Relevant bibliographies by topics / Outside learning

Contents

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

Academic literature on the topic 'Outside learning'

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

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Journal articles on the topic "Outside learning"

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Harries, Judith. "Take learning outside." 5 to 7 Educator 2009, no. 58 (2009): viii—vix. http://dx.doi.org/10.12968/ftse.2009.8.10.44289.

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Duck, Sarah. "Taking learning outside." 5 to 7 Educator 2009, no. 52 (2009): 25–26. http://dx.doi.org/10.12968/ftse.2009.8.4.40387.

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Clark, Catherine. "Taking learning outside." Practical Pre-School 2013, no. 147 (2013): 16–17. http://dx.doi.org/10.12968/prps.2013.1.147.16.

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Dyment, Janet, and Simon Dray. "Learning outside the classroom." Journal of Experiential Education 37, no. 4 (2014): 429–30. http://dx.doi.org/10.1177/1053825914555600.

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Davis, John. "Multiply their learning outside!" 5 to 7 Educator 2008, no. 42 (2008): xix—xx. http://dx.doi.org/10.12968/ftse.2008.7.6.29421.

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Brantley, Ariel. "Learning outside the Classroom." Phi Delta Kappan 95, no. 8 (2014): 74–75. http://dx.doi.org/10.1177/003172171409500818.

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Pryluk, Raviv, and Rony Paz. "Learning outside the box." Proceedings of the National Academy of Sciences 116, no. 31 (2019): 15316–18. http://dx.doi.org/10.1073/pnas.1908871116.

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Gray, Noah. "Learning outside the song system." Nature Neuroscience 11, no. 5 (2008): 533. http://dx.doi.org/10.1038/nn0508-533.

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Darby, Mark. "Learning outside of a classroom." Nursing 44, no. 10 (2014): 69. http://dx.doi.org/10.1097/01.nurse.0000453706.49037.22.

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Marsick, Victoria. "Experience‐based Learning: Executive Learning outside the Classroom." Journal of Management Development 9, no. 4 (1990): 50–60. http://dx.doi.org/10.1108/02621719010003189.

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Dissertations / Theses on the topic "Outside learning"

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Kiddle, Rebecca. "Learning outside the box : designing social learning space." Thesis, Oxford Brookes University, 2011. https://radar.brookes.ac.uk/radar/items/f7b36f17-cf4f-4590-8dd7-e6df3ecfc1d2/1/.

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Social learning theory asserts that learning involves constructing knowledge through dialogue with others. Traditional learning spaces designed with didactic pedagogies in mind are often not flexible enough to cater to the range of social learning activities promoted by educationalists in classrooms today. This thesis investigates the interaction between social constructivist theories of learning and urban design, developing a body of social learning space design theory as well as space design principles which foster social learning in a university setting. The research uses an 'Enquiry by Design' methodology to develop the principles, basing this enquiry on two case studies: (i) a pilot study analysing an existing social learning space; the Simon Williams Undergraduate Centre, and (ii) an ongoing masterplanning project at Oxford Brookes University's Gipsy Lane campus, Space to Think.
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Allison, Chelsea B. "Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157599/.

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The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of how it has helped them in the cognitive and social domains. Data collected were through student and teacher perception surveys, student and teacher perception questionnaires, classroom observations, student focus group discussions, and teacher interviews. Themes that emerged from the data sources were student interactions, students' autonomy in personalizing their learning space, teacher perceptions of comfort in the classroom, and student perceptions of comfort in the classroom. The findings of this study point to four recommendations for educational leaders to ensure the effective implementation of new and dynamic learning spaces: (1) consult and support teacher and students, (2) provide professional development, (3) visit campuses and other learning spaces, and (4) add color. In order for real change to take place, teachers need to enquire about and embrace student preferences and allow for the discomfort that will be present when trying something new. Teachers must be willing to relinquish control of the learning experience for the student in order to allow for possibilities in personalized learning on the part of the student. They must risk initial failure in order to allow for greater successes in the long run.
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Nielsen, Niels Bech. "Using electronic voting systems data outside lectures to support learning." Connect to e-thesis. Move to record for print version, 2007. http://theses.gla.ac.uk/46/.

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Thesis (MSc. (R)) - University of Glasgow, 2007.<br>MSc. (R) thesis submitted to the Department of Computing Science, Faculty of Information and Mathematical Sciences, University of Glasgow, 2007. Includes bibliographical references.
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Taylor, Teresa Brooks, Jamie Branam Brown, and Mary R. Langenbrunner. "Outside the Four Walls: Incorporating Service Learning into the Curriculum." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3469.

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Bosmans, Daniel. "Learning French pronunciation outside the classroom : a sound pedagogical experience?" Thesis, Open University, 2013. http://oro.open.ac.uk/54729/.

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New technologies have revolutionised the way people learn. In language learning, using a web-conferencing system is a relatively new development, and acquiring pronunciation skills in a virtual environment even more so. The central question of this exploratory study is whether learning pronunciation outside the classroom is a pedagogically sound experience. The focus is on learners: their emotions, with a particular emphasis on Foreign Language Anxiety (FLA), and the strategies they use to learn pronunciation on their own and with others in a new on line environment. Macdonald et al. (1994) contended that second language (L2) pronunciation needed more research and over the years, more studies have explored the effectiveness of pronunciation teaching (see Munro and Derwing, 2011; for a review of L2 pronunciation teaching). The present study also looks at L2 pronunciation but investigates the learning of it in a non-conventional setting. The mixed-method research approach in this study, grounded in a post-positivist paradigm, involved two quantitative instruments: a questionnaire and a recorded reading activity of a text; and two qualitative instruments: think-aloud verbal protocols (TAPs) and semistructured interviews. Participants who were involved in every stage of the study were then the object of case studies as these 'can penetrate situations in ways that are not always susceptible to numerical analysis' (Cohen et al., 2003, pI81). The four different sources of data provided multiple perspectives on students' emotions and strategies when working on pronunciation in a vutual learning environment (VLE) or on their own, and these perspectives deepen our understanding of how distance learners can acquire good pronunciation skills outside the classroom.
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MacLeod, Fraser, and Pia Larsson. "Exposure to English outside the Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31838.

