Relevant bibliographies by topics / Daily and school experiences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Daily and school experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Daily and school experiences"

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Roefs, Edith C. J., Yvonne A. M. Leeman, Ida E. Oosterheert, and Paulien C. Meijer. "Secondary school students’ experiences of presence in daily classroom practice." Cambridge Journal of Education 51, no. 4 (2021): 411–32. http://dx.doi.org/10.1080/0305764x.2020.1853678.

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Hitch, Chris, and Georganna Armstrong. "Daily Activites for Data Analysis." Arithmetic Teacher 41, no. 5 (1994): 242–45. http://dx.doi.org/10.5951/at.41.5.0242.

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Statistics, tables, charts, and graphs abound in our daily world. We see them in advertisements, in newspapers, and on televised weather forecasts. However, many students are not exposed in school to experiences using statistics and graphing. One goal of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) is to give students experiences that allow them to “collect, organize, and describe data: construct, read, and interpret displays of data; formulate and solve problems that involve collecting and analyzing data” (p. 54). Children develop mathematical concepts by seeing them in a variety of settings. Our challenge is to find many ways to help our students understand these concepts. The following activities enable students to understand the power and usefulness of data analysis.
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Blake, Cheryl, and Gail Trano. "Public and Nonpublic School Nurses: Common Practice, Common Goals." NASN School Nurse 34, no. 2 (2018): 83–85. http://dx.doi.org/10.1177/1942602x18813191.

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Most of the members of the National Association of School Nurses have an intimate knowledge of the daily services provided by public school nurses and the challenges they face. But some may not be aware that approximately 15% of the NASN membership works in private, independent, or parochial schools. Just how different from the majority of our nurses’ daily work are the experiences of the nurses who are working in the nonpublic schools? The answer may surprise you.
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Kim, Youngbae, and Hyeonsook Shin. "Relations Between Daily in-School Emotional Experiences and Burnout In Middle School teachers: Using the Experience Sampling Method." Institute of Educational Research Chonnam National University 41, no. 2 (2019): 41–63. http://dx.doi.org/10.35510/jer.2019.41.2.41.

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Giacomozzi, Andréia Isabel, Jane Laner Cardoso, Camila Detoni Sá de Figueiredo, et al. "Experiences of violence among students of public schools." Journal of Human Growth and Development 30, no. 2 (2020): 179–87. http://dx.doi.org/10.7322/jhgd.v30.10365.

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Introduction: School violence it’s a problem that involves a lot of bad consequences for the life’s students. So preventing and research about it are very important.
 Objective: The objective of this study was identify the experiences of violence of students from public schools participating in the PSE - School Health Program and SPE - Health and Prevention in the Schools of Florianópolis.
 Methods: Participants were 871 students from the 9th grade of elementary school to the 3rd year of high school with a mean age of 15 years and 6 months.
 Results: Regarding the experiences of violence, 81.6% stated that they had already witnessed scenes of violence, with 51.1% of these scenes occurring at school. Besides, 28% of the participants reported having already suffered prejudice at school. There was a statistically significant association between violent behavior and being a boy, having a habit of watching movies and playing video games with violent content, killing classes and having a regular to bad relationship with teachers.
 Conclusions: Violence is part of student’s daily activities, involving a broad context and it is pretty much related to school.
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Bertram-Troost, Gerdien, Inge Versteegt, Jacomijn van der Kooij, Inger van Nes, and Siebren Miedema. "Beyond the Split between Formal School Identity and Teachers’ Personal Worldviews: Towards an Inclusive (Christian) School Identity." Education Sciences 8, no. 4 (2018): 208. http://dx.doi.org/10.3390/educsci8040208.

