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Relevant bibliographies by topics / Early School Experiences

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Academic literature on the topic 'Early School Experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Early School Experiences"

1

Pratt, Chris, and Alison F. Garton. "Early Literacy Development and School Entry." Australian Educational and Developmental Psychologist 5, no. 1 (1988): 16–20. http://dx.doi.org/10.1017/s0816512200025773.

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In this paper we wish to put forward the argument that when one is considering the development of literacy in children, it is essential to consider both spoken and written language within the same integrated perspective. We also intend to argue that examining literacy from this perspective implies educators must meet the challenge of avoiding major discontinuities of experience for children. Further, given the large individual differences in children's development, we argue that the actual age of school entry is of little inportance. Of far greater importance is the provision of educational programmes that take account of the different experiences of individual children.

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.

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Laverick, DeAnna M. "Starting School: Welcoming Young Children and Families into Early School Experiences." Early Childhood Education Journal 35, no. 4 (2007): 321–26. http://dx.doi.org/10.1007/s10643-007-0201-8.

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Potter, Gillian, and Freda Briggs. "Children Talk about their Early Experiences at School." Australasian Journal of Early Childhood 28, no. 3 (2003): 44–49. http://dx.doi.org/10.1177/183693910302800308.

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Pignon, Baptiste, Pierre A. Geoffroy, Axelle Gharib, et al. "Very early hallucinatory experiences: a school‐based study." Journal of Child Psychology and Psychiatry 59, no. 1 (2017): 68–75. http://dx.doi.org/10.1111/jcpp.12780.

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Santos, Sofia A., Cosmin Nada, Eunice Macedo, and Helena C. Araújo. "What do young adults’ educational experiences tell us about Early School Leaving processes?" European Educational Research Journal 19, no. 5 (2020): 463–81. http://dx.doi.org/10.1177/1474904120946885.

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What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults’ descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students’ motivations and needs.

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Mahony, Linda, Leigh Disney, Sara Griffiths, Helen Hazard, and Georgie Nutton. "Straddling the divide: Early years preservice teachers’ experiences working within dual policy contexts." Australasian Journal of Early Childhood 45, no. 2 (2020): 183–96. http://dx.doi.org/10.1177/1836939120918501.

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This study explored the lived experiences of 20 Australian early childhood preservice teachers while on practical experience placement and examined the factors that informed their pedagogical experiences when working across both prior-to-school and school settings. Transcripts from interviews were analysed using grounded theory-informed methodology. Findings highlighted that preservice teachers’ prior experiences, and their experiences during placement, shaped their perspectives and pedagogical decisions when working across the two education contexts. Findings showed a disparity between preservice teachers’ practical experiences on placement in prior-to-school and school settings. Understanding the discontinuities for early childhood preservice teachers between the two education environments is instructive for theoretical knowledge, content design of tertiary degrees and the support needed for successful transference of skills and induction into early childhood teaching contexts. Close work with industry partners is needed on mentorship and explicit application of early childhood technical knowledge in differing curricula environments.

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Hansen, Laurie E. "Early Childhood Corner: ABCs of Early Mathematics Experiences." Teaching Children Mathematics 12, no. 4 (2005): 208–12. http://dx.doi.org/10.5951/tcm.12.4.0208.

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Children begin to develop mathematical thinking long before they enter school. This acquisition occurs in a very natural way as children interact with the environment and their caregivers. Everyday experiences often lend themselves directly to learning mathematics. Planning meals, taking a bath, reading together, playing, and experiencing daily excursions are just a few examples of the daily opportunities children have to count, recognize shapes and numbers, and play with volume and measurement. Nurturing children's natural curiosity about, and aptitude in, mathematics at an early age is of utmost importance. A little encouragement can go a long way. Lozano and Medearis (1997) point out that young children's early experiences should be hands-on and meaningful.

