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Academic literature on the topic 'As guardian of education'

Author: Grafiati

Published: 10 September 2021

Last updated: 6 February 2022

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Journal articles on the topic "As guardian of education"

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Suska, Anna. "Determinants of the work of a court-appointed guardian in Poland." Praca Socjalna 36, no. 3 (2021): 35–54. http://dx.doi.org/10.5604/01.3001.0015.0732.

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The profession of a court-appointed guardian belongs to the so-called social professions. This means that the person performing such a profession has direct and constant contact with people. In Poland, a very important legal act regulating the work of a court-appointed guardian is the Act of 27 July 2001 on court-appointed guardians which emphasizes that the legal supervision is a professional social service. As a public officer cooperates not only with the ward and their immediate environment, but also with institutions and institutions dealing with care, education, rehabilitation, treatment, counselling and social assistance. The actions taken by the court-appointed guardians are of educational and social rehabilitation, diagnostic, preventive, and supervision nature. The purpose of this article is to analyse the conditions of the work of a court-appointed guardian.

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Stallings, Alicia M., Navneet S. Majhail, Amy S. Nowacki, et al. "Parent and Guardian Knowledge of Hematopoietic Cell Transplantation As a Treatment Option for Sickle Cell Disease." Blood 128, no. 22 (2016): 1307. http://dx.doi.org/10.1182/blood.v128.22.1307.1307.

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Abstract Introduction: Beginning early in childhood, patients with sickle cell disease (SCD) are at risk of life-threatening and debilitating health events. Despite the high morbidity and mortality of this disease, hematopoietic cell transplantation (HCT), the only curative therapy for SCD, remains underutilized. Between 2008 and 2012, an average of 76 HCTs per year were performed on patients with SCD in the United States (US), a remarkably low rate considering that nearly 100,000 people in the US are living with this disease and approximately 1,000 infants are born with SCD in the US each year. Multiple factors may contribute to the low rates of HCT in this population. However, there is a paucity of data concerning the level of awareness of HCT among parents and guardians of children with SCD, an important factor to consider in the assessment of HCT utilization rates. Objectives: To identify the proportion of parents and guardians of children with SCD who are aware of HCT as a treatment option, and to evaluate the relationship between patient demographics and parental/guardian awareness of this treatment option. Methods: A 25-item paper-based survey was developed to assess parent/guardian awareness of HCT, based upon feedback from leaders in SCD community health organizations and pediatric hematologists. The survey was administered to parents/guardians of pediatric patients with SCD during routine outpatient appointments with their child's hematologist and at SCD community events sponsored by participating clinical sites. The survey was anonymous, and a $5.00 gift card was provided to all participants who completed the survey. Participants were recruited from four clinical centers across three cities in the Midwestern United States. All parents/legal guardians of children (<18 years of age) with SCD, who have not undergone HCT, were eligible to participate. Multivariable logistic regressions were performed to assess the relationship between the following variables and parent/guardian awareness of HCT as a treatment option for SCD: accrual site, patient age, number of full siblings, parent/guardian education level, parent/guardian relationship to patient, duration of custody, and SCD genotype. Results: 229 respondents (95% biological parent, 1% adoptive parent, 4% legal guardian) have participated in the study to date. 95% of all eligible parents/guardians agreed to participate. 82% of study respondents indicated that they have heard of HCT as a treatment option for SCD (N=187). 53% indicated that their child's physician has talked to them about HCT at some point in the past (N=120). On average, patients were 2.84 years old when the parent/guardian first heard about HCT (N=178, 95% CI: 2.31-3.37); patients were 3.08 years old on average when the child's physician first mentioned HCT (N=113, 95% CI: 2.42-3.75). 76% of respondents indicated that they are aware that HCT can potentially cure SCD (N=172). Higher parent/guardian education level and SS genotype were associated with having heard about HCT as a treatment option. SS genotype was associated with having been informed about HCT by their child's physician. Having been informed about HCT by their child's physician was associated with parent/guardian awareness that HCT is a potentially curative treatment. Conclusions: The majority of parents/guardians of children with SCD enrolled in this study have heard of HCT and are aware that HCT is a potentially curative treatment. In this population, non-physician sources of information and parent/guardian education level play an important role in awareness of this treatment modality. Physician-family discussion about HCT plays an important role specifically in parent/guardian awareness of the curative potential of this treatment. These data underscore the importance of physicians discussing HCT with families, particularly those who have limited resources to research treatment options on their own. Disclosures Quinn: Amgen: Research Funding; Eli Lilly: Research Funding; Silver Lake Research Corporation: Consultancy. Hsu:Centers for Medicare and Medicaid Innovation: Research Funding; Mast Therapeutics: Research Funding; Pfizer: Consultancy, Research Funding; Purdue Pharma: Research Funding; Sancilio: Research Funding; Gerson Lehman Group: Consultancy; Eli Lilly: Research Funding; EMMI Solutions: Consultancy; Astra Zeneca: Consultancy, Research Funding; Hilton Publishing: Consultancy, Research Funding. Piccone:Novartis: Other: Speaker.

