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International audience; This article is the second of a four-step symposium presenting the activity of the Junior Practices in Reflection Committee (JPR). It presents a bibliographical review and an example of a story by a young practitioner that take place within the framework of the JPRs. A design project is presented for a school registration reception in a municipality. It will present the methodology implemented with the project's actors, the tools used and its role in the project. All in order to consider the constraints of the agents and the public received and to ensure a quality of service. A professional storytelling, like the one presented, is used as a fulcrum for the discussion between young practitioner.

Abstract This study expands prior research on mathematics classrooms by investigating students’ (N = 373, 59% self-identified as a student of color) perceptions of their interactions with their current mathematics teacher, and appraisals of value, expectancy, and cost of participation and experiences with race and mathematics. Our analyses revealed students’ perceptions of how well their teacher knew them were related to all four of those variables—and that relations to self-reported value of mathematics and experiences with race and mathematics were stronger for students of color than for white students. Results suggest assessing adolescents’ perceptions of being known in studies of mathematical learning may explain variability in making meaning of experience, particularly for students of color.

Amidst negative demographic trends, emigration of the young, reproductive and employable population is one of the vital issues for the further development of the Republic of Serbia. Hence, there is a need for in-depth academic research and expert discussions that would allow for a better understanding of the issue, while pointing out its limitations and potentials. Since the country’s emigration potential is not sufficiently represented in previous research, this paper aims to shed light on the phenomenon of migration by discussing the attitudes, intentions and motives of senior-year high school students. It also aims to identify the factors for the potential emigration of young people. In line with the research subject and aims, the paper relies on the focus group method. The analysis was carried out using data from a focus-group survey conducted in three local governments – the City of Leskovac, the City of Užice and the City of Zaječar. Regional centres in the southern, western and eastern parts of Serbia were selected because they best represent the heterogeneity of its socio-economic development and migration patterns. Given that the group is the main unit of analysis within the chosen qualitative research method, the respondents had to share at least one important characteristic. In this case, they were senior-year high school students, born or residing in the mentioned cities. Focus groups were organised in Medical Schools and Grammar schools, while in the City of Zaječar and the City of Leskovac, the research was conducted in the Technical School, too. During the research, a total of 15 focus-group interviews were conducted, in which 149 students participated. All respondents were 18 or 19 years old at the time of the survey, while in terms of gender structure, there were slightly more females (77 compared to 72 males). The participants recognised the importance and relevance of youth migration, showed enthusiasm and, at the same time, took the discussion seriously. The results showed that most of the participants intend to stay in Serbia, while also indicating a relatively high level of readiness to emigrate after finishing school. The intention to stay is more pronounced among the students from the City of Leskovac, which is understandable considering that this is an area where traditional family values are important. On the other hand, the intentions to emigrate are most frequent among students from the City of Zaječar, a traditional emigration area. Although the desire to aid the development of the community stands out as a significant determinant of staying, attachment to the family emerges as the main factor influencing the decision not to emigrate. When observing the respondents’ opinions according to the type of school, significant differences were noticed. Students of medical schools in all cities have to a greater extent expressed their readiness to stay in the country, which is contrary to the generally present trend of emigration of medical workers to EU countries. The research showed that students from these schools are more optimistic than students from other schools because they believe that the prospects of finding a job for their educational profile in Serbia are currently somewhat more favourable. It is important to point out that students who intend to stay in Serbia in most cases plan to continue living in one of the large regional centers – Belgrade, Novi Sad or Niš. Their decision to participate in internal migration flows can be related to the fact that they plan to continue their education in the mentioned regional centres and to stay there after graduation. It was found that students from the City of Leskovac primarily intend to continue their education in Niš, students from the City of Užice opt for faculties in Belgrade, while students from the City of Zaječar gravitate almost equally towards Belgrade and Niš. By considering the motives that influence young people’s migration intentions, it was established that economic factors have a distinct role in deciding on potential emigration. The most frequent push factor is the unfavourable financial situation in the family. When it comes to the pull-factors, the majority of respondents stated that the standard of living, higher salaries and more adequate conditions for professional development and advancement abroad are decisive for potential emigration. As to the importance of education in the process of deciding on migration, it does not appear to be a significant factor for external migration, given that a small number of students plan to continue their education abroad immediately after high school. While discussing the most significant push-factors, the participants expressed dissatisfaction with the general living conditions in Serbia. The students’ discussion about the potential destination led to the conclusion that the majority see traditional destinations of the inhabitants of Serbia as potential countries of emigration: Austria, Germany, France, the USA or Canada. When it comes to the choice of a destination, the participants emphasised the crucial importance of migration networks, i.e., connections with relatives and friends abroad. Some respondents emphasise that having relatives and acquaintances in the chosen destination country can be of great importance during integration into a new environment. Although some students emphasise that migration can improve the lives of individuals and families, the majority view emigration as a process that negatively affects the overall development of Serbia. Interestingly, the respondents in all three local government units expressed a unanimous attitude that too many resources are being invested in the development of Belgrade, while insufficient investments are directed to the planning of the development of other local governments, primarily in rural areas. Based on the discussions and exchange of opinions of focus group participants, it was possible to create certain recommendations to decision-makers to mitigate the problem of the emigration of young people. The respondents suggested several concrete measures that the state should take to improve certain aspects of life in Serbia. Their recommendations are focused, above all, on improving the economic situation, including increased monthly incomes, creating new jobs (especially for highly educated people) and encouraging youth entrepreneurship. They recognised the need for part of the investments to be directed towards rural areas in order to mitigate the effects of depopulation and economic decline. In the context of improving the education system, the recommendations call for reforms that would align education profiles with the needs of the labour market. Students in all three local governments believe that strategies and plans for future development should be tailored to the specific needs of different regions. Although the importance of youth migration is recognised at the academic level in Serbia, this phenomenon requires a more complex analysis in development and strategic documents. In this regard, qualitative research needs to intensify at the local, regional and national levels, which would enable the adoption of adequate plans, strategies and measures of population policy towards the migration of young people. The results of this paper can contribute significantly to and serve as the basis for further research on the migration processes among young people in Serbia. Promene obima, pravaca, regionalnih specifičnosti, kao i motiva za preseljavanje u Republici Srbiji su došle do punog izražaja na početku 21. veka. U uslovima negativnih demografskih trendova, emigracija mladog, reproduktivno i radno sposobnog stanovništva predstavlja jedno od vitalnih pitanja daljeg razvoja države. Imajući u vidu da je kategorija mladog stanovništva osnovni demografski resurs jednog društva, središnja tema ovog rada odnosi se na stavove, namere i motive mladih prema migracijama. U cilju prezentovanja regionalnih specifičnosti izuzetno heterogenog prostora Srbije, analiza je sprovedena u tri jedinice lokalne samouprave – Gradu Užicu, Gradu Leskovcu i Gradu Zaječaru, primenom fokusgrupnog istraživanja u populaciji učenika završne godine srednje škole (149 učenika podeljenih u 15 grupa). Dobijeni rezultati ukazuju na visok nivo spremnosti učenika da se po završetku školovanja isele iz Srbije. Kao dominantni push faktori izdvajaju se oni koji pripadaju ekonomskoj sferi – ostvareni prihodi, životni standard i mogućnosti za profesionalno napredovanje. U nedostatku pouzdanih statističkih i empirijskih podataka o preseljavanju stanovništva, prezentovani rezultati mogu predstavljati značajno polazište u kreiranju mera i aktivnosti populacione politike prema migracijama.