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Schaefer, Mary Beth, and Lourdes M. Rivera. "Educational Experiences That Matter to Seniors Graduating From an Urban Early College High School." Urban Education 55, no. 3 (2016): 448–75. http://dx.doi.org/10.1177/0042085916654526.

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Preparing underrepresented students in urban settings for college and career is the focus of this study: Nine students graduating from a diverse, urban early college high school describe their experiences. Using narrative inquiry methods, conversations from nine students are examined to uncover crucial points of convergence: all nine engaged in self-awareness, developed relationships with people, looked toward the future, embraced school as a place of learning, and experienced school as “family.” Powerful experiences unique to each student are also highlighted. From students themselves, researchers and educators can learn what it takes to graduate high school ready for college and career.

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Dissertations / Theses on the topic "Early School Experiences"

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Ahmad, Jamal F. "Arab American Children’s Early Home Learning Experiences." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321118162.

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Chisholm, David Andrew. "The early experiences of a governing board in Quebec /." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79752.

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Since 1998, school governing boards have been Quebec's answer to the trend towards school-based management. This study investigates the experiences of two parent representatives on a school governing board and a school board administrator in the early years of Quebec's effort to decentralize educational governance. The literature suggests that school-based management can be found in various degrees, but that it is not always successfully implemented. Obstacles related to school-based management include how school governing boards are composed, how their powers are defined, and the nature of their relationship with their school boards. Evidence from the three participants suggests that these obstacles may threaten the credibility of school governing boards. The study concludes with recommendations for improving the effectiveness of school governing boards in Quebec.

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Stucker, Marcus Hutchinson Sandy. "Missouri kindergarten teachers' perceptions of early childhood experiences." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6621.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Sandy Hutchinson. Vita. Includes bibliographical references.

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Logan, Muriel L. "Creating educational experiences through the objects children bring to school." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21152.

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The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from home to early childhood setting doors. By jointly engaging with John Dewey’s view that worthwhile educational experiences are developed through interactions and continuities, the pedagogic practices of twelve early childhood practitioners and the view that each child-initiated object episode could be viewed as part of a child’s experience this research aims to better understand practitioners’ development of educational experiences through their responses to the objects forty children voluntarily brought to school. In support of this aim three research questions focused on 1) what objects children brought? 2) what practitioners said and did with the objects? and 3) what practice similarities and differences were visible across two consecutive age groups: 3-5 year olds in a nursery (preschool) and 5-7 year olds in a composite Primary 1/2 class (formal schooling)? During an eight month period in 2009 data were collected by classroom observations, collection of photographic images and practitioner interviews in a government-funded, denominational, early childhood setting in a Scottish village school. Data were analysed for the physical and social properties of children’s objects, practitioner’s pedagogic practices when engaging with the brought-in objects and similarities and differences in object-related classroom behaviours as epitomised in the relationships in each classroom. The findings were that practitioners made use of three main pedagogical practices when engaging with children’s brought-in objects: transforming objects into educational resources, shaping in-school object experiences and building a range of relationships around these objects. While the broad patterns of practice used in both classrooms were similar the details of practice showed underlying framings of children and their futures were different in each classroom. It is argued that what Dewey’s views offer, in the context of these findings, is a theoretical framing of experience that opens new possibilities for practitioner’s individual and group reflections on their current practices and collaborative practice development. His is one of the languages of experience available as practitioners and policy makers around the world grapple with educational questions.

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Alharbi, Sara Abdullah. "Immigrant Children's Perspectives of Books that Share Stories of Early School Experiences." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752399/.