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Mohrbacher, Denise, Anneliese Gall, Rebecca Harrison, Payton Wesley, and Traci Snedden. "Identifying the Gap: Factors Associated with Self-Reported Completion of Concussion Education in High School Athletes and Their Parent/ Guardian." Neurology 93, no. 14 Supplement 1 (2019): S23.2—S23. http://dx.doi.org/10.1212/01.wnl.0000581056.83959.6c.

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ObjectiveThis study aims to evaluate the completion of concussion education in a sample of Wisconsin high school student athletes and their parents/ guardians and identify factors associated with completion.BackgroundSport-related concussion is a significant public health concern. All 50 states have legislation mandating safety and prevention efforts aimed at reducing the burden of injury amongst the high school athlete population. Efforts include mandated concussion education for both athletes and their parents/ guardians. Previous studies have found that education leads to improved recognition of symptoms and improved outcomes. However, completion has not been formally assessed and factors that are associated with the completion are unknown.Design/MethodsSecondary analysis of cross-sectional survey data collected during fall of 2017. Data for pre-identified demographic factors (eg. race, ethnicity, student grade level, highest education, income level) were extracted and summarized using descriptive statistics. Only participants who provided responses to variables of interest were included in this analysis (n = 224 dyads of student athlete and their parent/ guardian). Chi Square test of significance assessed associations between factors and completion of concussion education. Analyses performed using SAS version 9.4.ResultsThe majority of student athletes self-identified as male (n = 123; 55.2%), white (n = 185; 87.7%) and non-hispanic (n = 192; 93.2%). Student athletes, who were older, in higher grade levels, had a history of concussion, and had parents/legal guardians with higher levels of education reported completing concussion education at higher proportions. Parents/ guardians reported completion of concussion education at higher proportions if they had a higher stated family income, their student athlete was in a higher grade level, and if their student athlete had a history of concussion.ConclusionsA number of factors are associated with higher self-reported completion of mandated concussion education, identifying a gap. Further investigation is necessary to ensure all student athletes and their parent/guardian are educated about concussion.

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Erdner, Sara M., and Courtney N. Wright. "The Relationship Between Family Communication Patterns and the Self-Efficacy of Student-Athletes." Communication & Sport 6, no. 3 (2017): 368–89. http://dx.doi.org/10.1177/2167479517711450.

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The coach–athlete relationship and coach communication have received significant attention, as they relate to athlete performance variables; however, the coach alone does not shape an athlete’s experiences. Research has indicated the importance of the parent/guardian’s role in athlete development and suggests parent/guardian communication may also have implications for athlete performance outcomes. Of such performance variables, self-efficacy has been demonstrated to have a consistent positive and moderate relationship with sport performance. The purpose of this study was to examine the effects of parent/guardian communication on student-athlete self-efficacy. Student-athlete participants ( n = 290) provided self-reports of self-efficacy, family communication patterns, and the frequency-of-use and effectiveness of the efficacy-enhancing techniques employed by parent(s)/guardian(s). Results revealed a significant negative relationship between conformity-oriented communication and student-athlete self-efficacy. Regarding efficacy-enhancing techniques, the most frequently used and effective were reported as encouraging positive talk, parent/guardian acting confident themselves, and helping the student-athlete imagine optimal sport performance. Practical implications for parent(s)/guardian(s) are provided that can help inform parenting education efforts to better clarify the role of the parent/guardian in optimal student-athlete development and performance. The study’s limitation and directions for future research are discussed.

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Atnawi, Atnawi. "PENGTINGNYA PARTISIPASI WALI MURID DALAM MENINGKATKAN MINAT BELAJAR SISWA." Al-Ulum : Jurnal Penelitian dan Pemikiran Ke Islaman 6, no. 1 (2019): 83–93. http://dx.doi.org/10.31102/alulum.6.1.2019.83-93.

