Relevant bibliographies by topics / Home schooling College students

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

Academic literature on the topic 'Home schooling College students'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Home schooling College students"

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Langenkamp, Amy G., and Nicole Perez. "Latinx/White Differences in Postsecondary Trajectories: The Role of Parents’ Preferences." International Journal of Contemporary Education 3, no. 1 (2020): 23. http://dx.doi.org/10.11114/ijce.v3i1.4750.

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As postsecondary schooling expands, stratification in attainment persists along ethnoracial lines. We build on current research investigating ethnoracial differences in the transition to college by interrogating parents’ preference for their child’s residence during college. We extend research in two ways. First, we predict whether parents’ live-at-home preference is associated with behavior at multiple points in the college-going pipeline. Second, we investigate whether the effect of parents’ live-at-home preference differs by ethnoracial group. Results suggest that students whose parents pre
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Yang, Chunjiang, Aobo Chen, and Yashuo Chen. "College students’ stress and health in the COVID-19 pandemic: The role of academic workload, separation from school, and fears of contagion." PLOS ONE 16, no. 2 (2021): e0246676. http://dx.doi.org/10.1371/journal.pone.0246676.

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The COVID-19 pandemic has unhinged the lives of people across the globe. In particular, more than 30 million Chinese college students are home-schooling, yet there is little understanding of how academic workload, separation from school, and fears of contagion lead to a decrease in their health. This study examined the relationships between Chinese college students’ three critical stressors and two types of health in the COVID‐19 pandemic context. We used a three-wave lagged design with a one-week interval. All the constructs were assessed by self-report in anonymous surveys during the COVID‐1
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Mohl, Emily K., Bethany M. Tritz, Ella B. Doud, Emilia G. Galchutt, and Michele J. Koomen. "Making Sense of Monarchs." American Biology Teacher 83, no. 7 (2021): 428–35. http://dx.doi.org/10.1525/abt.2021.83.7.428.

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We use the population decline of the monarch butterfly as a central phenomenon to support data analysis and scientific argumentation skills and to motivate inquiry and content learning in intermediate college-level biology courses. Students practice analyzing population trends, critically evaluate scientific articles that debate the causes and implications of those trends, and interpret data using key biological concepts in evolution and ecology. Students learn how to evaluate and reconcile conflicting information and use evidence and scientific reasoning to develop arguments about how communi
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Mireille, NDJE NDJE. "Helping Adolescents Exposed to Dangers: A Support Experience in Cameroonian Schools." Journal of Health Care and Research 2, no. 1 (2021): 46–51. http://dx.doi.org/10.36502/2021/hcr.6188.

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Adolescent problems constantly evolve due to societal and demographic factors and the changes taking place in adolescents. Supporting adolescents in schools is an enriching and fulfilling experience. This complex work allows us to see not only the wealth of skills, diverse perspectives, resilience and motivation adolescents display during their schooling process, but also the difficulties they encounter in the process. From 2008/2009 to 2017/2018 academic year (10 years), 2,916 students from form one to upper six in a college in Cameroon, with various requests was supported. Adolescents were s
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Wilder, Lynn, David Sanon, Cecil Carter, and Michael Lancellot. "Narrative Ethnographies of Diverse Faculty in Higher Education: “Moral” Multiculturalism among Competing Worldviews." Journal of Ethnic and Cultural Studies 4, no. 2 (2017): 1. http://dx.doi.org/10.29333/ejecs/76.

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Since the Civil Right Movement in the United States, African Americans and other diverse students have forged through “integrated” educational systems to terminal graduate degrees. Some studies suggest racial integration in U. S. schools made White participants less prejudiced toward others, although the data showed that after schooling, many Whites again lived (and still do) in segregated neighborhoods with separation in places of employment, churches, and social groups (Wells, Holme, Revilla, & Atanda, 2004). One diverse participant in this study asked whether, after decades of integrati
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Belfield, Clive R. "Modeling school choice: A comparison of public, private-independent, private-religious and home-schooled students." education policy analysis archives 12 (June 29, 2004): 30. http://dx.doi.org/10.14507/epaa.v12n30.2004.