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Religious diversity within Dutch schools has greatly increased. We carried out an empirical study to offer insights into how secondary school teachers (try to) relate to the formal Protestant Christian identity of their school, the challenges they experience in relation to their own personal worldview, and the recommendations they have to overcome these challenges. In our qualitative study, we interviewed thirty-two teachers from eight different schools. In selecting the schools, we took into account the diversity of Protestant Christian secondary education in the Netherlands. The teachers teach different subjects in a variety of disciplines (languages, creative arts, sciences, et cetera). For many teachers, their personal worldview does not align neatly with the formal religious identity of the school. As a result, teachers experience challenges in relation to, for example, the act of daily worship and (Christian) celebrations. Teachers also experience tensions regarding the extent to which schools could or should be open towards (religious) others. Teachers’ advice, among other recommendations, is to create room for an open exchange of views, opinions, and experiences between teachers and principals. Some teachers recommend that their principal reconsider the formal Christian identity of the school and search for another, more inclusive school identity with which everyone involved can better identify.
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Cheon, Soon Mi, and Hye Young Jung. "Experiences of Precocious Puberty in Primary School Girls with Hormone Therapeutics." Journal of Korean Academic Society of Nursing Education 25, no. 4 (2019): 459–70. http://dx.doi.org/10.5977/jkasne.2019.25.4.459.

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Purpose: The purpose of this qualitative study was to identify the nature of precocious puberty and to explore what it means in primary schools. Methods: The participants of this phenomenological study were nine primary school girls who were diagnosed with precocious puberty and experienced hormone therapeutics, applying a convenience sampling method. Data were collected from July 2017 to January 2018 through individual in-depth interviews of the participants, including gestures, facial expressions and nonverbal means. The data analysis followed the method of Giorgi. Results: The study identified 37 concepts, 12 clusters, and five themes from experiences of precocious puberty. The essential five themes were as follows: 'ashamed and concealing experience', 'there is no therapeutics option', 'difficulties in the process of therapeutics', 'difficulties in daily life', and 'ambivalence toward therapeutics'. Conclusion: The findings of this study indicate physical, psychological and social difficulties faced by girls with precocious puberty. Based on this results of the study, it is necessary to develop nursing intervention programs focusing on healthy growth and development for children with precocious puberty.
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Stoddart-Morrison, Remonia. "My Sister’s Voice: Guiding My Hope as a Teacher and Teacher Educator for Teaching and Learning." LEARNing Landscapes 11, no. 2 (2018): 355–63. http://dx.doi.org/10.36510/learnland.v11i2.968.

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Schools are relational places where the meeting of characters, stories, experiences, and understandings move about each other daily. In the busyness of school life, time is usually not taken to listen to, observe, and share the stories and experiences of others; to shift from a condition of moving about to a place where we are walking alongside. The narratives provided here are reflections on my experiences of my time in school as student, teacher, and administrator. I write these to honor my sister’s voice and the many voices that fueled my hope as a teacher and teacher educator for teaching and learning.
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Espinoza, Guadalupe, Nancy A. Gonzales, and Andrew J. Fuligni. "Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment." Journal of Youth and Adolescence 42, no. 12 (2012): 1775–88. http://dx.doi.org/10.1007/s10964-012-9874-4.

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Karn, Sara. "VOICES of YOUTH in WARTIME." Ontario History 110, no. 2 (2018): 176–96. http://dx.doi.org/10.7202/1053511ar.

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This article examines the experiences of adolescents in Canada during the Second World War through a case study of Kitchener-Waterloo Collegiate and Vocational School (K.C.I.) in Kitchener, Ontario. Although many prewar school activities remained a significant part of the student experience at K.C.I., the war impacted the students’ daily lives in ways specific to adolescents who attended school during this time period. Through their participation in various initiatives for the war effort, largely divided along gendered lines, students at K.C.I. contributed towards “school spirit” and developed a sense of responsibility as a future generation of Canadian citizens. This in-depth study of one Ontario high school in wartime demonstrates that age must be emphasized as a prominent factor in shaping experiences on the home front.
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Dissertations / Theses on the topic "Daily and school experiences"

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Thiel, Gertrud. "Education, daily routine, and prospects of primary school teachers in Haiti." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2009. http://dx.doi.org/10.18452/15877.