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Things that have little role and meaning in this education problem are the roles and participation of parents in the family. As one part of the educational institution that has the first and foremost predicate, families should be a good opportunity to catch up with children in school or can also be used as additional momentum to understand and clarify material from school. Thus the role of parents in this problem is very large. As part or component of the education system, guardians of students and the community in general are entitled to develop their participation in the advancement of education. In the development of children's learning interest and many are influenced by several by several factors, both internal and external factors. Participation of guardian students is included in the external section which has important values in efforts to increase children's learning interest. The participation of guardian students can be useful in increasing students' interest in learning, this can be seen from the emergence of encouragement of children to study hard, easy and easy for students to solve the difficulties they face and as a medium for success in learning.

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PUTRA UTOMO, MUHAMMAD RIFKY. "PENGARUH FASILITAS, HARGA, LOKASI DAN KELOMPOK REFERENSI TERHADAP KEPUTUSAN WALI MURID MEMILIH JASA PENDIDIKAN SMA MUHAMMADIYAH 1 GRESIK." MANAJERIAL 4, no. 2 (2018): 25. http://dx.doi.org/10.30587/manajerial.v4i2.601.

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One way to attract parents to send their children to school now is to provide good facilities, easy and affordable access to schools, and parents have a positive perception of school. Parents who want to decide whether to choose education services at a school that suits them have good value and no doubt in choosing education services. The purpose of this study was to analyze and benefit from the results of high school in Indonesia. Muhammadiyah 1 Gresik, to analyze and try the education of guardians who choose education services at Muhammadiyah 1 Gresik High School, to analyze and study the decisions taken by the guardian of choice Students choose education services at Muhammadiyah 1 Gresik High School, to analyze and find parents who choose students from high school education services Muhammadiyah 1 Gresik

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Bodendorfer, Victoria, Afton M. Koball, Cary Rasmussen, Judy Klevan, Luis Ramirez, and Denyse Olson-Dorff. "Implementation of the adverse childhood experiences conversation in primary care." Family Practice 37, no. 3 (2019): 355–59. http://dx.doi.org/10.1093/fampra/cmz065.

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Abstract Background Research has focused on screening for adverse childhood experiences, rather than provision of education as a part of routine anticipatory guidance. An adverse childhood experiences ‘conversation’ is one method that has not been studied empirically but represents a complimentary or alternative approach to screening which could overcome many existing barriers. Objectives This study aims to examine parent/guardian and provider acceptability/feasibility of the adverse childhood experiences conversation during well-child visits in primary care. Methods Providers engaged in a conversation with parents/guardians of patients during well-child visits in a family medicine residency clinic. Parents/guardians and providers were surveyed following the visit to examine acceptability and feasibility. Quarterly assessments to further examine provider perspectives were completed. Data were collected for 1 year. Results In total, 238 parent/guardian and 231 provider surveys were completed. Most parents/guardians felt positively (76%) about and comfortable (81%) with the information discussed and 97% felt that the conversation should be had with their primary care provider specifically. Most providers (71%) indicated that parents/guardians were receptive to the conversation, that the conversations took 1–2 minutes (60%) and that there were few disclosures of adversity (9%), none of which required mandatory reporting. Conclusions Results suggest that the adverse childhood experiences conversation is well received by parents/guardians and providers and is feasible to implement into primary care. The conversation could be used as a complimentary or alternative method to screening to further spread knowledge of toxic stress and health, provide resources for families and promote resilience.

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Iverson, Annette M., and Gail L. Cook. "Guardian consent for children's participation in sociometric research." Psychology in the Schools 31, no. 2 (1994): 108–12. http://dx.doi.org/10.1002/1520-6807(199404)31:2<108::aid-pits2310310204>3.0.co;2-g.

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Ankrum, Raymond J. "Socioeconomic Status and Its Effect on Teacher/Parental Communication in Schools." Journal of Education and Learning 5, no. 1 (2016): 167. http://dx.doi.org/10.5539/jel.v5n1p167.

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<p>The power of communication and community engagement utilized by teachers to actively involve parents and guardians in the educational process of their children is essential to the growth of the students. An important component to student motivation is a teacher’s ability to leverage parental/guardian relationships. A teacher’s ability to form partnerships with parents to help motivate student achievement is an unmeasurable intangible. Teacher interactions with parents/guardians can make or break the student’s relationships with the teachers. Teachers should think of parents as thought-partners in providing rigorous, meaningful education to students. Parents should think of teachers as extended family to students. The partnership between parent and teacher should bridge the gap in the child’s education. Extraneous factors such as the Socio-economic status of families should never play a role in how teachers communicate with parents.</p>

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Yumarni, Ani. "LEGAL REVIEW ON THE LEGITIMACY OF GUARDIAN TO THE MARRIAGE OF ADOPTED CHILD." DE RECHTSSTAAT 1, no. 1 (2015): 11–20. http://dx.doi.org/10.30997/jhd.v1i1.401.