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U.S. students now have four choices of schooling: public schooling, private–religious schooling, private–independent schooling, and home-schooling. Of these, home-schooling is the most novel: since legalization across the states in the last few decades, it has grown in importance and legitimacy as an alternative choice. Thus, it is now possible to investigate the motivation for home-schooling, relative to the other schooling options. Here, we use two recent large-scale datasets to assess the school enrollment decision: the first is the National Household Expenditure Survey (1999), and the seco
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Huriyah, Huriyah. "MENUMBUHKAN SIKAP SOSIAL MELALUI PEMBELAJARAN IPS PADA PESERTA DIDIK SD HOME SCHOOLING PRIMAGAMA BANJARMASIN." Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah 9, no. 2 (2019): 75. http://dx.doi.org/10.18592/aladzkapgmi.v9i2.3273.

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Abstract This study aims to foster social attitudes through social studies learning in students at Banjarmasin Primagama Home Schooling. The researcher used qualitative research method. Data collection techniques were field observations, interviews, documentation, and triangulation. Data analysis in this study used an interactive model analysis, namely data reduction, data presentation, and conclusion. Based on the results of the study, it can be seen (1) that social studies learning at Banjarmasin Primagama Home Schooling can foster students' social attitudes by teaching instructors to provid
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Reinhiller, Noell, and Gloria Jean Thomas. "Special Education and Home Schooling: How Laws Interact with Practice." Rural Special Education Quarterly 15, no. 4 (1996): 11–17. http://dx.doi.org/10.1177/875687059601500403.

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Home schooling has been part of the American education system since this country's beginning. In reviewing the history of home schooling and accompanying legislative action, there is a definite trend by state legislatures to liberalize laws related to home schooling. Students with disabilities, however, pose significantly greater challenges for parents who choose home schooling and have created a new area of litigation in the last 20 years. After summarizing statutes in the rural states of North Dakota and Minnesota, this article discusses several cases to illustrate the refinement of the inte
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Bin Abdul Hakim, Muhammad Kamal, Romdani Romdani та Dian Priandini. "ترقية نتيجة تعلم النحو باستخدام طريقة دورة الألعاب الجماعية في المدرسة المنزلية شعائر الله بيكاسي". LISANIA: Journal of Arabic Education and Literature 3, № 2 (2019): 180–97. http://dx.doi.org/10.18326/lisania.v3i2.180-197.

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The purpose of this research was to know the enhancement of learning results of Arabic grammar by using the Teams Games Tournament method in 10th grade at Home Schooling Sya'airullah Bekasi. The method used was the classroom action research with the study the student of Home Schooling Sya’airullah Bekasi 10th grade which amounted to 40 students as the sample. The research was conducted at Home Schooling of Sya’airullah Bekasi in March - April 2019. The classrom action research was conduct by using the Kemmis and Mc Taggart cycle model through four stages: planning, action, observation and refl
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Bonham, L. Adrianne, and Jo Ann I. Luckie. "TAKING A BREAK IN SCHOOLING: WHY COMMUNITY COLLEGE STUDENTS STOP OUT." Community College Journal of Research and Practice 17, no. 3 (1993): 257–70. http://dx.doi.org/10.1080/0361697930170306.

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Dissertations / Theses on the topic "Home schooling College students"

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Bolle, Mary E. "Transitional issues experienced by first-year college students who graduated from high school in a home-school setting." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345333.

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A growing number of home-schooled students enter the nation's colleges and universities each year. Tinto (1988, 1993) presented a foundational model of how students transition from high school to college. In this model, students travel through three stages: separation, transition, and incorporation. Few studies have examined the transitional issues home-school students encounter as they begin their first year of college. This study, at a midsized public university in the Midwest, examined the transitional issues experienced by first-year college students who graduated from high school in a hom
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Kellum, LaNell Bagwell. "A study of Mississippi community and junior college dual enrollment collaboration practices with secondary schools and parents of home-schooled students." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06022009-194909.

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Koonce, Jeffrey B. "The transitional experience of home-schooled student entering public education how can public schools better serve the home-schooled student's transition to public education /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4777.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.
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SanClemente, Jeanine L. "College Transition Experiences of Homeschooled Women." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2880.

