Literature Review

Punter, R. Annemiek; Glas, Cornelis A.W.; Meelissen, Martina R.M.

doi:10.1007/978-3-319-28064-6_2

Cited by 4 publications

(2 citation statements)

References 36 publications

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“…Studies abound in the past 20 years' academic literature, showing that engaging home and family with students' learning at school increases the student's investment in their learning and their long term success in school. [14,15,16] The conversation our students had with their parents about pro-climate actions they could take as a family is an example of the way that this project contributed to family engagement in student learning. The parents expressed amazement at the involvement of pupils and students to nd solutions to mitigate the consequences of climate change.…”

Section: Discussionmentioning

confidence: 99%

A participatory student workshop on climate change and sustainability: A comparative case study

Larose¹,

Burke²,

Blaisot

2021

Preprint

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Climate change is an environmental and existential issue of great urgency, especially for today’s youth. Until recently, the French national school curriculum had not given students much opportunity to learn about climate change (CC), its causes and repercussions, and mitigating measures to reach sustainable climate conditions. This article describes a six-week participatory, experiential workshop that brought together two groups of French students (one age 10 and the other age 16) to learn and teach each other about CC. Older students learned about the Conference of the Parties, COP21 Paris agreement and the IPCC climate findings and recommendations. Together the two groups developed greater understanding about CC, and proposed concrete environmental actions that they could undertake at home and in their local district to reduce greenhouse gas (GHG) emissions. We examine four products of their collaboration:● slide presentations that they created jointly, ● students’ written reflections on learning about sustainability and CC, ● the group’s list of proposed personal and family actions to decrease their carbon footprint, and ● notes from a meeting with local governmental officials. We draw inferences from these sources, and extract two recurrent themes in the students’ learning. These themes highlight a mismatch between youth’s sense of urgency to respond to the climate emergency and the older generation’s sluggish pace of addressing it. This article is a qualitative case study of a successful attempt to raise students’ awareness of sustainability and climatic issues, and to involve them in thinking collaboratively with others about the tasks ahead to address the problem of climate change from a local perspective.

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Section: Discussionmentioning

confidence: 99%

A participatory student workshop on climate change and sustainability: A comparative case study

Larose¹,

Burke²,

Blaisot

2021

Preprint

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“…Many emo kids, back in those days, were teenagers, and most of them might live with their parents and communicate with them, but they might not need to show the photos of their parents in online space where other members of emo subculture would see. Like, middle school students do not want their parents to show up at school, because they may want to look independent and confident [67]. Therefore, these samples, with high-school age (around 2010), may not want to show their family on Facebook, too.…”

Section: Discussion and Suggestionmentioning

confidence: 99%

Overcome Discrimination: A Logistic Regression with 10-year Longitudinal Investigation of Emo Kids’ Facebook Posts

Arunrangsiwed¹,

Sawangdee²

2020

Adv. sci. technol. eng. syst. j.

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This study primarily aims to identify the factors that helped emo kids in 2010 move through the emo-identity discrimination and be able to obtain a certain level of achievement. Facebook is the social network that allows users to track friends' posts back over 10 years. Content analysis was conducted by using two coders to rate 1,432 Facebook posts published during 2010 until 2019, based on the variables: (1) emo-related content, (2) emotion expression, (3) being a part of fandom, (4) the group of fandom, (5) friend(s) and (6) family appearance. The results from logistic regression analysis reveal that past emo kids' Facebook posts are increasing in the contents about friends, family, and fan objects over time. However, the number of posts with emo music or emo fan object was reduced. Having social support and belonging to social group, like fandom, might help past emo kids overcome the hard time that they had got prejudiced. Future studies should develop a model or existing theory to explain the complexity of individuals' overlapping identities blended in social networking profiles.

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Parental Beliefs About School Readiness, Home and School-Based Involvement, and Children’s Academic Achievement

Puccioni

2018

Journal of Research in Childhood Education

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Literature Review

Cited by 4 publications

References 36 publications

A participatory student workshop on climate change and sustainability: A comparative case study

A participatory student workshop on climate change and sustainability: A comparative case study

Overcome Discrimination: A Logistic Regression with 10-year Longitudinal Investigation of Emo Kids’ Facebook Posts

Parental Beliefs About School Readiness, Home and School-Based Involvement, and Children’s Academic Achievement

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