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ABSTRACT A legal marriage is the process of marriage which qualifies the requirements and pillars stipulated by law. However, the appearance of consenting marital guardian (wali) of marriage is among the pillars of legitimate (rukun) marriage. Accordingly, guardian as mentioned here is a relative guardian. This stipulation is applied to daughters including adopted daughters who intentionally going to perform marriage. In particular condition in the society, sometimes, a marital guardian of adopted daughters is untraceable. Therefore, in order to examine and analyze the legitimate person to be guardian of marriage, an appropriate legal remedy that becomes the purpose of this research is needed. The methodology applied in the research is juridical normative approach whereby objectively explaining particular data followed by an analysis based on legal theory and related statutes of research objects. However, the custodial right of adopted child is only restricted to the right of custody, nurture, and education. On the other hand, marital custodial right is still belongs to biological parent so long the family tree is identifiable. On the contrary, In case of biological marital guardian is unidentifiable, a guardian judge can perform such right according to the court decision. It was advocated by Article 49 of Law No. 3 of 2006 concerning on Shariah Court. At the same vein, article 17 stipulated on the appointment of another person as guardian in case of somebody’s custodial right is rejected, and followed by Article 18 which stipulated on the appointment of guardian of not 18 (eighteen) years old enough bereaved child. Keywords: Guardian, Marriage, Adopted child.

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Dissertations / Theses on the topic "As guardian of education"

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Ball, Annahita. "Parent/Guardian Empowerment & School Choice." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343488332.

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Stepko, Deidra. "Teacher and Parent/guardian Perspectives on Student Retention." Thesis, Point Park University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838658.

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<p> Student retention, the practice of having a student repeat a grade level of schooling due to low academic performance or delayed behavioral and social development, is a common yet controversial educational practice in the United States. Extensive literature exists on the effects of retention on students’ academic outcomes, socialization, and self-esteem, but with mixed results. The perceptions of teachers and principals on the practice of retention have also been studied. Even though many school districts have policies stating that decisions on retaining students at the elementary level are made by teachers and parents/guardians, the perceptions of parents/guardians as compared to teachers on the practice of retention has not been thoroughly examined. This mixed methods study collected quantitative and qualitative data on the perceptions of teachers and parents/guardians on student retention through an established survey and through personal interviews. The study revealed that there are significant differences in the perceptions of parents/guardians as compared to teachers on when retention is appropriate for students. There are also differences in what teachers and parents/guardians identify as factors to consider for recommending retention and their long-term concerns for students when considering retention. Revealing these differences and understanding that both parties have an overall concern for the well-being of the student will help to bridge the communication gap between teachers and parents/guardians and guide them toward making collaborative decisions for students. Although this study is a first step toward this understanding and collaboration, there are many factors involved in making decisions on student retention, so these findings will require further research.</p><p>

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Whatley, Janice Elizabeth. "Supporting student team project work : the Guardian Agent system." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/2693/.

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The research presented in this thesis investigates student team working, by designing, implementing and evaluating a prototype software system, as an aid for co-located students carrying out their team project work. In higher education team projects are a good way for students to put theory into practice and gain experience of team working, by working collaboratively. But difficulties often arise during the projects, which prevent students from benefiting fully from the experience. Some difficulties are known to arise in organisational teams, and others are unique to student teams, but the getting started stage is crucial for developing team cohesion. Technology tools are used to support the task oriented roles of team working, but there is little support for students to get started on their team projects, and to develop a shared understanding. This prototype system provides a function for allocating tasks of the project to appropriate team members and a function to help the team to agree ground rules for team working. A case study approach was adopted for this research, and the prototype system was developed over three cycles, amending the system according to student feedback. At the end of the study, data obtained from the students was analysed to find out how useful the online support system was for helping the student teams to get started on their projects. The students in this case did benefit from the functions this system provided, in particular the team leaders used the output to help plan their projects, and output from the system contributed to team cohesion through developing a shared understanding between the team members. These students recognised the potential of the system for helping students working on team projects online, and gave suggestions for modifications to the system that could be incorporated in further development of the system.

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Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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Lederer, Nicole. "Parent/guardian Satisfaction with Early Head Start Services in Lucas County." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544565465681181.

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Hartline, Stephanie Kane. "The H.G.A. experience an overview of Holy Guardian Angels School /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1988.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2770. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaf 31).

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Wallace, Cynthia M. "Parent/Guardian Perspectives on Chronic Absenteeism and the Factors that Influence Decisions to Send Their Children to School." Thesis, University of Pittsburgh, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10645784.