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During the past 40 years, the U.S. homeschooling population rose exponentially. The results of homeschooling need to be studied further so that parents, legislators, and higher education leaders can make prudent and well-informed decisions regarding homeschooled students. No studies have been completed that focus on the unique experiences of homeschooled women as they transition to college in terms of academics, forming new relationships, and individuating from their families. The purpose of this phenomenological study was to explore academic and relational processes during the transition to c
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Ashford, Rebecca Lynn. "Home School Versus Other Applicants to Postsecondary Institutions: Admission Policies and In-Depth Analysis." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3213.

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In this study, 94 colleges and universities in Florida were surveyed to determine what their admission policies were for home school applicants. Forty-six colleges responded to the survey. The results of the survey were analyzed to determine if there was a pattern of acceptance based on institution type--public, private, or proprietary. Further, the admission policies were analyzed to determine the extent to which they complied with the National Center for Home Education's (NCHE) recommend college admission policies for home school applicants. The researcher found that public colleges were mor
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Williams, William Patrick. "Students' Perceptions of Bullying after the Fact: A Qualitative Study of College Students' Bullying Experiences in Their K-12 Schooling." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29864.

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Today students confront more than writing, reading, and arithmetic in school. Students witness and participate in various forms of bullying at an alarming rate. As educators we must help create an environment that is conducive for all students to learn. This study examines college studentsâ definitions and perceptions of incidents of bullying that they witnessed, or where they were the victim or perpetrator. Through 41 in-depth interviews and utilizing the constant comparative method of analysis, themes were identified including reasons students bully and are bullied, such as: weight, size,
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Paynter, Christine, and n/a. "A profile of the away from home Year 12 college student in the A.C.T." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.

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Questionnaires were administered to 118 Secondary College students in the A.C.T. to obtain quantitative data about the students' self perception, about their friendship groups, their relationships with the other members of their family, their attitudes to their education and their employment experiences and expectations. The data also identified away from home students and at home students. The data obtained from these two student groups was analysed. The away from home group of students were then interviewed individually and qualitative data analysed for recurring themes and a profile of the
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Kong, Yi Tung. "The Percentage of Acculturation of International College Students." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542392868361753.

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Reynolds, Molly A. "Trapped in Transition: Examining first-semester college students’ discursive struggles about home and school." UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/8.

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The study examines how messages to, from, and concerning home may impact first-semester college student retention. The current study extends previous retention research in several ways. Rather than collect data regarding retention after students drop out, this study analyzed free write responses of 135 participants while they were enrolled in 15 sections of CIS 110 (Composition and Communication I) throughout the course of the Fall 2010 semester. Using relational dialectics theory (RDT) (Baxter & Montgomery, 1996) as a sensitizing framework, this study identified three discursive struggles and
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Reynolds, Laura Melissa. "The impact of student financial aid on undergraduate degree completion /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144475.

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Books on the topic "Home schooling College students"

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Dixon, Jill J. The complete career, college, and high school guide for homeschoolers: Includes middle school through adult. Diagnostic Prescriptive Services, 2007.

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McKee, Alison. From homeschool to college and work: Turning your homeschool experiences into college and job portfolios. Bittersweet House, 1997.

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Carneiro, Pedro. The evidence on credit constraints in post-secondary schooling. National Bureau of Economic Research, 2002.

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Cameron, Stephen V. Borrowing constraints and the returns to schooling. National Bureau of Economic Research, 2000.

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Byers, David P. College-prep homeschooling: Your complete guide to homeschooling through high school. 2nd ed. Mapletree Publishing Company, 2012.

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Amy, Sedaris, ed. Home studio home, Providence, RI. AMMO, 2008.

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Barrow, Lisa. Do returns to schooling differ by race and ethnicity? Federal Reserve Bank of Chicago, 2005.

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Lines, Patricia M. Homeschooling, resources for parents and students. U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Lines, Patricia M. Homeschooling, resources for parents and students. U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Lines, Patricia M. Homeschooling, resources for parents and students. U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Book chapters on the topic "Home schooling College students"

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Riddle, Stewart, and David Cleaver. "Finding Myself at Music Industry College." In Alternative Schooling, Social Justice and Marginalised Students. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58990-9_3.

