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School Experiences (school + experience)
Selected AbstractsSchool experiences after treatment for a brain tumourCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 1 2006P. Upton Abstract Background Children surviving a brain tumour face major difficulties including learning problems, lengthy school absences and psychosocial problems, all of which can impact on school functioning. Our aims were to provide information for parents and teachers about the skills and resources of this group. Specifically, we aimed to: ,,describe the special educational needs of these children; ,,document the impact of diagnosis and treatment on school attendance; ,,compare parent and teacher assessments of social, emotional and behavioural difficulties. Methods Forty families agreed to participate (response rate = 58.82%). The children (19 males and 21 females) were aged from 6 to 16 years and had completed treatment at least 2 years previously (range = 2 years,12 years 5 months). Questionnaires (Strengths and Difficulties and school experience) were completed by mothers and teachers. Results Survivors were experiencing a wide range of physical, learning and interpersonal difficulties, according to parent and teacher reports. Almost half the children (n = 19) had ongoing neurological problems that were significant enough to require special help at school. Literacy and numeracy were the most common learning difficulties. Parents also rated brain tumour survivors as having more behavioural and emotional problems than would be expected from population norms. For example, survivors were rated as having more Total Difficulties (t = 6.86, P < 0.001), Emotional Symptoms (t = 8.82, P < 0.001), Hyperactivity (t = 2.25, P = 0.03), Peer Relationship Problems (t = 7.58, P < 0.001) and poorer Pro-social Behaviour (t = ,3.34, P = 0.002) than would be expected from population norms. These problems were also seen to be having a significant impact on the child's functioning (t = 3.95, P < 0.001). Teachers rated these problems as less serious than parents. Conclusion These children experience significant problems in school some time after diagnosis and when they are considered medically cured. Closer school,hospital liaison is essential to maximize integration and achievement in these children. [source] An examination of the relationship between dyslexia and offending in young people and the implications for the training systemDYSLEXIA, Issue 2 2001Jane Kirk Abstract A screening study was undertaken which involved 50 young offenders, serving sentences of various lengths, all from the largest young offenders' institution in Scotland. All 50 were screened for dyslexia and a number received a more detailed follow-up assessment. The results of the screening showed that 25 of the young offenders (50%) were dyslexic to some degree. This finding has implications for professionals, particularly in respect of follow-up assessment and support, and for politicians in relation to issues such as school experience, prison education and staff training. These issues are discussed here in relation to the background and results of the study. Copyright © 2001 John Wiley & Sons, Ltd. [source] Self-definition of women experiencing a nontraditional graduate fellowship program,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2006Gayle A. Buck Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K,12 Education (GK,12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self-definition of 8 women graduate students who participated in a GK,12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self-definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852,873, 2006 [source] The Importance of Deviance in Intellectual DevelopmentAMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 1 2004Especially at Virginia Tech in the 1970s This paper seeks to explain the success of public choice at Virginia Tech in the 1970s in two ways. First, I reflect on my graduate school experience at Virginia Tech, with the intent of identifying particular characteristics of the people and location of Virginia Tech, including its remoteness, that facilitated the development of the paradigm shift that public choice, in the late 1960s and early 1970s, represented. Second, I argue that the success of public choice at Virginia Tech depended critically upon the willingness of the people here to disconnect from professional constraints and to think outside the conventional economics box. I make this point with the aid of a computer simulation of the evolutionary development of "people" (or "trials") as they attempt to scale the highest "mountain" within a "mountain range," the exact features of which (including the heights of the various "mountains") are not known before the climb is started. In such an environment, finding the highest peak, the assumed goal, is critically dependent on a measure of "deviance," or the willingness to shun short-run opportunities of exploiting accepted methods. [source] Introduction: WHAT IS A CULTURAL ANTHROPOLOGY FIELD SCHOOL AND WHAT IS IT GOOD FOR?ANNALS OF ANTHROPOLOGICAL PRACTICE, Issue 1 2004Madelyn Iris A field school experience remains the exception rather than the common experience for most undergraduate and pre-dissertation graduate students in social/cultural anthropology. There are a growing number of programs that describe themselves as anthropology field schools, but fewer that emphasize a research experience and in-depth exposure to ethnographic and other qualitative methods. This bulletin offers detailed descriptions of four types of programs: "problem-focused" field schools, "instructor-driven" programs, "applied" anthropology field schools, and the "study-tour" model. Other chapters include descriptions of the field school experience from the student perspective; a long-term reflection on the influence of the field school summer on career development; the importance of mentorship; the relationship between field schools, service learning, and homestay experiences; ethical issues; and guidelines for choosing a field school. [source] School experiences after treatment for a brain tumourCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 1 2006P. Upton Abstract Background Children surviving a brain tumour face major difficulties including learning problems, lengthy school absences and psychosocial problems, all of which can impact on school functioning. Our aims were to provide information for parents and teachers about the skills and resources of this group. Specifically, we aimed to: ,,describe the special educational needs of these children; ,,document the impact of diagnosis and treatment on school attendance; ,,compare parent and teacher assessments of social, emotional and behavioural difficulties. Methods Forty families agreed to participate (response rate = 58.82%). The children (19 males and 21 females) were aged from 6 to 16 years and had completed treatment at least 2 years previously (range = 2 years,12 years 5 months). Questionnaires (Strengths and Difficulties and school experience) were completed by mothers and teachers. Results Survivors were experiencing a wide range of physical, learning and interpersonal difficulties, according to parent and teacher reports. Almost half the children (n = 19) had ongoing neurological problems that were significant enough to require special help at school. Literacy and numeracy were the most common learning difficulties. Parents also rated brain tumour survivors as having more behavioural and emotional problems than would be expected from population norms. For example, survivors were rated as having more Total Difficulties (t = 6.86, P < 0.001), Emotional Symptoms (t = 8.82, P < 0.001), Hyperactivity (t = 2.25, P = 0.03), Peer Relationship Problems (t = 7.58, P < 0.001) and poorer Pro-social Behaviour (t = ,3.34, P = 0.002) than would be expected from population norms. These problems were also seen to be having a significant impact on the child's functioning (t = 3.95, P < 0.001). Teachers rated these problems as less serious than parents. Conclusion These children experience significant problems in school some time after diagnosis and when they are considered medically cured. Closer school,hospital liaison is essential to maximize integration and achievement in these children. [source] How do parents perceive their adolescent's diabetes: a qualitative studyDIABETIC MEDICINE, Issue 11 2006Aaron E. Carroll Abstract Background/aims The developmental tasks of adolescence, combined with physical changes, can interfere with self-management behaviour. Yet little is known about how parents view these challenges as they attempt to help their children cope with diabetes. Our objective was to understand how living with an adolescent with diabetes influences parents' perceptions of their child's well-being, their relationship with their child, and how they perceive the influence of peers and school on their child's diabetes. Methods Twenty-eight parents of adolescents with Type 1 diabetes, aged 13,18 years, participated in focus groups. Transcripts were analysed using qualitative methods to determine dominant themes and incidence density. Results Themes included how diabetes negatively influences their adolescent's lifestyle, how diabetes makes it difficult for parents to understand developmental challenges experienced by their child, concerns regarding the potential to develop long-term complications, perceptions on how diabetes impacts on their relationship with their child and relationships with peers and how their children's school impacts on their diabetes self-management Conclusions This qualitative focus group study provides insight into parental perceptions of adolescents living with Type 1 diabetes, specifically as it relates to lifestyle implications, relationships with parents, peers and physicians, and school experiences. [source] Adolescent Behavioral, Affective, and Cognitive Engagement in School: Relationship to DropoutJOURNAL OF SCHOOL HEALTH, Issue 9 2009Isabelle Archambault PhD ABSTRACT BACKGROUND: High school dropout represents an important public health issue. This study assessed the 3 distinct dimensions of student engagement in high school and examined the relationships between the nature and course of such experiences and later dropout. METHODS: We administered questionnaires to 13,330 students (44.7% boys) from 69 high schools in the province of Quebec (Canada). During 3 consecutive high school years, students reported their behavioral, emotional, and cognitive engagement to school. Information on later dropout status was obtained through official records. RESULTS: Although many adolescents remained highly engaged in high school, one third reported changes, especially decreases in rule compliance, interest in school, and willingness to learn. Students reporting low engagement or important decrements in behavioral investment from the beginning of high school presented higher risks of later dropout. CONCLUSION: School-based interventions should address the multiple facets of high school experiences to help adolescents successfully complete their basic schooling. Creating a positive social-emotional learning environment promises better adolescent achievement