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<p> An estimated 10-15% of students miss an entire month of school each year. Past research on students who are chronically absent finds that, relative to their peers who consistently attend school, chronically absent students are more likely to experience negative academic outcomes (e.g., grade retention, dropping out), to be under- and unemployed, to be incarcerated, and even to die prematurely. Although there has been a significant amount of quantitative research on patterns of chronic school absenteeism and on the student, family, school, and community factors with which it is correlated, surprisingly little research has examined parents’/guardians’ decisions to keep their children out of school.</p><p> In an effort to address this gap in the literature, the present study interviewed 22 parents/guardians of chronically absent elementary and middle school students to understand their perspectives on chronic absenteeism and to discover what support they felt they need to ensure that their children attended school each day.</p><p> The results of the study reveal that the primary reasons parents/guardians identified for their children’s chronic absenteeism include challenges related to the child’s mental health, parent activities, interactions with other children at school, and transportation. Factors that parents/guardians identified that would help them to improve their students’ attendance include increased communication about absenteeism and family issues, expressed compassion and interest in reasons why students are absent, and specific provisions to help children make up missed instruction and school assignments. The study concludes with recommendations for chronic absenteeism policy and practice, and directions for future research.</p><p>

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Du, Toit Merise. "Parent and guardian support of Korean migrant learners' primary schooling experience." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19944.

