Relationship between parental school involvement and its barriers among parents of students in grades 4 to 9: based on latent class and correspondence analyses by Junqiao Guo, Bihua Zhao

“…Results The results showed: (1) six distinct groups of parental school involvement, namely the High Involvement in Child’s Things, All High Involvement, High Initiative Involvement, High Passive Involvement, Medium Involvement, and Low Involvement groups; (2) five groups of barriers to parental school involvement, namely the High Work-Transportation, High Work, Medium Personal, High Transportation, and None Barriers groups; (3) a visual pattern of the relationship between six groups of parental school involvement and five groups of barriers to parental school involvement. …”
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HANEFÎ MEZHEBİNİN KURUCU İMAMLARI ARASINDAKİ KİŞİSEL İLİŞKİLER by Ferhat Koca

“…The Personel Relations and Some Weaknesses Between Abû Hanîfa and His Students Who Are the Founder Imams of the Hanafî School Hanafi school whose name is attributed to Abû Hanîfa, today one of the four living law (fiqh) schools, is a secret (mazhab) established as collectively by Abû Hanîfa and his students and friends (ashâb-i Abî Hanîfa). …”
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Les apories des politiques inclusives. À la recherche des pratiques pédagogiques participatives : jouer pour se libérer des stigmates by Judit Vari, Vanessa Desvages-Vasselin, Émilie Dubois

“…In this article, we propose to test the notion of school inclusion through an investigation carried out in an adapted secondary school (which name is an EREA). Because it welcomes only students with severe academic difficulties, this school is against the current trend of inclusiveness. …”
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Identifying Problems in Entrepreneurship Learning at Vocational High Schools: TPACK and Sustainable Development Goals Alignment by Krisnaresanti Aldila, Naufalin Lina Rifda, Rokhayati Hijroh, Fajrianto

“…The research method uses a qualitative approach involving entrepreneurship teachers in various departments and policymakers at the school level, namely the vice principal for curriculum. The research location is SMK N 1 Purwokerto, a school with complete fields of expertise in Purwokerto, so it is considered capable of answering the formulation of research problems. …”
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Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine by Gaetano Raiola

“…The systematic fulfillment of structured physical activities during school time, namely a daily movement routine (DMR), can contribute to increasing the quantity of physical activity (PA) and to improving physical literacy (PL), reaching the WHO’s recommendations. …”
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