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Guided by the importance of children's voices and perspectives, this study aims at finding the immigrant children's perspectives of books that share stories of early school experiences of immigrant children. Before working with children, there was a careful selection process and analyzing of the three picture books chosen for the study using critical content analysis and childism lenses. The participants are three Arab immigrant children at the age of 6 who are bilingual and attended school in the U.S for one year, at least. With acknowledgement to reader-response theory, the data collection process started with an introductory home visit, followed by three individual interactive read-aloud sessions using interviews, audio records, and observations. The data collection involved field notes of non-verbal responses of the participants and these notes supported analysis of the eight transcripts. Thematic analysis is used in analyzing the data of each story, followed by identifying finding themes across all three stories. The seven themes found across all three stories are discussed in the final chapter and include: Children can have empathy for characters, understand social injustices in the stories, be agents to change injustice in the stories, and are curious about different cultures. The children's personal stories shared during this research are the most valuable outcome because they reflect the real experiences of those most affected by the research topic. The study also explains how listening to immigrant children's personal stories is an act that supports justice and helps to fight against any kind of prejudice those children might face. The study emphasizes that children have the ability to engage in sophisticated conversations about themselves and their life experiences through the use of appropriate tools combined with believing in the children's rights.

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Brown, Yolanda Seabrooks. "Early Childhood Educator Experiences Building Relationships with Families in Military-Connected Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1994.

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Early childhood educators working to establish and maintain productive parent-teacher relationships are essential to the success of school-community partnerships in military- connected schools. The purpose of this study was to seek understanding of what early childhood educators had experienced while working with military families. Epstein's model of school, family, and community partnerships provided the conceptual framework for this study. The questions that guided this case study were designed to explore how early childhood educators established and maintained relationships with military families. Data collection consisted of semi-structured interviews with 8 early childhood educators in military-connected schools. Inductive data analysis was used to code the data initially and then to determine these 5 themes: (a) educators used many methods to communicate with families; (b) parent involvement was influenced by educator communication, family life, and school culture; (c) deployments impacted student achievement; (d) strong community resources were deemed necessary; and (e) military children benefitted from having resilient educators. Participants believed timely training addressing the unique needs of military families would be advantageous. A 3-day professional development for early childhood educators was developed to incorporate the findings of this study. School districts implementing the professional development for early childhood educators in a strong school, family, and community partnership will result and will lead to positive social change by increasing the academic achievement, emotional wellbeing, and social welfare of children of military families attending military-connected schools.

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Campbell, Maria. "Psychosocial experiences of early adolescent girls in a private school setting / M. Campbell." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9499.

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Early adolescent girls in a private school setting are in a vulnerable state on account of their gender, transitional developmental phase and a combined array of modern-day expectations and challenges. With many private schools expecting a 100% pass rate from their students, issues of competitiveness and achievement pressure may become prevalent. Research has shown that early adolescent girls are more susceptible to psychosocial problems than boys as well as girls of other ages, putting them more at risk of the effects of performance pressure, academic stress, depression and anxiety. Early adolescent girls’ vulnerability due to the impact that puberty has on their self-esteem as well as the fact that they are easily influenced by the opinions of others, causing them to be highly sensitive to the approval of others, may be compounded by pressures of the private school. The purpose and aim of this study was therefore to explore and describe the lived experiences of early adolescent girls in a private school setting so as to gain a deeper understanding of such experiences. In following this it was hoped that the study would offer the girls a ‘voice’ as well as create awareness of how they can be better supported in terms of their psychosocial development and well-being. The study was not viewed from one specific theoretical perspective but rather took into consideration various theories of development while undertaking the literature review, in order to gain a broader orientation of the subject at hand. The current literature with regard to the key concepts of the study formed part of the overview of the study. A qualitative approach was followed so as to understand the unique, true meaning of the girls’ experiences. A case study design allowed for a holistic, in-depth study of the social phenomenon at hand. The participants were ten early adolescent girls in Grade 7 in a private school in Northern Johannesburg who volunteered to take part in the study with the informed consent of their parents. The data obtained were viewed in line with an interpretive descriptive paradigm, which allowed the phenomenon to be studied through a ‘subjective lens’ while allowing for the formation of various realities. A deeper understanding of such realities in terms of the girls’ interpretations of their lived experiences was obtained through the data collection methods of semi-structured in-depth interviews, collages, confidential letters, journal Psychosocial experiences of early adolescent girls in a private school setting entries, field notes and researcher reflective notes. In combination with the researcher’s interpretation, this led to a richer, co-constructed, description of the girls’ experiences. The interpretive description allowed for the emergence of thematic patterns which revealed the findings of the study. The findings confirm that the girls are experiencing pressure to attain and maintain the high standard of the school. The findings further confirm that such pressures are increased by the early adolescent girls’ vulnerable developmental phase which places them in need of greater positive support from teachers, peers and parents to maintain healthy psychosocial development. The findings show that perceived rejection from peers and teachers has a negative effect on the girls’ self-concept. The findings further reveal that in considering the girls’ well-being they should be given a voice and be respected in their authentic uniqueness. Recommendations were made for the school to investigate the establishment of ‘mindfulness workshops’ to be run at the school, with the outcome that parents, teachers and students further develop skills in ways of supporting the girls’ healthy psychosocial development.<br>Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