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Wania, Christine E. "Towards an Understanding of College Students’ Perceptions of Smart Home Devices." In Distributed, Ambient and Pervasive Interactions. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21935-2_6.

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Chen, Wenyi. "A Study on College Students’ Self-regulated Online Learning in the Home Study Context." In Communications in Computer and Information Science. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4594-2_16.

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Cocchiola, Christine M. "COVID-19 and Sheltering in Place: The Experiences of Coercive Control for College Students Returning Home." In Essential Clinical Social Work Series. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61442-3_9.

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Zhang, Jingyun. "What Happens After Adolescents Leave Home? The Development of Young Adults’ Brand Purchasing Patterns: The Case of College Students." In Creating and Delivering Value in Marketing. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11848-2_8.

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Nicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal." In Social and Economic Vulnerability of Roma People. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.

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AbstractThe schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.
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Frønes, Tove Stjern, Andreas Pettersen, Jelena Radišić, and Nils Buchholtz. "Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_1.

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AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, &amp; Moos, 2014). The model is based on a concept ofEducation for All, where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, &amp; Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has or whether someone has physical disabilities (Blossing et al., 2014; Quaiser-Pohl, 2013). Some special features of the Nordic system are therefore deeply embedded in the school culture in the countries, for example, through the fact that access to free and public local schools and adapted education is statutory, which is in contrast to many other countries, even other European ones (further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). The Nordic model is widely considered a good example of educational systems that provide equal learning opportunities for all students. Achieving equity, here meaning the creation of fairness, is expressed concretely in political measures to distribute resources equally and strengthen the equality of marginalised groups by removing the barriers to seize educational opportunities, for example, when mixed-ability comprehensive schools are created or the educational system is made inclusive regarding students with special needs (UNESCO, 1994; Wiborg, 2009). Equality is roughly connoted with ‘sameness in treatment’ (Espinoza, 2007), while equity takes further in consideration also the question of how well the requirements of individual needs are met. Thus, the goal of equity is always linked to the concept of justice, provided that an equality of opportunities is created. If, however, one looks at individual educational policy decisions on the creation of educational justice in isolation, one must weigh which concept of equity or equality is present in each case. For example, it is not enough to formally grant equal rights in the education system to disadvantaged groups, but something must also be done actively to ensure that marginalised groups can use and realise this equality. The complexity of the terms becomes even greater when one considers that to achieve equality, measures can be taken that presuppose an unequal distribution of resources or unequal treatment and, therefore, are not fair e.g., when resources are bundled especially for disadvantaged groups and these are given preferential treatment (will be further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). Thus, equality and equity rely on each other and are in a field of tension comprising multiple ideas (Espinoza, 2007).
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Offidani-Bertrand, Carly. "Importance of a Critical Mass." In Campus Counterspaces. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501746888.003.0007.

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This chapter turns to the role of racial-ethnic identity-based campus organizations in helping or hindering students to manage feelings of being othered. Upon arrival on campus, racial-ethnic minority students find themselves dramatically outnumbered by White students, taught by largely White professors, and learning about White historical figures and artifacts. Because of the segregated nature of American K–12 schooling, this shift into suddenly being racially-ethnically outnumbered can be a significant challenge to campus integration. Mounting feelings of social isolation add an additional layer of stress atop an already difficult transition. Away from home for the first time, many minority students feel culturally lost as they begin their new life as college students. Students' perspectives on being othered ranged from feeling that their peers appreciated their differences to feeling stereotyped as the sole representative of their group. The extent to which they had counterspaces helped them process those feelings and celebrate their differences as diversity.
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Bennett, Peggy D. "Rethinking student success." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0004.