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Ausgehend von narrativen Interviews, Beobachtungen und gemeinsamen Erfahrungen während eines interkulturellen Lehrerfortbildungsprojekts im ländlichen Haiti wird in dieser Arbeit ein detailliertes Bild der Lebenswelt ausgewählter haitianischer Grundschullehrer/-innen gezeichnet. Insbesondere wird den Fragen nachgegangen, welchen Hindernissen diese Lehrer/-innen in ihrer eigenen Ausbildung begegneten, welche professionellen und sozialen Herausforderungen ihre alltägliche Berufsausübung mit sich bringt und wie ein genaues Verstehen ihres Hintergrunds und ihres Alltags dazu beitragen kann, sowohl die Qualität ihres Unterrichts als auch ihre sozio-ökonomischen Aussichten zu verbessern. Verspätete und unzureichende Ausbildung, ein geringer Verdienst und herausfordernde Arbeitsbedingungen, sowie weitgehende Vernachlässigung durch den Staat kennzeichnen die Realität dieser Lehrer/-innen. Dennoch zeigen sie Elan und vertrauen auf eine bessere Zukunft. In dieser Studie kommen die haitianischen Lehrer/-innen selber zu Wort. Darüber hinaus wird der Prozess der interkulturellen Kommunikation und Reflexion, der mit einem solchen Projekt und einer derartigen Recherche einhergeht dokumentiert.<br>This study offers a detailed description of selected Haitian primary school teachers’ living and working conditions based on narrative interviews, observations, and common experiences during a cross-cultural in-service teacher training program in rural Haiti. The research is focused on the following questions: What type of obstacles did primary school teachers in rural Haiti encounter in their own education, what professional and social challenges are faced in the daily routines of these teachers, and how can a thorough knowledge of both their backgrounds and the conditions of their current lives help to improve the quality of their teaching as well as their prospects for socio-economic advancement? The reality of these teachers is characterized by a delayed and limited education, low remuneration and challenging working conditions, as well as a more or less complete lack of state support. Nevertheless, they demonstrate vitality and trust in a better future. Central to this study are the Haitian teachers’ viewpoints, but the process of cross-cultural communication and reflection going on during such a program and research is documented as well.
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Downey, Michael John, and res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.

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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).
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McLaughlin, Marc D. "Optimal Parenting Behaviors in Early Adolescents’ Relationships with Numerous Adults: Preliminary Survey Development and Factor Analysis." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1111780797.

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McLaughlin, Marc D. "Optimal parenting behaviors in early adolescents' relationships with numerous adults preliminary survey development and factor analysis /." Connect to this document online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1111780797.

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Thesis (M.A.)--Miami University, Dept. of Psychology, 2005.<br>Title from first page of PDF document. Document formatted into pages; contains [1], ix, 137 p. Includes bibliographical references (p. 108-113).
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Myers, William Osborne V. "Daily Control: Immigrant Experiences with Social Control." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent161866874718439.

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Mirbaha-Hashemi, Fariba. "Measures and Correlates of Daily Spiritual Experiences." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5406/.

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Although a change of religious landscape in America in recent years has been suggested and widely accepted in the social sciences, most studies tend to focus on measures of religiosity and how it is changing. The subject of spirituality and its correlates seem to be mostly ignored. This study utilizes nationally representative data generated for the first time in General Social Survey (GSS) on the subject of spirituality to measure Americans' spirituality and daily spiritual experiences and their most significant correlates. In this study, most Americans (89%) showed to have some degree of spirituality and daily spiritual experiences. Moreover, variables of gender, race/ethnicity, marital status, religious origin, and residence in conservative region when growing up shown to be significant predictors of spirituality.
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Tigre, Diana Martins. "Os saberes pedagógicos no cotidiano de uma experiência formativa em Educação Física." Faculdade de Educação, 2017. http://repositorio.ufba.br/ri/handle/ri/24865.

