevant for these types of schools. Full article

In the last few years, the World Health Organization has highlighted that physical inactivity is a global issue affecting women to a greater extent than men. Faced with this, different nation states have developed public policies to reduce physical inactivity at school; however, the biomedical and individualistic models used have generated widespread criticism, as figures remain the same. In the context of failed interventions on increasing levels of physical activity, this study utilizes a socioecological model to analyze and understand how physical inactivity is reproduced in girls in the Chilean education system. A qualitative study was implemented, as it allows a focus on the entailed meanings, context, and processes. Active semi-structured interviews were conducted with 40 groups comprising headmasters, teachers, non-teachers, students, and families. The results show that physical inactivity is linked to factors that go beyond the individualistic model; that is, consideration must include intrapersonal, interpersonal, organizational, community, and public policy dimensions. Furthermore, gender stereotypes gain relevance in physical education classes, in addition to friendships and family, teaching, and administrative work, access to safe play areas, use of spaces, and widespread cultural factors associated with men and women. This study concludes that the assessed gender differences should be approached from a pedagogical perspective beyond common sense, further reporting that the individualized explanation for physical inactivity is irrelevant to answer why women are more inactive than men. Full article

Although the ability to deal with stress is one of the key competences of people working in managerial positions in schools and educational establishments, principals in this area are very poorly diagnosed. The aim of this study was to consider the coping strategies used by headmasters and deputy headmasters of schools and educational establishments during the COVID-19 pandemic. For this purpose, Mini-COPE was used. The respondents (N = 159) obtained a higher mean for “active coping”, “planning”, “positive reframing”, “acceptance”, “use of instrumental support”, “venting”, and “problem-focused strategies” than the normative value. Compared to deputy headmasters, headmasters obtained higher mean results for “planning” and “religion”, and lower results for “behavioral disengagement”. Respondents with longer job seniority in a managerial position, obtained a higher mean for “use of instrumental support” and lower for “religion”. Compared to respondents employed in private schools, people in the public education sector are more likely to use “behavioral disengagement” and less their “sense of humor”. The respondents working in primary schools scored higher on average for “use of instrumental support” and “problem-focused strategies”. It would be advisable to compare the results with the teachers and the persons holding managerial positions in institutions and organizations not related to education. Full article

Portal hypertension is a common complication of liver disease, either acute or chronic. Consequently, in chronic liver disease, such as the hypertensive mesenteric venous pathology, the coexisting inflammatory response is classically characterized by the splanchnic blood circulation. However, a vascular lymphatic pathology is produced simultaneously with the splanchnic arterio-venous impairments. The pathological increase of the mesenteric venous pressure, by mechanotransduction of the venous endothelium hyperpressure, causes an inflammatory response involving the subendothelial mast cells and the lymphatic endothelium of the intestinal villi lacteal. In portal hypertension, the intestinal lymphatic inflammatory response through the development of mesenteric-systemic lymphatic collateral vessels favors the systemic diffusion of substances with a molecular pattern associated with damage and pathogens of intestinal origin. When the chronic hepatic insufficiency worsens the portal hypertensive inflammatory response, the splanchnic lymphatic system transports the hyperplasied intestinal mast cells to the mesenteric lymphatic complex. Then, an acquired immune response regulating a new hepato-intestinal metabolic scenario is activated. Therefore, reduction of the hepatic metabolism would reduce its key centralized functions, such as the metabolic, detoxifying and antioxidant functions which would try to be substituted by their peroxisome activity, among other functions of the mast cells. Full article