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91.
Lana Van Den Berghe;Jan Naert;Stijn Vandevelde;Sarah S. W. De Pauw; 《European Journal of Education》2024,59(2):e12644
In many Western societies, earning a degree is considered an ultimate educational achievement. Second chance education (SCE) serves as a distinct pathway for those who have dropped out of school, allowing them to re-enter the educational system. Understanding the specific obstacles and needs of students in SCE is crucial for providing better-tailored support. However, limited knowledge exists about the challenges faced by students seeking to enrol in SCE. This qualitative study conducted in-depth interviews with 28 drop-in students (Mage = 30) to explore these barriers and needs. Identified barriers span institutional, situational, environmental, and life-course levels. Primary needs centre around warm and accessible teachers, as well as flexible, student-focused learning options. The results underscore the value and significance of second chance education as a unique pedagogical context for drop-in students. It also emphasizes that the insights gained from SCE can inform improvements in regular, first-chance education, serving diverse student populations. Lastly, SCE serves as a societal mirror, urging a re-evaluation of the broader discourse in education. Overall, this study calls for more appreciation of SCE, acknowledging and recognizing its unique pedagogical context, dedicated teachers, and determined students. 相似文献
92.
93.
This paper describes daily report cards and the evidence relating to their use in schools for children with attention‐deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre‐determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long‐term and the risk of stigma for children with a report card. Ideas to address these issues are suggested. 相似文献
94.
Sarah Anne Gray Katherine Dueck Maria Rogers Rosemary Tannock 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):17-35
Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed. 相似文献
95.
Netcourses—courses delivered primarily over digital networks—promise to provide learners with quality, low-cost learning opportunities anywhere and anytime. While having implications throughout education, adult professionals may be the first to make extensive use of netcourses. By increasing the quality and timeliness of teacher professional development while reducing its costs, netcourses could have a major impact on the quality of teaching. In order to understand the realities of this promise, we have reviewed in detail all netcourses for teachers in mathematics and science. As a result of this analysis, we have developed new designs for the effective use of this medium with mathematics and science teachers. 相似文献
96.
Kathryn T. Stevenson M. Nils Peterson Sarah J. Carrier Renee L. Strnad Howard D. Bondell Terri Kirby-Hathaway 《The Journal of environmental education》2013,44(3):163-177
Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools. 相似文献
97.
Christine E. Gould Shruti Shah Sarah R. Brunskill Krista Brown Nancy L. Oliva Charissa Hosseini 《Educational gerontology》2017,43(8):379-392
We describe the development of a telephone-based program, Recreation, Education, and Socialization for Older Learning Veterans (RESOLV) that aims to connect Veterans with one another by phone and thereby reduce loneliness. The program was developed through a collaboration between VA and a community-based organization, Episcopal Senior Communities Senior Center Without Walls (SCWW). Semi-structured interviews were conducted with 18 rural and non-rural dwelling older Veterans to identify leisure interests and potential barriers to participating in leisure activities. Program feasibility was examined with questions about telephone use and interest in and perceived benefits of a telephone community. We conducted content analysis to quantify Veterans’ leisure interests and thematic analysis to characterize barriers to participation. Veterans expressed interest most frequently in groups focused on conversation, support, gratitude, and technology. Rural and non-rural participants did not differ significantly in interests. Barriers to current activity participation included limited access to activities, limitations due to physical conditions, and transportation difficulties, which were consistent themes for both rural and non-rural participants. Themes related to perceived benefits of socialization that emerged include connectedness, learning from others, being active despite limitations, and distraction from limitations. Our findings demonstrate how a telephone-based socialization program could be developed and tailored for older Veterans. It seems that such a program is feasible and may be of benefit for older Veterans in rural and non-rural areas. Further evaluation is needed to ascertain the direct benefit of such a program to older Veterans. 相似文献
98.
Michelle J. Bellino Sarah Dryden-Peterson 《British Journal of Sociology of Education》2019,40(2):222-238
This article explores the impact of global policy shifts toward ‘national integration’ on schooling for refugee youth in Kenya. Based on interviews and classroom observations in Kakuma Refugee Camp, we theorize that integration manifests in a multidirectional, hierarchical manner as few refugees integrate “up” into government schools, while most integrate “down” into segregated camp schools. We examine how youth interpret and navigate these oppositional paths, imbued with assumptions about quality and status. We argue that global policy can foster structures for physical integration; however, social integration, integrally connected to protection and opportunity, depends on local strategies and practices, encompassing formal decisions about adapting policy, as well as embedded beliefs about the purposes of educating refugees and their long-term inclusion in host societies. This study responds to calls for deeper sociological attention to education and global migration, as states expand educational opportunities for refugee populations while negotiating educational rights amongst citizens. 相似文献
99.
100.
Sarah J. Shin 《Teachers and Teaching》2013,19(3):325-345
Structured reflection on practical teaching experiences may help pre‐service teachers to integrate their learning and analyze their actions to become more effective learners and teachers. This study reports on 12 pre‐service English as a second language (ESL) teachers’ individual tutoring of learners of English language writing. The data of the study are the writing journal entries that the pre‐service ESL teachers maintained during their tutoring experience. These journals had common elements: all were used by the pre‐service teachers to consider what funds of knowledge they bring to their teaching of ESL learners, to evaluate their roles as writers, learners and teachers and to reflect on the educational, social and cultural implications of teaching writing in English to speakers of other languages. This article describes ways in which both native and non‐native English speaking pre‐service teachers adapted their instruction to meet the particular needs of individual ESL writers and what they learned in the process. It provides insight regarding the value of using tutoring and reflection generally in teacher education and specifically in the preparation of teachers of ESL. 相似文献