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Submitted by Diana Martins Tigre (dtigre55@yahoo.com.br) on 2017-12-16T14:51:12Z No. of bitstreams: 1 TESE DIANA FINAL.pdf: 5784260 bytes, checksum: 0dbf6ab6989f3f21e2c2b2d9adfe8d2e (MD5)<br>Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-12-19T16:43:42Z (GMT) No. of bitstreams: 1 TESE DIANA FINAL.pdf: 5784260 bytes, checksum: 0dbf6ab6989f3f21e2c2b2d9adfe8d2e (MD5)<br>Made available in DSpace on 2017-12-19T16:43:42Z (GMT). No. of bitstreams: 1 TESE DIANA FINAL.pdf: 5784260 bytes, checksum: 0dbf6ab6989f3f21e2c2b2d9adfe8d2e (MD5)<br>Capes<br>Trata-se de uma tese sobre a mobilização dos saberes pedagógicos no cotidiano de uma experiência formativa de um curso de licenciatura em Educação Física de uma universidade pública baiana. Teve como objetivo geral compreender como se constituem os saberes pedagógicos na formação inicial em EF e, como objetivos específicos, caracterizar o PIBID no contexto das políticas de formação, analisar se os futuros professores de EF identificam seus saberes pedagógicos e identificar os saberes pedagógicos mobilizados pelos futuros professores de EF. A pergunta norteadora da pesquisa é: Como os saberes pedagógicos vêm sendo mobilizados pelos futuros professores de EF na experiência do PIBID? Toma-se como referência a epistemologia da prática, a teoria dos saberes docentes e a sociologia da experiência. Para tanto, realizamos um estudo de caso qualitativo, de inspiração dialética e que investigou a formação e as práticas pedagógicas de 9 (nove) futuros professores que participam de um projeto do curso de Licenciatura em EF durante três (3) anos. Os futuros professores de EF foram acompanhados neste processo formativo, desde a sua preparação para o ingresso na escola campo até a realização de suas atividades na escola. Foram realizadas observações sistemáticas das práticas pedagógicas dos futuros professores de EF, com elaboração de um diário de pesquisa, e entrevistas semiestruturadas. Após a recolha das informações, as mesmas foram organizadas, analisadas e discutidas. A tese se constitui a partir de três eixos norteadores: a caracterização do PIBID, a identificação e mobilização dos saberes pedagógicos pelos futuros professores de EF e o cotidiano da experiência formativa, que se inscrevem em 7 (sete) capítulos. Primeiro, no qual apresenta-se a implicação do autor, o objeto de estudo, sua problematização, seus objetivos e a relevância social e científica da pesquisa. Segundo, onde expõe-se a fundamentação teórica e delineiam-se os conceitos de partida. Terceiro, aborda-se como se deu a investigação dos saberes pedagógicos. No quarto capítulo, faz-se a caracterização do PIBID. No quinto capítulo, trata-se da identificação e da mobilização dos saberes pedagógicos nas práticas de ensino dos futuros professores de EF. O sexto capítulo versa sobre o cotidiano da experiência formativa. Por fim, no sétimo capítulo, elabora-se uma síntese dos resultados da pesquisa e são traçadas as considerações finais.<br>RÉSUMÉ Cette thèse s’agit d’un travail sur la mobilisation des savoirs pédagogiques dans la formation de la carrière de Licence Éducation Physique (LEP) d’une université publique de Bahia, au Brésil. Elle a eu pour l’objectif principal: comprendre comment se sont construits les savoirs pédagogiques dans la formation initiale de LEP; et pour les objectifs spécifiques, ou secondaires: caractériser le PIBID (Programme Institutionnel de Bourses pour l’Initiation à l’Enseignement) dans les contextes politiques de formations, analyser si les futurs professeurs de l’Éducation Physique (EP) ont reconnu leurs savoirs pédagogiques et identifier les savoirs pédagogiques mobilisés pour les futurs professeurs de LEP. La question de recherche qui guide ce travail c’est: Comment les savoirs pédagogiques sont mobilisés pour les futurs professeurs de Éducation Physique dans le système du PIBID? L’épistémologie de la pratique, les théories des savoirs pédagogiques et la sociologie de l’expérience ont été adoptées comme cadre de référence pour décomposer la question du thème de la thèse. Un étude de cas de caractéristique qualitative, basé sur l’inspiration dialectique qui a examiné la formation et les pratiques pédagogiques de neuf (09) futurs professeurs contributeurs d’un projet de académique dans la faculté de LEP pendant trois (03) ans, a été formalisé pour la réalisation de la thèse. Les futurs professeurs ont été suivis dès leurs préparation pour les stages comme des enseignants jusqu’à leurs activités dans les écoles. Des observations systématiques de leurs pratiques pédagogiques, l’élaboration d’un journal de l’observation et des interviews demi-structurés ont été réalisé au fils du travail pour le regroupement, l’organisation, l’analyse et les discutions de ces informations. La thèse est constituée pour trois parties: La caractérisation du PIBID, l’identification et la mobilisation des savoirs savoirs pédagogiques pour les futurs professeurs et la routine de l’expérience formative, structurée dans sept chapitres. Le premier chapitre présente les implications de l’acteur, l’objet de l’étude, sa nature problématique, ses objectifs et sa valeur sociale et scientifique. Le deuxième chapitre sont exposés la base et les concepts théoriques. Le troisième chapitre s’adresse aux sujets de l’investigation des savoirs pédagogiques. Le quatrième chapitre caractérise le PIBID. Le cinquième s’agit de l’identification et la mobilisation des savoirs pédagogiques dans la pratique de l’enseignement des futurs professeurs de la Licence Éducation Physique. Le sixième chapitre, à son tour, présente la routine de l’expérience formative. Le septième et dernier chapitre, synthétise les résultats de la recherche et conclut le travail en présent les considérations finales.<br>ABSTRACT This doctoral dissertation is about how the pedagogical knowledge is supported during a formative experience in a daily school life on the Physical Education (PE) Teacher Program at Federal University of Bahia (UFBA – Brazil). It mainly aims to understand how pedagogical knowledge is established in PE initial formation and, as specific goals, to enable the Institutional Scholarship Initiative Program (PIBID) in training context policies, to analyze if the future PE schoolteachers can point out their pedagogical knowledge, and to identify the pedagogical knowledge supported by future PE school teachers. The research guiding question is: how is pedagogical knowledge supported by future PE school teachers during PIBID program? The epistemology of practice, the teacher knowledge theory, and the sociology on teaching experience are taken as references. A qualitative and dialectical research methods were used to investigate the training and pedagogical practices of nine school teachers who are engaged in the PE project during a three-year course. The future PE school teachers were followed during the whole formative process, and their pedagogical practices were made through systematic observations, which resulted in a research journal, and semi-structured interviews. The data collected were organized, analyzed and discussed. The dissertation consists of three guiding axes: the PIBID program description, the identification and pedagogical knowledge application supported by the future PE school teachers and a daily school formative experience, which are presented in seven chapters. The first chapter includes the author’s implication, the object of study, its problematization, its goals and the social and scientific relevance of the research. The second and the third chapters point out the investigation of pedagogical knowledge and the way how it happened, respectively. The fourth chapter describes the PIBID program. The fifth chapter deals with the identification and the pedagogical knowledge supported by the future PE school teachers in their teaching practices. The sixth chapter is about the daily school formative experience. Finally, the last chapter shows the research results and the final considerations.
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Hahn, Elizabeth. "Daily Experiences of Older Adults with Mild Cognitive Impairment." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4060.