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Brenner, Rose K. "Early College High School: Hispanic Students’ Perceptions and Experiences From a Texas Campus." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115053/.

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Early college high school (ECHS) is a dual enrollment program that allows high school students to earn college credits while in high school. ECHS was developed with the intention of attracting students to pursue a 4-year college degree, especially students who might not attend college without intervention. The program targets students from low-income families, students who have low academic achievement, and students from minority groups including Hispanics, African Americans, and Native Americans. The purpose of this study was to explore the perceptions and opinions of Hispanic students about their experiences in an ECHS, and to better understand how their ECHS experiences affected motivation to engage in academics. The expectancy theory and college-going culture provided the theoretical framework for this case study. Semi-structured interviews captured the experiences of the participants. The study focused on 10 Hispanic students, 5 seniors and 5 juniors, enrolled at an ECHS located on a community college campus in Texas. The study found that students with higher motivation to work at high school and college courses had several reasons for choosing to attend ECHS. The reasons included a chance to earn a high school diploma and associate’s degree simultaneously, free college tuition, and an accelerated program to get through college. The students also identified rewarding outcomes for completing college. Those outcomes included satisfying career, personal satisfaction, ability to provide for their family and making their family proud as the first high school graduate and college attendee. One student had a lower motivation to work at high school and college work. He chose to attend ECHS to seek more freedom than a traditional high school. He was not certain about graduating from high school and doubtful about college graduation. This study contributes to the ECHS literature by providing details on students’ experiences at an ECHS. Using the qualitative method of an interview allowed the researcher to discover the richer picture of students' experiences.

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Sloan-Oberdier, Shirley Marie. "WORKING ALONGSIDE A THERAPY DOG: A PHENOMENOLOGICAL STUDY OF SCHOOL COUNSELORS’ EXPERIENCES." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent152218955581129.

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Ozgun, Ozkan. "The relationship of novice Turkish early childhood education teachers' professional needs, experiences, efficacy beliefs, school climate for promoting early childhood learning, and job satisfaction." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Books on the topic "Early School Experiences"

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1951-, Anderson Lesley, ed. Opting for self-management: The early experiences of grant-maintained schools. Routledge, 1992.

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Rathbun, Amy H. From kindergarten through third grade: Children's beginning school experiences. National Center for Education Statistics, U.S. Dept. of Education, Institute of Education Sciences, 2004.

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Office, General Accounting. Private management of public schools: Early experiences in four school districts : report to Congressional committees. The Office, 1996.

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Rontogianni, Marianna. Music in the early years: The home-school interchange in musical experiences. typescript, 1994.

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Education, Marino Institute of, ed. Hear my voice: A longitudinal study of the post-school experiences of early school leavers in Ireland. Marino Institute of Education, 1997.

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Young children and participation at the start of school: Making sense of early education experiences. Routledge, 2009.

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Gardecki, Rosella. Order from chaos?: The effects of early labor market experiences on adult labor market outcomes. National Bureau of Economic Research, 1997.