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Thesis (MEdPsych)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Trans-national migration to English-speaking countries has become increasingly popular among Asian families. Their aim is for their children to obtain overseas educational credentials and to gain the English language as cultural capital in the global market. Over the past few years, South Africa has been perceived as a place where immigrants, as well as migrants can make a new life for themselves and their families. The study aimed to explore the support given by parents/guardians of Korean migrant learners with regard to the learners' primary schooling experiences. In seeking to understand the phenomenon of parent/guardian support of Korean migrant learners' primary schooling experiences, I use the ecosystemic approach, which is constructed by both the general systems and the ecological theories. I discuss the ecosystemic framework by dividing it into its micro-, meso- and macro-systems. In the research, within the micro- and meso-systems the parent/guardian was considered to be part of a larger system of family, school, education system and community. These systems interact with each other. Acculturation theory, which focuses on psychological adjustment of the migrant learners, influenced the inquiry. Furthermore, Korean migrant families struggle within various ecological social systems outside the family system. These include the educational, physical, mental health, economic and political systems, which can influence the reasons for migration. The matter of cultural differences and the way in which they influence Korean migrant learners' schooling experiences were also explored. The macro-systems analysis includes Bourdieu's theory on cultural capital and the social closure theory. The specific design selected for this study is a case study that is qualitative and explorative in nature. Semi-structured interviews were conducted with individual parents/guardians and a focus group to gather information regarding the support given to Korean migrants in their primary schooling experiences. The data was analysed within the micro-, meso- and macro-systems and themes emerged during the interviews. The findings revealed that the macro-systems focused on the reasons for migration, which were gaining English skills and experiencing the process of globalisation. The study also focused on the micro-systems and thus dealt with the diverse experiences of the participants, which included the family dynamics, the support given to Korean migrant learners and parents'/ guardians' perceptions of schooling experiences. The trans-national migrant families in South Africa vary between 'wild goose families', nuclear families and guardianships. The support given to Korean migrant learners ranges from emotional support (e.g. hugs, kisses and motivation), financial support (e.g. money for various things) and physical support (e.g. transport) to spiritual support (e.g. praying and going to church). It was concluded from the study that cultural capital and global positional competition play an important role in Korean migrant learners' primary schooling experiences. Although these parents/guardians bring the learners to South Africa to move away from the very formal education system of Korea, it seems as if they are still reinscribing familiar patterns of living in South Africa. It is questioned whether it is not better for Korean learners to be educated in Korea. They appear to improve their English language in South Africa, but may be compromised in other areas, such as emotional well-being, which could cause poor psychological adjustment. Therefore it is recommended that more knowledge be gained in order know how to support these learners effectively.<br>AFRIKAANSE OPSOMMING: Transnasionale migrasie na Engelssprekende lande het aansienlik uitgebrei onder Asiatiese families. Die rede hiervoor is om oorsese opvoedkundige getuigskrifte vir hulle kinders, en taalvaardigheid in Engels as kulturele kapitaal in die globale mark te verwerf. Oor die afgelope paar jaar was Suid-Afrika ŉ gewilde bestemming waar beide immigrante en migrante saam met hulle families ŉ nuwe toekoms vir hulself kan skep. Daar is met die studie gepoog om ondersoek in te stel na die ondersteuning wat die ouers/voogde van Koreaanse migrante leerders aan die kinders bied met betrekking tot hul skoolervaringe. Die ekosistemiese benadering brei uit op die algemene sisteme en die ekologiese teorieë om die verskynsel van ouer/voog-ondersteuning van Koreaanse migrante leerders tydens die leerders se ervaring in die primêre skool te verstaan. Ek het die ekosistemiese benadering as raamwerk vir my bespreking gebruik deur dit te verdeel in mikro-, meso- en makro-sisteme. Binne die mikro- en meso-sisteme word ouers/voogde bespreek as deel van die wyer sisteem van familie, skool, onderwysstelsel en gemeenskap. Hierdie sisteme is interverweef en in konstante wisselwerking met mekaar. Akkulturasieteorie, wat op die sielkundige aanpassing van die migrant leerders fokus, het hierdie ondersoek gerig. Die Koreaanse migrant families ervaar ook hindernisse binne verskeie ekologiese sosiale sisteme buite die familie-sisteem. Hierdie hindernisse word ervaar binne die opvoedkundige, fisiese en geestesgesondheid-, ekonomiese en politieke sisteme, wat die redes vir migrasie kan beïnvloed, asook die kulturele verskille en hoe dit die Koreaanse migrant leerders se skoolervaringe beïnvloed. Die makro-sisteme fokus op Bourdieu se teorie aangaande kulturele kapitaal en die sosiale sluitingsteorie. Die navorsingsontwerp van hierdie studie is ŉ gevallestudie en is kwalitatief en ondersoekend van aard. Semi-gestruktureerde onderhoude is met die deelnemers en ŉ fokusgroep gevoer om inligting rakende die ondersteuning van Koreaanse migrante leerders in die laerskool te verkry. Die data is ontleed binne die mikro-, meso- en makro-sisteme, asook die temas wat uit die onderhoude met die deelnemers ontstaan het. Die bevindinge het die deelnemers se diverse ondervindings binne die mikro-sisteem aan die lig gebring. Dit sluit in: familie dinamika, deelnemers se ervaring van ondersteuning aan Koreaanse migrante leerders, asook ouers/voogde se persepsies van die Koreaanse migrante-leerders se skoolervarings. Die studie was verder op die makro-sisteme gerig, waar die fokus op die redes vir migrasie was. Laasgenoemde verwys na die verwerwing van Engelse vaardighede en die belewing van globalisasie. Die slotsom van die studie is dat kulturele kapitaal en globale posisionele kompetisie ŉ belangrike rol speel in die Koreaanse migrante leerders se laerskool-ervaring. Alhoewel die ouers/voogde die leerders Suid-Afrika toe bring sodat hulle kan wegbeweeg van die baie formele opvoedingsisteem in Korea, blyk dit egter dat hul presies dieselfde patrone van onderrig en leer in Suid-Afrika beleef. Die vraag is dus: Sal dit nie beter wees vir sulke leerders om in Korea onderrig te ontvang nie? Onderrig in Suid-Afrika bied wel die geleentheid om beter vaardighede in Engels aan te leer, maar die vraag ontstaan: Wat is die prys wat hulle daarvoor moet betaal? In die lig hiervan is my aanbeveling dat meer kennis aangaande hierdie leerders se ervaring verwerf behoort te word ten einde meer effektiewe ondersteuning aan hulle te fasiliteer.

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Monroe, Carolyn D. "A case study into the lives of seven parents and seven children in a support group called the comfort zone /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=828411711&sid=2&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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Bakrawi, Johansson Mona, and Juhlin Anna Tegsell. "Du vet bäst, du är ju pedagogen." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31257.

