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Student Life (student + life)
Selected AbstractsStudies of Student Life: an overviewEUROPEAN JOURNAL OF EDUCATION, Issue 4 2004CRAIG McINNIS First page of article [source] Academic Paths, Ageing and the Living Conditions of Students in the Late 20th Century,CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 2 2001Arnaud Sales Le monde étudiant est profondément marqué par la diversité des tra-jectoires individuelles, qui sont souvent très éloignées d'un déroule-ment linéaire des études. Les conséquences sur l'âge des étudiants sont majeures, et la condition étudiante ne peut plus être définie comme une expérience strictement juvénile. Or, entre 20 et 30 ans, l'âge engendre des impératifs différentiels sur le plan des conditions et des modes de vie qui ne sont pas toujours compatibles avec la condition étudiante classique. Cette étude des parcours et de la situation financière des étudiants des universités québécoises de langue françhise et anglaise montre comment s'opère la déconnexion entre jeunesse et condition étudiante, et comment cette déconnexion influe sur la différenciation des conditions de vie et de financement des études. Student life is profoundly marked by the diversity of individual trajectories, which are in stark contrast with the linear path traditionally taken by students. The impact on the age of the student population is significant: indeed, student life can no longer be qualified as strictly for the young. Between the ages of 20 and 30 years, different imperatives come into play in terms of living conditions and lifestyle. These imperatives are not always compatible with the conditions of classic student life. This study of the academic paths and the financial situation of Quebec university students shows how the disconnection between student condition and youth occurs and how this disconnection impacts the differentiation of student's living conditions and modes of financing university studies. [source] Life in the fast lane: student life in the University of Hong Kong's new medical curriculumMEDICAL EDUCATION, Issue 7 2001R Fielding No abstract is available for this article. [source] Do corporate outsourcing partnerships add value to student life?NEW DIRECTIONS FOR STUDENT SERVICES, Issue 100 2002James E. Moore Student affairs needs to be an active participant in campus decisions about corporate outsourcing partnerships to ensure that the effects of these relationships on student life are considered. [source] The role of the alumni association in student lifeNEW DIRECTIONS FOR STUDENT SERVICES, Issue 100 2002Tara S. Singer Alumni organizations have special opportunities to influence the experience of prospective and current college students. This chapter explores programs that enhance connections between students and alumni. [source] Between two worlds: local students in higher education and ,scouse'/student identitiesPOPULATION, SPACE AND PLACE (PREVIOUSLY:-INT JOURNAL OF POPULATION GEOGRAPHY), Issue 3 2009Clare Holdsworth Abstract The restructuring of higher education (HE) finance and concomitant expansion of HE in England have implications for how students are recruited and their experiences of HE. While universities continue to be dominated by traditional entrants, widening participation policies have enabled more students from less-advantaged backgrounds to study at university. One trend that is emerging as part of these activities is how the traditional expectation of leaving home to go to university is not necessarily being followed by ,non-traditional' entrants, and many choose to study at their local university. This has implications for their experiences of student life as they have to negotiate the assumption that students are not ,locals' and vice versa. This paper explores how the assumption of mutual exclusivity of local and student identities is produced and perpetuated through limited interactions between ,students' and ,locals' and the implications these have for local students, who may find themselves isolated between the two communities. Copyright © 2009 John Wiley & Sons, Ltd. [source] Academic Paths, Ageing and the Living Conditions of Students in the Late 20th Century,CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 2 2001Arnaud Sales Le monde étudiant est profondément marqué par la diversité des tra-jectoires individuelles, qui sont souvent très éloignées d'un déroule-ment linéaire des études. Les conséquences sur l'âge des étudiants sont majeures, et la condition étudiante ne peut plus être définie comme une expérience strictement juvénile. Or, entre 20 et 30 ans, l'âge engendre des impératifs différentiels sur le plan des conditions et des modes de vie qui ne sont pas toujours compatibles avec la condition étudiante classique. Cette étude des parcours et de la situation financière des étudiants des universités québécoises de langue françhise et anglaise montre comment s'opère la déconnexion entre jeunesse et condition étudiante, et comment cette déconnexion influe sur la différenciation des conditions de vie et de financement des études. Student life is profoundly marked by the diversity of individual trajectories, which are in stark contrast with the linear path traditionally taken by students. The impact on the age of the student population is significant: indeed, student life can no longer be qualified as strictly for the young. Between the ages of 20 and 30 years, different imperatives come into play in terms of living conditions and lifestyle. These imperatives are not always compatible with the conditions of classic student life. This study of the academic paths and the financial situation of Quebec university students shows how the disconnection between student condition and youth occurs and how this disconnection impacts the differentiation of student's living conditions and modes of financing university studies. [source] Demographic, Environmental, Access, and Attitude Factors That Influence Walking to School by Elementary School-Aged