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Rationale and study aims: Persons with mild cognitive impairment (MCI) experience declines in everyday functioning and cognitive performance greater than what is experienced in normal aging but less than that of dementia. Daily stress and daily memory complaints associated with cognitive deficits may contribute to greater psychological distress in the day-to-day experiences of persons with MCI. However, research examining the occurrence of daily stressors, daily memory complaints and psychological distress in MCI is limited, and it is not clear how the daily processes of stress and affect in persons with MCI compare to cognitively healthy older adults. This dissertation examined the occurrence of daily stressors, daily memory complaints, retrospective and daily well-being in persons with MCI compared to cognitively healthy controls. Main analyses examined whether daily stressors and daily memory complaints were associated with worse daily affect in MCI participants compared to controls, and whether increased daily stress was associated with a greater number of memory complaints. Methods: The study used a short-term repeated measures design, and included MCI and control participants recruited from a university-based memory clinic. The interviews consisted of a baseline interview and up to eight consecutive days of brief daily phone interviews. The interviews included both retrospective and daily measures of psychological well-being, daily stressors, daily memory complaints, and open-ended questions about daily experiences. Results: Persons with MCI reported a greater number of daily memory complaints and worse psychological distress, as measured by both retrospective and daily reports. There were no significant differences between MCI and control participants, however, in the frequency of daily stressors. In both unadjusted and adjusted analyses, on days when a participant reported more daily stressors, they had higher negative affect. The stress-negative affect relationship was stronger for MCI participants compared to controls. MCI and control participants who reported more memory complaints, on average, had higher negative affect. Discussion: Daily stressors were disproportionally associated with greater psychological distress in MCI participants as compared to cognitively healthy controls. Interventions targeting the potential distress associated with daily life may be beneficial for psychological well-being in persons with MCI. Future research should examine other potential mechanisms of distress in daily lives of persons with MCI in order to inform relatives and caregivers of persons with MCI, clinicians who give diagnoses to their patients, and individuals providing community support for individuals living with MCI.
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Khambaty, Tasneem. "Variability in daily experiences of mood and its correlates." Connect to resource, 2009. http://hdl.handle.net/1811/37271.