International audience; Learning Sciences argue that student engagement is composed of behavioral, motivational and cognitive dimensions. Many proposals in Learning Analytics have provided teachers with quantitative indicators focusing only on students' behaviors, such as the number and the duration of their actions with the learning environment. In this paper, we propose visual representations of cognitive indicators to add explanatory elements to behavioral indicators. We describe our general architecture for collecting and aggregating data used to build the proposed visualizations. We illustrate the use of these indicators in various pedagogical scenarios oriented towards supporting teachers in students' actions and performances understanding.

International audience; This study explores how second generation tutors within blended learning courses link the face-to-face and online course modalities - in their representations as well as through their pedagogical activities - and which aspects help them to feel involved in the course. The methodology used is a qualitative analysis of interviews with seven tutors of three different blended learning courses. The results show that most tutors indeed had difficulties gaining a deeper insight into the course design: they considered the face-to-face modality to be the central one, just as in a traditional L2 course (whereas course design was centred on the online modality), and therefore rarely played their role as online tutors. Moreover, their understanding of the courses' task-based approach appeared to be limited. Nevertheless, the majority of the tutors managed to feel involved in the course, which shows the importance of additional factors in defining their relationship to the course. We identified eight other factors, which are partly due to the intense use of ICT within the course (as shown by a comparison with two additional interviews with e-learning-tutors), and partly depend specifically on the blended learning mode. This study furthers our understanding of difficulties tutors can have and what support they require within blended language learning settings, although further research will be needed in order to permit greater generalisation.

Background. Contemporary views on motivation suggest that expectancy‐value and social‐cognitive perspectives can shed light on the important issue of student motivation.Aims. To test the predictive value of achievement goals on the investment in learning a sport task. Two studies investigated whether investment in learning is affected by achievement goals and perceived ability.Samples. Study 1:57 school pupils selected from an initial sample of 212. Study 2:99 pupils selected from 400. Selection was based on motivation and perceived ability scores from questionnaires. Pupils were aged 13–15 years and attended schools in northern France.Methods. In Study 1 pupils prepared themselves for a sport task with a five‐minute period of training. Study 2 pupils prepared themselves with a five‐minute period of training after prior failure.Results. Study 1 showed that those who were ego‐involved with a low perceived ability had a weaker investment in the training situation than those ego‐involved with a high perceived ability, or those task‐involved regardless of their perceived ability. Ego‐involved pupils used an attributional bias to minimise the effect of effort on performance. Study 2 confirmed these results by underlining the motivational deficits of ego involvement for those with a low perceived ability.Conclusions. School pupils with high ego involvement in a sport task and low perceived ability show motivational deficits which manifest themselves in less time spent on practising a task. A social‐cognitive and expectancy‐value perspective appears to be valid for the study of motivational processes in school physical education.