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In today’s education, occupational (economic) life is the focus of our attention. We want every child to succeed, and this has come to mean that every child should be pre­pared for college and the sort of work that requires a col­lege education. What of all the children who will become bus and truck drivers, retail sales clerks, appliance repair people, construction workers, materials handlers, heavy equipment operators, railway engineers and conductors, house painters, plumbers, bakers, farm workers, beauti­cians, postal workers, cooks, waiters, hotel clerks, house and office cleaners, auto mechanics and sales people, dog and horse groomers, telephone/ electric line work­ers, prison guards, hospital attendants, grounds keepers, maintenance workers, managers of laundromats and dry cleaning shops, installers of burglar alarms, carpet layers, window washers, steel workers, fishermen, sailors, cater­ers, cashiers, chimney sweeps, roofers, makers of china and glassware, decorators, musicians, florists, entertainers, moving men . . . and what would happen to our society if no one were willing to do this work? Do these people represent failures of schooling, or do we fail them when we lead them to believe that only economic success is suc­cess? Teachers and parents can lose perspective when achievement is narrowly defined. What messages are we sending students when grades, test scores, and academic achievement are the criteria for “success” during their twelve plus years of schooling? Many students who struggle in school thrive in their families, communities, and jobs once they leave school. For some, leav­ing school may be the first time they experience real success and a sense of personal, task- related satisfaction. As we teach them and before they leave us, have we given these “non- achieving” students hope that they will have the tenacity to excel? Confidence that they will find their path? Courage to trust their ability to figure it out? Many students struggle with undiagnosed anomalies that limit their capacity to learn school subjects. For those students whose minds cannot adjust to the “book learning” of schools, do we still communicate that we want the best for them? Do we let them know that they are worthy of our support and encourage­ment for their future? Do we let students know they are valued whether or not they meet our academic expectations?
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Hrabowski, Freeman A., Kenneth I. Maton, Monica Greene, and Geoffrey L. Greif. "Parenting and Educating for Success in Math and Science Early Childhood through College." In Overcoming the Odds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195126426.003.0008.

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While the young women we focus on in this book have been successful in general in their schooling, they have achieved at the highest levels, in particular, in mathematics and science. Indeed, strong course work and high grades in mathematics and science courses in high school, along with high SAT scores in math, were among the primary criteria used to admit them to the Meyerhoff Scholars Program. As discussed in the first chapter, education and careers in math and science grow increasingly important in our technologically focused society, and African Americans, particularly African American women, are extremely underrepresented in these fields. To help increase the representation of Black women in math and science careers, it is useful to identify the factors which contribute strongly to academic success in these fields. In so doing, we hope to provide insights that will contribute to the success of future generations of African Americans in these disciplines. In Chapters 2 and 3, the mothers and fathers described a number of ways in which they helped support and encourage their daughters’ academic success, including approaches focused specifically on math and science. In Chapter 4, the daughters described the many ways in which their parents had been helpful and supportive in their academic endeavors overall. In this chapter, we listen as the daughters tell us, in their own voices, tell about those factors that helped them to be successful particularly in math and science. The first section, “The Pre-College Years,” focuses on the initial development and longer-term maintenance of the daughters’ interests in math and science, and the critical roles parents, teachers, and others played. In the second section, “Voices from the Community,” we hear directly from a number of people from the community who have had contact with some of the daughters during their pre-college years. The young women identified these educators, church members, and other community members as playing a significant mentoring role in their lives. These mentors share with us their experiences related to the pre-college math and science pursuits of the young women, as well as other Meyerhoff students, and African American youth more generally.
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Conference papers on the topic "Home schooling College students"

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Jiang, Yumei, Yingya Pu, and Yifan Zhao. "Analysis of College Students' Home Exercise and Mental State during the Novel Corona Pneumonia Epidemic." In IPEC 2021: 2021 2nd Asia-Pacific Conference on Image Processing, Electronics and Computers. ACM, 2021. http://dx.doi.org/10.1145/3452446.3452515.

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Kisné Bernhardt, Renáta, Laura Furcsa, Annamária Sinka, and Rita Szaszkó. "Digitális pedagógiai tapasztalatok tanítóként: lehetőségek a karanténpedgógiában." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.93.