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Education, Marino Institute of, ed. Listening and learning: A study of the experiences of early school leavers from the inner city of Dublin. Marino Institute of Education, 1994.

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Lamb, Stephen. The initial work and education experiences of early school leavers: A comparative study of Australia and the United States. Australian Council for Educational Research, 1999.

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Sexton, J. J. Transition from school to work and early labour market experience. Economic and Social Research Institute, 1988.

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Book chapters on the topic "Early School Experiences"

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Abry, Tashia, Michelle Taylor, Manuela Jimenez, Megan E. Pratt, and Jennifer LoCasale-Crouch. "Continuity and Change in Low-Income Children’s Early Learning Experiences Across the School Transition: A Comparison of Head Start and Kindergarten Classrooms." In Kindergarten Transition and Readiness. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90200-5_4.

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Kohlenbach, Margarete. "Religion, Experience, Politics: On Erich Unger and Walter Benjamin." In The Early Frankfurt School and Religion. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230523593_5.

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Hourcade, Juan Pablo, Daiana Beitler, Fernando Cormenzana, and Pablo Flores. "Early OLPC Experiences in a Rural Uruguayan School." In Mobile Technology for Children. Elsevier, 2009. http://dx.doi.org/10.1016/b978-0-12-374900-0.00011-9.

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Kowalsky, Michelle. "School Librarian Experiences of Learning Management Implementation." In Advances in Library and Information Science. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9034-7.ch008.

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This case will describe a school librarian's experiences in assisting the faculty and staff of a public high school as they attempted to adopt school-wide learning management system. A compelling example of change management, this initiative describes solutions to challenges common to many types of schools and libraries. This installation served as a local and early solution in developing teachers' skill in online learning management and asynchronous communication with students outside of school hours. Details include the conditions and procedures of the Moodle implementation, the leadership philosophies which facilitated collaboration, and the change dynamics at the school which led to a successful outcome.

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Smith, Howard L., and Kalpana Mukunda Iyengar. "“Respectful” Home-School Relationships." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4712-0.ch014.

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This study uses a phenomenological approach to analyze interviews of minoritized parents about their perceptions of “respectful” and “disrespectful” experiences with school personnel. Holistic content analysis of the parental interviews revealed several themes that indicated a pervasive “deficit discourse” within public school communities serving minoritized youth. This list includes the heritage language or cultural practices of English language learners (ELLs), immigrants, and people of color. As parents recounted their experiences with school personnel, it appeared that—even when queried about their personal associations with the school—many parents calibrated their relationship based on their perception of the treatment their children were receiving from school personnel. Findings suggest that culturally affirming learning environments are not necessarily universal and that many educators lack the disposition or training to provide culturally efficacious pedagogy.

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Gaines, Cherie B. "Middle School Instructional Practices." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7057-9.ch001.

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As middle school students, typically aged 10-14, begin to navigate a new world after elementary school, not only does their environment change but so do their specific learning needs. When defining the middle school philosophy, it is important to recognize the need for higher order thinking skills. To meet this need and to utilize developmentally responsive instructional strategies, middle school teachers face the daily challenge of designing learning experiences for the classroom. In this chapter, the author discusses a study investigating middle school teachers' espoused beliefs about appropriate instructional strategies and the actual strategies used in their schools. Characteristics of developmentally responsive instructional strategies, including blended learning, are also described.

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Gordon, Maria. "Parents as Advocates for Children with IBD at School." In Advances in Early Childhood and K-12 Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9452-1.ch007.

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Inflammatory Bowel Disease (IBD) is an “invisible” chronic illness, which is largely internal without significant observable external symptoms. Children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as side effects from the medications. As a result, they necessitate special accommodations while they are in school. The Quebec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. A case study conducted by Gordon (2013) with five families that participated in individual, semi-structured interviews revealed that families with a child with IBD functioned relatively well. These outcomes are contrary to the literature on families of children with disabilities. However, in Quebec public schools, parents and their children experienced teachers who lacked awareness of IBD and who provided insufficient classroom support. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child's behalf. This chapter will present the parents' school experiences and conclude with practical recommendations for teachers and families.