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Huvudsyftet med vår studie är att synliggöra vad begreppet samverkan innebär för pedagoger. Vi vill öka kunskapen om uppdraget kring samverkan i förskolan och hur det kan fungera i praktiken. Vi utgick från följande frågeställningar:•Hur upplevs uppdraget att samverka med vårdnadshavare av pedagoger i förskolan?•Vilka hinder och möjligheter gällande samverkan med vårdnadshavare identifierar verksamma pedagoger?Metod: Vi har genomfört en kvalitativ studie. Vi lämnade ut enkäter till pedagoger på olika förskolor och intervjuade en annan grupp pedagoger på samma förskolor. Vi ville undersöka pedagogernas syn på samverkan och hur samverkan fungerar i praktiken. Pedagogerna i enkäterna var anonyma. Intervjuerna spelades in och transkriberades. Därefter analyserade vi och tolkade svaren. Genom intervjuerna kunde vi få ett fördjupande komplement till svaren från enkäternaResultat: Resultatet placerades i olika kategorier. Vår studie visar att pedagogerna saknar resurser och att stressproblematiken minskar tiden för samverkan. Pedagogerna nämner även att språkbrist hos vissa vårdnadshavare försvårar arbetet med samverkan och att det är ett bekymmer att nå ut till alla. I enighet med tidigare forskning återkommer språkbrist, socioekonomiska hinder och stressfaktorer som en central orsak till bristande samverkan på förskolorna. Som teoretisk utgångspunkt har vi använt Bronfenbrenners utvecklingsekologiska teori. På så sätt förstår vi att de olika miljöerna kring barnet behöver komplettera och stötta varandra för att barnet ska utvecklas på bästa sätt. Pedagogerna i studien vill använda olika former för samverkan men har begränsade resurser för att möta alla vårdnadshavare, i synnerhet de med annan bakgrund, exempelvis utlandsfödda. Nyckelord: Samverkan, vårdnadshavare, pedagog, förskola, Bronfenbrenner, utvecklingsekologi, engagemang, närmiljöer, digitalisering, information

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Books on the topic "As guardian of education"

1

Bad education: The Guardian columns. Crown House, 2011.

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Lisi, Lauren Barritt. National study of guardianship systems: Implications for judicial education. Center for Social Gerontology, 1994.

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Immel, Andrea. Revolutionary reviewing: Sarah Trimmer's Guardian of education and the cultural politics of juvenile literature : an index to the Guardian. Dept. of Special Collections, University Research Library, University of California Los Angeles, 1990.

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Lisi, Lauren Barritt. Dissemination of National study of guardianship systems: Fostering judicial education, research, and system change : final report. Center for Social Gerontology, 1994.

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Immel, Andrea. Revolutionary reviewing: Sarah Trimmer's guardian of education and the cultural politics of juvenile literature: An index to the guardian. University of California, 1990.

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Mudenda, Sylvia J. Feasibility study: Parental/guardian responsibility for youth education on HIV/AIDS and youth project to protect against HIV infection. s.n., 1992.

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Banda, A. Familypac-- guidelines for parents/guardians: For primary and secondary school parents/guardians. Republic of Zambia, Ministry of Education, 2005.

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Ascenzi, Anna. Lo spirito dell'educazione: Saggio sulla pedagogia di Romano Guardini. Vita e pensiero università, 2003.

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Guardians of language: The grammarian and society in late antiquity. University of California Press, 1988.

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Convegno internazionale di studio Romano Guardini e l'educazione dell'uomo, oggi, educare, compito e valore (2012 Auditorium ISSR "Santa Maria di Monte Berico"). Romano Guardini e la pedagogia: L'educazione come compito e valore. Il poligrafo, 2013.

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Book chapters on the topic "As guardian of education"

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Dupuy, Claire. "The State, an Absent Guardian of Territorial Equality." In Converging Regional Education Policy in France and Germany. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40834-3_2.

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Davies, Jason. "‘Threshold Guardians’." In Educational Futures. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-512-8_10.

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Rule, Audrey C., and Ksenia S. Zhbanova. "Guardians of the Earth: Teaching Children to Care for All Living Things." In Teaching Compassion: Humane Education in Early Childhood. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6922-9_13.

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Barranger, Milly S. "Guardian Angel." In Audrey Wood and the Playwrights. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137270603_13.

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Levesque, Roger J. R. "Guardian ad Litem." In Encyclopedia of Adolescence. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_675.

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Levesque, Roger J. R. "Guardian Ad Litem." In Encyclopedia of Adolescence. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_675.

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Suter, Beat. "The Last Guardian." In Edition Medienwissenschaft. transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839453452-018.

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Rowland, Ingrid D. "Athanasius Kircher’s Guardian Angel." In Conversations with Angels. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316973_11.

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du Toit, Pierre, and Hennie Kotzé. "The State as Guardian?" In Liberal Democracy and Peace in South Africa. Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230116320_3.

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Pelletier, Emily K. "Guardian of Due Process." In Due Process Protections for Youth. Routledge, 2019. http://dx.doi.org/10.4324/9780429400773-8.

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Conference papers on the topic "As guardian of education"

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Juríčková, Lubica, Kateřina Ivanová, Kateřina Azeem, and Dagmar Tučková. "Teaching Communication with Disabled Patients Using Case-Based Learning – Experience from practice." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13023.