Abstract Background There has been a surge of interest into the relationship between psychotic experiences (PEs) and bullying. However, the methods of bullying and impact of bullying varies across individuals and the prevalence may also vary by respondent (parent or children). For this reason, a thorough investigation into this relationship is warranted. Methods A longitudinal analysis was conducted on waves 1 and 2 (ages 9 and 13) of the nationally representative Growing Up in Ireland study. Data from n=7163 families were included in this study. Information regarding bullying, being a bully, bullying type, reasons for the bullying, the impact of the bullying was collected from the participating child and their primary care giver (PCG) at both waves. Psychotic experiences were reported by the child at the second wave using the Adolescent Psychotic Symptoms Screener. Results 13.12% of children met validated criteria for psychotic experiences. Based on the PCG’s account, 32.89% of those with PEs at age 13 were bullied at age 9 and this was independently associated with PEs even after accounting for bullying at 13 (OR: 1.40, CI: 1.19–1.65). Physical, verbal, electronic bullying and bullying by exclusion were associated with an increased risk of PE. However, in a multivariate analysis only verbal bullying was independently associated with an increased risk of psychotic experiences (OR: 1.56, CI: 1.27–1.93; adjusted for bullying at 13: OR: 1.47, CI: 1.19–1.82). There was a linear relationship between the number of different methods of bullying experienced at 9 and the risk of PEs at 13 (continuous OR: 1.24, CI: 1.14–1.34). Of the reasons for bullying given by the PCG, only ethnicity (OR: 2.36, CI: 1.46–3.80), being a teacher’s pet (OR: 2.09, CI: 1.17–3.73) and jealously (OR: 2.28, CI: 1.5–3.39) were significantly associated with PEs. Persistent bullying was associated with a higher risk of PEs relative to their peers (never bullied OR: 2.31, CI: 1.73–3.08; and bullied at one-time point: OR: 1.49, CI: 1.10–2.03). Based on the child’s account, the vast majority of those who report being a bully (13.87%) at age 9 were also bullied (76.48%, OR: 7.04, 5.97–8.31). Both being a bully and being bullied at age 9 were associated with an increased risk of PEs (16.91%, OR: 1.34, CI: 1.09–1.64; and 50.48% OR: 1.71, CI: 1.48–1.98, respectively). In a multivariate analysis only being bullied was independently associated with PEs (OR: 1.68, CI: 1.44–1.96; adjusted for bullying at 13: OR: 1.57, CI: 1.34–1.83). Verbally bullying another was the only method of bullying associated with an increased risk of PEs at 13 (OR: 1.59, CI: 1.06–2.39). Of those reporting being bullied, verbal and written bullying at age 9 were associated with an increased risk of PEs at age 13 (OR: 1.25, CI: 0.97–1.6; and OR: 1.44, CI: 1.05–1.97, respectively). In a multivariate analysis only written bullying was associated with an increased risk of PEs (OR: 1.47, CI: 1.05–2.06; adjusted for bullying at 13: OR: 1.41, CI: 1.01–1.99). The impact of the bullying on well-being was also associated with an increased risk of PEs at 13 (OR: 1.36, CI: 1.09–1.72; adjusted for bullying at 13: OR: 1.30, CI: 1.04–1.63). Persistent bullying was associated with a vastly higher risk of PEs relative to their peers (never bullied: OR: 4.42, CI: 3.44–5.69; and bullied at one time point OR: 2.71, CI: 2.10–3.50). Discussion Bullying is pervasive in the childhood of those who subsequent report PE. Bullying at age 9, particularly verbal and written bullying methods are risk factors for PEs in adolescence even when controlling for adolescent bullying. Persistent bullying was associated with a vastly higher risk of PEs. Reducing the rates of bullying in childhood may moderate the likelihood of PEs in adolescents.

The main aim of the study was to determine teachers’ awareness of the development of visual and auditory perception in pupils with mild intellectual disabilities at a mainstream school in the Czech Republic. Based on this main aim, additional goals were set: to determine to what extent teachers are aware of the importance of developing visual and auditory perception in pupils with mild intellectual disabilities, by what means teachers develop visual and auditory perception in pupils with mild intellectual disabilities, and how teachers use pupils’ homework to develop visual and auditory perception. To achieve the aims of the study, the qualitative method was used with the technique of a semi-structured interview. The results show that teachers are aware of the importance of developing perceptual motor functions in pupils with mild intellectual disabilities, but the level of training in working with pupils with mild intellectual disabilities in mainstream primary schools is low. Teachers should receive more expert advice on the development of perceptual motor functions, especially from the staff of school counseling services.