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Gordon, Maria. "The School Experiences of Children with Inflammatory Bowel Disease." In Advances in Early Childhood and K-12 Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9452-1.ch001.

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Are the special needs of students with a chronic disease such as inflammatory bowel disease (IBD) being met at school? A qualitative case study conducted by Gordon (2013) with six youth with IBD between seven to 18 years of age were interviewed. Individual interviews were performed to explore their perceptions of their school experiences. Research conducted from the student's perspective is sparse and this study aimed to hear the student's school stories first hand. The chapter reveals the findings from the study and provides an overview of the Quebec school system and the evolution of educational reforms that were amended for the purpose of accommodating students with special needs. The value in seeking students' points of view regarding their education is also discussed. The chapter concludes with recommendations made by students for educators teaching in inclusive classroom settings.

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King, Svetlana M., and Laurence Owens. "The Schooling Experiences of African Youth From Refugee Backgrounds in South Australia." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch074.

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African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling; English language skills; Australian schooling challenges and support; family support, academic achievement; and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.

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Christenson, Lea Ann, Janese Daniels, Judith Cruzado-Guerrero, Stephen T. Schroth, Marisa Dudiak, and Ocie Watson-Thompson. "Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings Through Professional Development School Experiences." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch054.

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Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

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Conference papers on the topic "Early School Experiences"

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Hourcade, Juan Pablo, Daiana Beitler, Fernando Cormenzana, and Pablo Flores. "Early olpc experiences in a rural uruguayan school." In Proceeding of the twenty-sixth annual CHI conference extended abstracts. ACM Press, 2008. http://dx.doi.org/10.1145/1358628.1358707.

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Tibu, Speranta. "TRAINING EXPERIENCES ON PREVENTING EARLY SCHOOL LEAVING WITH ROMANIAN TEACHERS AND SCHOOL COUNSELLORS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2140.

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Rosson, Mary Beth, Hansa Sinha, Tisha Hansford, and Jan Mahar. "Offering Early Success Experiences in Software Construction: Experiences Teaching Dynamic Website Development to High School Girls." In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.133.

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Bush, Tamara Reid, Sam Leitkam, and Craig Gunn. "Supplementing Basic Graduate Level Courses With Conference-Based Research Communication Experiences." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14766.

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Two difficulties are commonly identified for early graduate-level students that hinder their growth in the academic community. First, students in graduate school engineering courses find the basic material difficult to relate to real-life problems. Second, early career graduate students have little practice at presenting research in a professional format (e.g. ASME conference).

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.

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Gudmundsson, Bengt, Ulf Nilsson, Ulf Linder, Sergey Shukin, Igor Afanasiev, and Valery Kostege. "Experiences From the Joint Development of the GTX100 Turbine Blading." In ASME 1998 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/98-gt-201.

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The GTX100 is the most recent industrial gas turbine in the ABB fleet. The development of the GTX100 turbine blading was a joint project involving four companies. A thorough evaluation of various design requirements resulted in the selection of a single shaft three-stage turbine configuration. The cooling techniques employed for the blading are based on the knowledge from the Russian school of design for gas turbines. These techniques have been verified by a considerable amount of experimental data and field experience over a number of years. To incorporate western manufacturing methods, western suppliers were introduced at an early stage in the development. Most of the engineering development of the turbine blading was carried out in Russia. In order to achieve efficient cooperation between Russia and Sweden, specialists from both companies were stationed at alternating companies. The verification of the turbine design is divided into two steps. The first step is cold and hot component testing and the second is the overall engine testing.