and, in turn, will contribute to a healthier lifestyle. [source] "How Come Nobody Told Me?"LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2002Fostering Self-Realization Through a High School English Curriculum Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher's intervention intended to promote self-realization, a fundamental component of self-determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self-advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students' responses, which prompted us to question teachers' and families' responsibilities for engaging young people in dialogue about special education and disability. [source] Educational performance and attitudes toward school as risk-protective factors for violence: A study of the Asian/Pacific Islander Youth Violence Prevention Center,PSYCHOLOGY IN THE SCHOOLS, Issue 8 2010Eldon L. Wegner The purpose of this study was to examine whether school experiences, school performance, and other risk-protective factors were related to violence among Hawaiian, Filipino, and Samoan youths residing in Hawai'i. This study analyzed survey data (N = 325) collected in three high schools having concentrations of Filipino, Hawaiian, and Samoan youths, as well as a smaller number of Japanese students, which served as a comparison group. The analyses consisted of bivariate and multivariate analyses of risk protection for violence. Two- and three-way interactions were tested to examine whether there were specific gender and/or ethnic effects. The final model explained 29.3% of the variance in violent behavior. Five variables were significant: grade point average, pressure to choose between school and friends, favorable school attitude, feeling safe, and importance of college. Schools serving these populations should focus on fostering positive bonds between teachers and students and building bridges to families and neighborhoods. © 2010 Wiley Periodicals, Inc. [source] Influence of a Rural Primary Care Clerkship on Medical Students' Intentions to Practice in a Rural CommunityTHE JOURNAL OF RURAL HEALTH, Issue 2 2000Alma R. Jones M.D., M.P.H. The Association of American Medical Colleges Medical School Graduation Questionnaire (GQ) for years 1988 through 1997 was examined to compare the career plans of students graduating from Morehouse School of Medicine (MSM) with those of all students graduating from United States medical schools before the period 1988 through 1992 and after the period 1993 through 1997, after the inception of the rural clerkship at MSM. Select GQ data items examined include student demographics, medical school experiences, and career plans. Statistical analyses were used to compare pre- and post-clerkship responses for MSM students and to compare their responses with the national trends. Results indicate that, following a transition period, MSM students showed an increased preference for a future career in a rural community. A smaller upward trend in the national data was observed. There appears to be an association between the rural clerkship experience at MSM and the stated preferred career choices of the students. [source] Indigenous School Policies and Politics: The Sociopolitical Relationship of Wayãpi Amerindians to Brazilian and French Guianan SchoolingANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2009Silvia Lopes Da Silva Macedo In this article, I aim to demonstrate the relationships between the educational policies of the Brazilian and French Guyana governments and the sociopolitical structure of the Wayãpi in respect to these educational practices. My main objective is to go beyond the normal concept that the school is an external interference that catalyzes processes of "Indigenous acculturation," to make clear that the Wayãpi sociopolitical forms of interaction that govern their relationships with alterity also govern their relationships with the state and its representatives. This article is based on my ethnographic study of the school experiences among the Wayãpi living in villages in both countries.,[Wayãpi Amerindians, Brazil, schooling, sociopolitical interaction, alterity] [source] Enhancing Educational Support: Towards Holistic, Responsive and Strength-based Services for Young Refugees and Asylum-seekersCHILDREN & SOCIETY, Issue 4 2007Nathan Hughes The importance of early school experiences in the personal and social development of young refugees and asylum-seekers has been documented by researchers and enshrined in practice guidelines. The capacity of schools to implement these guidelines is, however, limited, in terms of the availability of appropriate knowledge and skills, financial resources and long-term planning. In this article we draw upon case studies of six school or education-based services funded by the Children's Fund. We explore the various ways in which these have enhanced the ability of schools to address multiple and interrelated family- and community-level factors impacting on the educational attendance and achievement of this group. In conclusion, we consider the challenges to scale up and sustain these services. [source] Street Codes in High School: School as an Educational DeterrentCITY & COMMUNITY, Issue 3 2007Pedro Mateu-Gelabert Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students' commitment and determination to participate in their own education. We present the high school experiences of first-generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority "resistance" to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students' commitment to education than do their immigration status or cultural backgrounds. [source] | |||||||||||||