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The aim of this paper is to describe what lecturer’s experiences of teaching communication are with disabled patients using CBL method at Faculty of Medicine and Dentistry, Palacký University Olomouc. The CBL didactic method includes both intentional and unintentional learning. It is a method of controlled questioning and provides more space for teaching of small groups. During lessons students can communicate with a disabled patient, i.e. an adult with limited legal capacity due to mild mental retardation, and his public guardian. It helps medical students better understand communication processes with a disabled patient and develop interpersonal skills. Using CBL method, students think critically and ask targeted questions to the public guardian of the disabled patient. This experience strengthens the feeling of empathy with the patient, allows him to get to cooperate in treatment. Students are familiar with the communication problem before the lesson. The teacher acts as a facilitator. The inclusion of patient with limited legal capacity and his guardian in the conduct of CBL communication seminars meet the needs of practical training in communication. Keywords: disability; mental retardation; legal capacity; health communication; medical education; case-based learning.

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Novitasari, Yenny, R. Setianingsih, and Y. F. Novitasari. "Flexibility of Guardian and Artisan Selected Students in Solving Fraction Problems." In Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/miseic-19.2019.28.

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Qingfeng Wu, Xianyan Yang, Han Liu, and Huailin Dong. "Mobile Guardian: A novel positioning and monitoring system for outdoor special users based on GPS." In 2008 IEEE International Symposium on IT in Medicine and Education (ITME). IEEE, 2008. http://dx.doi.org/10.1109/itme.2008.4743934.

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Miklyaeva, A. V. "Psychological Features Of Kinship Care Families: Interview Version For Guardians." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.31.

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Kim, Michelle Y. "Guardian." In the third ACM international conference. ACM Press, 1995. http://dx.doi.org/10.1145/217279.215279.

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Zhu, Dali, Hao Jin, Ying Yang, and Weiyi Chen. "Privacy Guardian." In the 6th International Conference. ACM Press, 2017. http://dx.doi.org/10.1145/3078564.3078575.

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Baker, Stephen. "Galaxy guardian." In ACM SIGGRAPH 97 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '97. ACM Press, 1997. http://dx.doi.org/10.1145/259081.259373.

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Chen, Taizhou, Junyu Liu, Kening Zhu, and Tamas Waliczky. "The golden guardian." In SA '17: SIGGRAPH Asia 2017. ACM, 2017. http://dx.doi.org/10.1145/3139468.3139473.

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Maurer, Steffen, Lara Scatturin, and Enrico Rukzio. "Playing guardian angel." In MUM 2019: 18th International Conference on Mobile and Ubiquitous Multimedia. ACM, 2019. http://dx.doi.org/10.1145/3365610.3365614.

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Ainsworth, Sam, and Timothy M. Jones. "The Guardian Council." In ASPLOS '20: Architectural Support for Programming Languages and Operating Systems. ACM, 2020. http://dx.doi.org/10.1145/3373376.3378463.

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Reports on the topic "As guardian of education"

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Bradford, Jeffrey A. M1117 Guardian" Armored Security Vehicle (ASV) Employment in Peace Operations". Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada392312.

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Abboud, Nelly P. The Nabu Museum: the Alleged Guardian (Saviour) of the Mashriq. Edicions de la Universitat de Lleida, 2020. http://dx.doi.org/10.21001/rap.2020.30.10.

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Miller, George W. Safe-to-Fly Testing of the Guardian Angel Integrated Oxygen System (GAIOS). Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada593205.

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Saydy, Lahcen, Andre Tits, and Eyad H. Abed. Guardian Maps and the Generalized Stability of Parametrized Families of Matrices and Polynomials. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada454727.

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Wyers, Dianne. Description and analysis of the public guardian and conservator program in Multnomah County, Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5293.

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Lichenko, Anna. ІНТЕРАКТИВНА ВІЗУАЛІЗАЦІЯ ЯК СПОСІБ ПРЕДСТАВЛЕННЯ ВЕЛИКИХ ОБСЯГІВ ДАНИХ У МЕДІА (НА ПРИКЛАДІ ВИДАННЯ «THE GUARDIAN»). Ivan Franko National University of Lviv, 2019. http://dx.doi.org/10.30970/vjo.2019.45.10005.

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Abney, James, Joyce Barr, Dave Buller, et al. Education. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada524048.

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Arcano, Joseph, Gregory Boddorf, Ralph Butler, et al. Education. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada525285.

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Belue, Lisa M., Carmen L. Branham, Shirley R. Bryant-Harper, Joanne T. Callahan, and Thomas A. Carlson. Education. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada424432.

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Birmingham, Rob, Jerry David, Alan Davis, Darryl Dean, and Debbie Fix. Education. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada425295.

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