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Balgord, Elizabeth, Carie M. Frantz, Marek Matyjasik, Adolph Yonkee, and Richard L. Ford. "A MULTIFACETED APPROACH TO INCREASING DIVERSITY IN GEOSCIENCES: HIGH SCHOOL CONCURRENT ENROLLMENT, SUMMER BRIDGE, COMMUNITY ENGAGED LEARNING, AND EARLY RESEARCH EXPERIENCES." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-323012.

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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.

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Morrone, Michelle Henault, and Yumi Matsuyama. "BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end143.

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This research is part of a long-term study focused on the redesign of pre-service early teacher education based on observations of schools that use a multicultural inclusive model. The Swedish school highlighted in this research provides a case study in how international standards are appraised by education stakeholders (researchers, educators, the local community, etc.) and then transformed into curricula in local practice. The key to this Swedish approach is the emphasis on democratic values in education. This gives the educators at the preschool in question a traditional “Swedish” basis for their progressive efforts to rise to the challenges presented by their multicultural student body, challenges they meet by creating a warm and welcoming atmosphere for all members of the school community, students, teachers, and parents alike. The goal is to make each person feel valued and included in the educational process. The emphasis is on inclusivity for all, whatever their background, religion or socio-economic status. The approach of the Ringmuren Forskolan is presented as a potential model for institutions that have the responsibility of preparing pre-service teachers for their work in an increasingly multicultural world.

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Azzouz, M. Salim, and Jan Brink. "Twists and Turns of a Senior Design Project." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66194.

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Teaching senior design courses and labs has not been an easy task for the two authors. It has been rather a daunting working task associated with great learning experiences. It was decided early on from the initiation of the mechanical engineering program at the McCoy School of Engineering at Midwestern State University that the senior design project within the senior design class is a testing and enriching experience for senior mechanical engineering students as well as the teaching faculty. The senior design course and labs are conducted as a research experience for undergraduate students and their assigned faculty. The proposed senior project spans over two semesters, fall and spring, where the students experience a full mechanical engineering related project from the inception phase, through the design and construction phases, and finishing with the testing and analysis phases. The inception phase stands essentially for the brainstorming phase where the students are required to come-up with a set of diverse solutions to their assigned project problem. The design and construction phases stand for choosing an optimal particular solution for their problem according to a set of defined criteria. Then, the students start the preliminary design phase with related cost estimation, and then finalize the design with a set of final drawings. After the design phase, the students start building a machine, an apparatus, a prototype or putting together the elements of a process. In this period they work intensely, with their faculty, the purchasing department, and mostly the department machinist, or the surrounding town machine shops. The testing and analysis phase stands for designing an experimental set-up, writing a testing procedure, and obtaining real time recorded data and proceeding with its analysis. In this technical paper, the authors talk about the requirements for a senior project known as the deliverables, the teaching tools used throughout the class work and labs, the students’ partial and final PowerPoints presentations and weekly and final reports. The authors describe the students overall achievements, and the archiving of the projects. Additionally, the authors talk about the twists and turns encountered during a senior project, with students, other faculty, the machinist, the lab technician, the secretary, and suppliers, and other difficulties experienced in running a full project with real final products. Finally, the authors talk about the aftermath of a senior project, eventual publications related to the project, and what is the view point of the American Board of Engineering and Technology (ABET) on these senior projects.

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Reports on the topic "Early School Experiences"

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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.

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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Jane Wilbur. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/slh.2020.006.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.

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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Wilbur Jane. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/slh.2020.012.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.

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Ambitious Mashups: Reflections on a Decade of Cyberlearning Research. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/105.

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This report reflects on progress from over eight years of research projects in the cyberlearning community. The community involved computer scientists and learning scientists who received NSF awards to investigate the design of more equitable learning experiences with emerging technology—focusing on developing the learning theories and technologies that are likely to become important within 5-10 years. In early 2020, the Center for Innovative Research in Cyberlearning's team analyzed the portfolio of past and current project in this community and convened a panel of experts to reflect on important trends and issues, including artificial intelligence and learning; learning theories; research methods; out-of-school-time learning; and trends at NSF and beyond.

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