ChildrenJOURNAL OF SCHOOL HEALTH, Issue 6 2009Ariel Rodríguez PhD ABSTRACT Background:, Walking to school has been identified as an activity that contributes to children's daily exercise requirements. The purpose of this study was to better understand factors that influence walking to school by elementary school,aged children. Methods:, A sample of 1,897 elementary school,aged children (84% response rate; 3rd-5th graders) throughout Michigan completed the Michigan Safe Routes to School Student Survey. The survey measures environmental, access, and attitudinal perceptions toward school routes and transportation methods. Results:, Using logistic regression, the results indicate that the odds of walking to school increase the older children are (odds ratio (OR) = 1.80, 95% confidence interval (CI) = 1.20-2.70) and if students perceive that walking to school saves time (OR = 3.32, 95% CI = 1.44-7.66) or is safe (OR = 2.60, 95% CI = 1.06-6.39). The odds of a student walking to school decrease the farther a student lives from his or her school (OR = 0.11, 95% CI = 0.04-0.37), if his or her parents have a car (OR = 0.07, 95% CI = 0.02-0.22), and if the student has access to a school bus (OR = 0.07, 95% CI = 0.03-0.18). These factors are significant (p < .05) predictors of walking to school after controlling for other demographic, environmental, access, and attitude factors. Conclusions:, The study results support research indicating that environmental and access factors influence whether elementary school,aged children walk to school. In addition, when children perceive walking to school to be convenient (ie, saves time), their odds of walking to school increase. Future school- and community-based programs promoting walking to school should continue to focus on making walking to school not only safer, but also more convenient. [source] Using purposeful messages to educate and reassure parentsNEW DIRECTIONS FOR STUDENT SERVICES, Issue 122 2008Jerry Price As parents and other family members get more involved with their student's life, student affairs professionals must develop and deliver coherent, purposeful messages about the student experience. [source] Developing the changes in attitude about the relevance of science (CARS) questionnaire and assessing two high school science classesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2003Marcelle A. Siegel This study has two purposes: (a) methodological,to design and test a new instrument able to reflect changes in attitudes toward science over time, and (b) investigative,to find out the effect of two similar curricular treatments on the attitudes of two classes. Items about the relevance of science to students' lives were developed, pilot-tested, and analyzed using Rasch modeling. We then divided reliable items into three equivalent questionnaire forms. The final three forms of the questionnaire were used to assess high school students' attitudes. Over 18 weeks, one class used a core curriculum (Science and Sustainability) to learn science in the context of making decisions about societal issues. A second class used the same core curriculum, but with parts replaced by computer-based activities (Convince Me) designed to enhance the coherence of students' arguments. Using traditional and Rasch modeling techniques, we assessed the degrees to which such instructional activities promoted students' beliefs that science is relevant to them. Both classes tended to agree more, over time, that science is relevant to their lives, and the increases were statistically equivalent between classes. This study suggests that, by using innovative, issue-based activities, it is possible to enhance students' attitudes about the relevance of science. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 757,775, 2003 [source] Design, technology, and science: Sites for learning, resistance, and social reproduction in urban schoolsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2001Gale Seiler The teaching of science through activities that emphasize design and technology has been advocated as a vehicle for accomplishing science for all students. This study was situated in an inner7-city neighborhood school populated mainly by African American students from life worlds characterized by poverty. The article explores the discourse and practices of students and three coteachers as a curriculum was enacted to provide opportunities for students to learn about the physics of motion through designing, building, and testing a model car. Some students participated in ways that led to their building viable model cars and interacting with one another in ways that suggest design and technological competence. However, there also was evidence of resistance from students who participated sporadically and refused to cooperate with teachers as they endeavored to structure the environment in ways that would lead to a deeper understanding of science. Analysis of in-class interactions reveals an untapped potential for the emergence of a sciencelike discourse and diverse outcomes. Among the challenges explored in this article is a struggle for respect that permeates the students' lives on the street and bleeds into the classroom environment. Whereas teachers enacted the curriculum as if learning was the chief goal for students, it is apparent that students used the class opportunistically to maintain and earn the respect of peers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 746,767, 2001 [source] "Maestro, what is ,quality'?": Language, literacy, and discourse in project-based scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2001Elizabeth B. Moje Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry-based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project-based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project-based pedagogy for seventh-grade students from non-mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project-based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469,498, 2001 [source] | ||||||||||||||||