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Beveridge, Margaret Elizabeth. "A phenomenological inquiry into mothers' experiences of daily family rituals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ55613.pdf.

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Books on the topic "Daily and school experiences"

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Chinaka, Francis. The school of God's presence: How to make the presence of God a daily experience. Xulon Press, 2010.

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Life cycle: Classroom activities for helping children live with daily change and loss. Zephyr Press, 1993.

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Macdonald, C. A. School-based learning experiences. Human Sciences Research Council, 1990.

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Pennington, M. Basil. Daily we touch Him: Practical religious experiences. Doubleday, 1990.

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Pennington, M. Basil. Daily we touch Him: Practical religious experiences. Sheed & Ward, 1997.

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Cathy, Clemons, and Montgomery April 1955-, eds. Daily preschool experiences for learners at every level. Gryphon House, 2008.

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Experiences in music. 3rd ed. Prentice Hall, 1995.

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C, Gega Peter, ed. Concepts and experiences in elementary school science. 2nd ed. Macmillan Pub. Co., 1994.

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The art of teaching: Experiences of school. Routledge, 2009.

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Apling, Richard N. Postsecondary educational experiences of high school graduates. Congressional Research Service, Library of Congress, 1991.

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Book chapters on the topic "Daily and school experiences"

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Miller, David. "School Experiences." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_351.

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Miller, David N. "School Experiences." In Encyclopedia of Quality of Life and Well-Being Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_351-2.

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Almarode, John T., Katy Campbell, and Cheryl Lamb. "Implementing Daily Learning Experiences." In Inclusive Teaching in the Early Childhood Science Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-7.

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Almarode, John T., Katy Campbell, and Cheryl Lamb. "Implementing Daily Learning Experiences." In Inclusive Teaching in the Early Childhood Science Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-9.

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Almarode, John T., Katy Campbell, and Cheryl Lamb. "Implementing Daily Learning Experiences." In Inclusive Teaching in the Early Childhood Science Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-8.

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Almarode, John T., Katy Campbell, and Cheryl Lamb. "Implementing Daily Learning Experiences." In Inclusive Teaching in the Early Childhood Science Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-5.

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Almarode, John T., Katy Campbell, and Cheryl Lamb. "Implementing Daily Learning Experiences." In Inclusive Teaching in the Early Childhood Science Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-6.

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Zapata-Sepúlveda, Pamela. "Borders, Space, and Heartfelt Perspectives in Researching the “Unsaid” about the Daily Life Experiences of the Children of Migrants in the Schools of Arica." In International Perspectives on Autoethnographic Research and Practice. Routledge, 2018. http://dx.doi.org/10.4324/9781315394787-16.

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Kawaji, Ayako. "Daily Life Writing in school." In Educational Progressivism, Cultural Encounters and Reform in Japan. Routledge, 2017. http://dx.doi.org/10.4324/9781315666198-8.

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Smyth, Emer. "School Climate." In Students' Experiences and Perspectives on Secondary Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_4.

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Conference papers on the topic "Daily and school experiences"

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Seredenciuc, Nadia-Laura. "Certainty and Uncertainty in Education - A Contemporary Challenge for Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/31.

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This study is a reflection on educational reality based on certainty and uncertainty coordinates. Exploring the significance of the binomial reality, generated by the different degrees of certainty, perceived by the actors involved in teaching, the article proposes a few acting options, in order to develop an appropriate orientation of the teacher training process, in a contemporary society marked by the “certainty of uncertainty”. Embracing the unknown, coping with unfamiliar situations, reflecting constructively on one’s own mistakes, as part of a teacher daily activity, are generated by a genuine positioning towards uncertainty in education, raising it from the status of a problem to the hypostasis of an opportunity. Mapping uncertainty through resilience, building confidence in experiencing doubt, reshaping learning by daring to approach dilemmas and stepping out of inaction can be viewed as valid alternatives in developing a professional self in a changing environment. That claims a rethinking of teacher training in terms of developing abilities for sustaining appropriate responses and a proper understanding of the relationship between certainty and uncertainty in education, having the intention of building quality learning experiences. The concepts of choice and change are about to conquer the ideas of standards and stability in educational context as proofs of a renewed approach in order to delineate core drivers of human development in contemporaneity. That is why rethinking teacher training needs to focus on articulating the reflective practicing with experiencing a constant change, integrating the multiplicity of opportunities in a supportive learning environment for developing a global competence, in order to respond effectively to the contemporary challenges.
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Gomes, Cláudio, Josue Da Silva, Marco Leal, and Thiago Nascimento. "3A: mAchine learning Algorithm Applied to emotions in melodies." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10450.