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Az elmúlt évtizedben már számos kutatás bizonyította, hogy a pedagógusok megváltozott feladatai és szerepei, a módszertani kultúra és a komplex szemlélet a digitális kompetencia fejlesztésével párhuzamosan megjelenik (Fehér, 1999; Kirschner-Woperies, 2003; Law, Chow és Yuen, 2005). A tanítási-tanulási folyamat résztvevőiként a pedagógusok is részesei a rendkívüli iramban változó lehetőségeknek, melyek az iskola különböző „valós és virtuális” terein egyre inkább biztosítottá válnak (UNESCO, 2011). 2020 márciusában 6 a koronavírus-járvány miatt bevezetett digitális munkarend által – korábban még
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Floris, Francesco, Marina Marchisio, Carla Marello, and Lorenza Operti. "Bridge the gap between high school systems with less than twelve years of schooling and European Universities." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9494.

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The phenomenon of globalization that concerns the modern era, pushed by technological evolution, has led to several changes in the field of education. Not only are education policies of the single States adapting by directing towards European models: the possibility for a student to choose a university is increasing all over the world, too. In order to facilitate students who want to enroll at a European university and who come from countries with less than 12 years of compulsory schooling, our University designed the Foundation Programme. This is an additional year that allows to earn 60 ECTS
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Pilatti, Angelina, Adrian Bravo, Yanina Michelini, Gabriela Rivarola Montejano, and Ricardo Pautassi. "Contexts of Marijuana Use: A Latent Class Analysis among Argentinean College Students." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.23.

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Background: Substance use and the association between substance-related variables and outcomes seem to be context dependent. We employed Latent Class Analysis (LCA), a person-centered approach, to identify distinct subpopulations based on contexts of marijuana use. We also examined whether the resulting classes differ in a set of marijuana-related variables that hold promise as potential targets of interventions. Method: A sample of 1083 Argentinean college students (64% women; M age = 19.73±3.95) completed an online survey that assessed substance use and related variables (motives for substan
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Xu, Yuting, and Chongkun Xu. "Research on the Influencing Factors of Returning Home for Employment of Xinjiang Minority College Students Studying in Jiangxi Province." In 8th International Conference on Social Network, Communication and Education (SNCE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.38.

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Qiu, Luying, Mingxia Hao, and Taotao Long. "Role Conflicts at Home: A Qualitative Case Study on College Students’ Online Learning During the COVID-19 Based on the Social Role Theory." In 2021 International Symposium on Educational Technology (ISET). IEEE, 2021. http://dx.doi.org/10.1109/iset52350.2021.00024.

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Qiao, Xin, Xiaofeng Cong, and Xiaojie Gong. "On the Development Status of Rural College Students Returning Home to Start Businesses from the Perspective of Social Network —A Case Study of Town D, City H, Province S." In Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iserss-19.2019.166.

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Qiao, Xin, Xiaofeng Cong, and Xiaojie Gong. "On the Development Status of Rural College Students Returning Home to Start Businesses from the Perspective of Social Network —A Case Study of Town D, City H, Province S." In Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iserss-19.2019.310.

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Hutzel, William J., Daphene C. Koch, Jason M. Kutch, and Rudolf Furter. "Comparison of U.S. and Swiss Homes and Lifestyles." In ASME 2009 3rd International Conference on Energy Sustainability collocated with the Heat Transfer and InterPACK09 Conferences. ASMEDC, 2009. http://dx.doi.org/10.1115/es2009-90136.

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This case study compared U.S. and Swiss homes with the goal of identifying construction practices that are most beneficial in terms of energy efficiency and life cycle costs. The research was a collaboration between the Departments of Mechanical Engineering Technology (MET) and Building Construction Management (BCM) at Purdue University and The Lucerne University of Applied Arts and Sciences (HTA Lucerne) in Switzerland. The first phase of this project compared U.S. and Swiss approaches to low energy residential buildings. Construction costs and annual energy consumption were estimated using h
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Dominici, Laura, and Pier Paolo Peruccio. "Systemic Education and Awareness: the role of project-based-learning in the systemic view." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3712.

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Through the critical analysis of some case studies, this paper intends to investigate different tools useful to the ecological education,to analyse didactic activities which have more influence in the development of an individual and collective awareness and which of them can get closer students to the systemic approach. The systemic design is one of many actors that takes place inside a well-structured social network that presents always more frequently complex problems, which are difficult to solve by the application of linear approach. Always more it's clear that the way applied by the actu
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