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At every moment, innumerable emotions can indicate and provide questions about daily attitudes. These emotions can interfere or stimulate different goals. Whether in school, home or social life, the environment increases the itinerant part of the process of attitudes. The musician is also passive of these emotions and incorporates them into his compositions for various reasons. Thus, the musical composition has innumerable sources, for example, academic formation, experiences, influences and perceptions of the musical scene. In this way, this work develops the mAchine learning Algorithm Applied to emotions in melodies (3A). The 3A recognizes the musician’s melodies in real time to generate accompaniment melody. As input, The 3A used MIDI data from a synthesizer to generate accompanying MIDI output or sound file by the programming language Chuck. Initially in this work, it is using the Gregorian modes for each intention of composition. In case, the musician changes the mode or tone, the 3A has an adaptation to continuing the musical sequence. Currently, The 3A uses artificial neural networks to predict and adapt melodies. It started from mathematical series for the formation of melodies that present interesting results for both mathematicians and musicians.
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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.
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Hodoshima, Nao. "Correlation Between a Questionnaire About Noise-Induced Hearing Loss and SPL of Portable Music Players of High School and University Students." In ASME 2012 Noise Control and Acoustics Division Conference at InterNoise 2012. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ncad2012-1412.

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The risk of noise-induced hearing loss has been increased for young generations. Several studies pointed out that one reason is listening to digital audio players with a sound pressure level that leads to damage to hearing. This study conducted a questionnaire on 209 high school and university students living in Tokyo about their current situation regarding noise-induced hearing loss. The questionnaire includes the frequency of earphones/headphones usage, noise exposure, self-reported hearing conditions and hearing-related lifestyle. This study also measured A-weighted equivalent sound pressure levels of digital audio players that the students have with normal playback volume. The results showed that more than 90% of the subjects use earphones/headphones, and about 50% use them daily. 58% of the subjects use them while commuting, meaning that they listen to music in noisy trains and buses. 16% of the subjects reported that they have experienced hearing problems such as tinnitus symptoms and listening difficulties, but none of them have sought medical advice. The measured sound pressure level varied from 40 to 90 dBA, and 15% of the data was over 80 dBA. The results show the need for showing young people the importance of hearing protection and prevention of noise-induced hearing loss.
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Alomari, Mahmoud, Omar F. Khabour, Karem Alzoubi, and Mohammad Z. Darabseh. "Sleeping Habits during COVID-19 Induced Confinement." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0293.

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The COVID-19 pandemic has impacted daily life activity, lifestyle, and well-being. Sleep was shown to be affected by many physical and psychological factors such as quality of life, psychological wellbeing, and levels of physical activity. In the current study, changes in sleep quality during COVID-19-induced confinement among adults was investigated. Subsequently, the current study examined sleep changes during COVID-19 using social media venues among adults in Jordan. A total of 1846 participants were recruited in the study, of which &gt;92% reported a variety of confinement procedures such as self-quarantine, physical distancing, banning of public events, school closure, and lockdown. Additionally, the majority of the participants (53.1%-59.4%) reported an increase in most of the sleep parameters except a decrease (49.1% of the participants) in daytime sleep. Age and obesity seemed to contribute to the changes in sleeping hours while age contributed to sleep disturbance. Moreover, change in daytime sleeping was related to age, gender, and job type while the change in nighttime sleeping hours was associated with age, obesity, and job type. In conclusion, multiple factors, namely, age, gender, income, and job type, seemed to play a role in sleep quality during COVID-19-induced confinement. The majority of the participants experienced an increase in sleep disturbance, nighttime sleeping, sleeping hours as well as a reduction in daytime sleeping. Thus, intervention programs and strategies are warranted to further improve sleep among adults during the current and future disease-induced confinement.
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Ditta-apichai, Morakot, Ulrike Gretzel, and Uraiporn Kattiyapornpong. "DAILY DEALS CONSUMPTION: A ROLLER COASTER OF EMOTIONAL EXPERIENCES." In Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.02.03.03.

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Jimenez, J. C., Natalia Romero, and David Keyson. "Capturing patients’ daily life experiences after Total Hip Replacement." In 5th International ICST Conference on Pervasive Computing Technologies for Healthcare. IEEE, 2011. http://dx.doi.org/10.4108/icst.pervasivehealth.2011.246022.

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O’Driscoll, Josh. "Re-shaping Irish universities: The application of Self-Determination Theory to an entrepreneurial education policy." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.29.

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“Entrepreneurs are heroes in our society. They fail for the rest of us….. Courage (risk taking) is the highest virtue. We need entrepreneurs.”Nassim Taleb (2018: p36 &amp; p189) – Skin in the Game: Hidden Asymmetries in Daily Life. Drucker (1985) states that entrepreneurship is neither a science nor an art, but a practice. Therefore, this paper works with the assumption that entrepreneurship can be nurtured. The skills and competencies that a deeper learning around entrepreneurship can bring has the potential to make all students more creative individuals. Unfortunately, according to Eurostat (2019), Ireland is one of the worst countries in Europe for start-ups, lagging behind the E.U. average. Additionally, Entrepreneurship Education at School in Europe (2015) found that Ireland was the country with the lowest percentage of young people that have started their own business. Is our education system failing to equip our youth with skills and competences needed for entrepreneurship? If this is the case, Ireland needs to implement a policy that can change this, before Ireland becomes even more dependent on multinational/foreign companies for economic growth and employment. Other countries have shown that learning “for” and “about” entrepreneurship can bring many more benefits than just business formation ideas (Bager, 2011; EU Expert Group, 2008). Even if one does not value entrepreneurship, or has no interest in being an entrepreneur, the skills and competences learned will help every individual, regardless of their career choice. This paper argues that introducing an entrepreneurial education policy in Ireland could reap massive benefits moving forward. This paper aims to carry out three tasks: 1. To outline an entrepreneurial and enterprise education policy that increases students’ autonomy of their own learning experiences. 2. To present a convincing argument of why Ireland should implement this policy moving forward. 3. Recommend plausible and practical actions in order to implement such a policy in Ireland. This paper is structured as follows: the theory section outlines the Self-Determination Theory that serves as the theoretical backbone for this argument. Evidence of Good Practise presents evidence to back up the need for such a policy and possible solutions towards the improvement of entrepreneurship education. This will build on the theory presented in the Method Section. Conclusions summarises the argument presented and highlights future lines of research.
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Wang, Yangting, and Yongxia Yu. "Gain Experiences from Process Improvement in School." In 2009 Fifth International Joint Conference on INC, IMS and IDC. IEEE, 2009. http://dx.doi.org/10.1109/ncm.2009.137.

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Vitiello, Veronica, Gigliola Ausiello, Luisa Di Nardo, and Gianfranca Mastroianni. "“CONSTRUCTION SITES SCHOOL”: EXPERIENCES OF PROFESSIONAL TEACHING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1519.

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Reports on the topic "Daily and school experiences"

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. University of Iowa Public Policy Center, 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, et al. Student Experiences of School Climate in the Iowa City Community School District 2017. University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, et al. Student Experiences of School Climate in the Iowa City Community School District 2018. University of Iowa Public Policy Center, 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Bruch, Sarah K., Austin Adams, Sean M. Finn, and Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/h26q-oc79.

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Gregory P. Wilson, Gregory P. Wilson. The DIG Field School: Hands-On Paleontology Experiences for K-12 Science Teachers. Experiment, 2013. http://dx.doi.org/10.18258/0158.

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Heeren, Tessa, Austin Adams, Natalie Veldhouse, and Sarah K. Bruch. Iowa City Community School District LGBTQ Student Experiences Multi-Stakeholder Task Force Report. University of Iowa Public Policy Center, 2018. http://dx.doi.org/10.17077/a2g1-zzlf.

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DeJardin, Thomas. Assessment of subjective experiences of boys entering the community from a correctional school. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.486.

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Gilbert, Kara. Youth Voices of Bounty and Opportunity: High School Students' Experiences With Food and Community. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.302.

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Reif, R. J., and C. R. Lock. Program to enrich science and mathematics experiences of high school students through interactive museum internships. Office of Scientific and Technical Information (OSTI), 1998. http://dx.doi.org/10.2172/674612.

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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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