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This study attempts to outline the exposure to English language students between the ages of 14 and 16 experience in Swedish schools. Due to the relatively small scope of our study we have limited our parameters and concentrated on two schools with predominantly Swedish pupils. The aim was to establish the nature of English influence on teenagers in Swedish schools and then to examine whether this naturally occurring acquisition of knowledge is utilized in the more formal language learning environment of the classroom.We used a survey to get an overview of our topic and to help us establish patterns and trends of English language exposure amongst our target students. In order to further analyze our topic we conducted two group interviews.Our research shows that English has a great influence on Swedish children though perhaps not as much as we had first anticipated. While receptive acquisition is high, chances to actively produce the language remain low. It is also noted that while different types of English media is in fact utilized in the classroom, it may not be relevant or interesting to the students.
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Lee, Eunsil. "Learning Language and Culture outside the Classroom: Korean Study Abroad Students' Experience." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29577.

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This qualitative study examined seven Korean students' language and culture learning experiences in a study abroad context. The purpose of this study is to gain insight about the processes of students' social interactions and development of communicative competence outside the classroom. My understanding and learning was guided by the framework of various communicative competence models, interactional practices, sociocultural theory, and cultural learning processes. The findings of the study show that participation in outside-the-classroom interactions enhances students' language and culture learning in study abroad situations. However, living or working with native speakers did not necessarily mean that there were meaningful interactions. Social interaction with native speakers was challenging for language learners because of the cultural distances, discontinuity, and conflicts between them. Despite the difficulties in social and cultural interactions in the target culture, active participation in social interactions was still an important factor in language and culture learning. Verbalizing cultural issues such as cultural differences, misunderstandings, and observations of the target culture was an indication of the learners' cultural awareness and development. Students believed that knowledge of grammar was an important factor for successful communication. At the same time, students were anxious about misunderstandings and miscommunication. I found that students easily engaged in interactions with their international peers, and these were less stressful than interactions with native speakers. This peer interaction eventually created opportunities for language learning. Students expected native speakers to correct their errors and to take roles as teachers of the target language even outside the classroom, but they also learned to initiate self-repairs and to ask for help. Engagement is the key to making a good conversation. The underlying condition for engagement is negotiation between two interlocutors to understand meanings.<br>Ph. D.
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Merry, Emma. "Preschoolers’ Social-Emotional Competency and Time Spent Outside of School." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1423310200.

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Ellison-Bourne, Catherine Norah Antonia. "Levelling the playing field and learning outside the box : a study of supported learning in post-compulsory education." Thesis, University of Reading, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.739379.

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The research reported here is a study of learning support in a further education college in the South of England. It arose, firstly, from the researcher’s personal experience as a learning support tutor at the college and as someone with disabilities, who has an extensive experience as a student and tutor in the education system, including herself receiving learning support. It also arose from the broader context of widening participation in post-compulsory education, as well as the important role the further education sector plays in that process and the extent to which it has included many students with disabilities and other disadvantages, which may lead to the need for support. Key questions addressed are the experience of learning support and positive and negative evaluations of that experience in one FE college from the perspectives of supported students, support tutors, and mainstream tutors. Issues of equity and fairness and the idea of a ‘level playing field’ were addressed both through the literature and in the data from the participants. The applicability and value of the ‘post-social’ model of disability was also considered. A wide range of literature has been considered including different arguments about effective approaches to provision, different models of equity and fairness, literature dealing with the social and post-social models and empirical studies of support provision in FE and HE. Data was gathered in one college by means of interviews and questionnaires completed by supported students, support tutors and mainstream tutors. There was also a small scale survey of provision in other colleges to set the context for the detailed study. In general, all three groups were positive about support at the college although many concerns and criticisms also emerged. A general consensus was found in favour of all students having some form of support and has gained ground from the idea of support only being available for assessed/screened learners. The data comparison yielded a fruitful debate concerning the nature and limits of support and how to level the playing field. Mainstream and support tutors and supported students were all concerned about supported learners becoming too dependent. Mainstream and support tutors were concerned about the dividing line between supported and non-supported students and mainstream tutors expressed concerns over coursework and examination concessions being loaded in favour of supported learners. The supported students found coursework support helpful in empowering them with the appropriate skills to enable them to become independent learners and they praised their support tutors and support provision, but were critical of the examination service for failing to make reasonable adjustments for examination concessions. Support tutors raised concerns over testing and targets at the expense of differentiation and individual learning needs. Whilst the remedial/medical model has been replaced by the social/environmental model within learning support provision and practice, there has been a further paradigmatic shift in that, whilst the social/environmental model is still useful for pointing out barriers and how practice may be improved, it has been superseded within support practice by the post-social/individual model which looks at the complexity of individuals’ learning needs and empowers them to provide for their needs in a manner most appropriate for them. Keywords: adjustments, concessions, differentiation, disability, empowerment, equality, fairness, further education, higher education, inclusion, independent learning, learning support, specific learning needs, special educational needs, study skills support, widening participation.
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Ossiannilsson, Ebba, and Alastair Creelman. "From proprietary to personalized higher education - how OER takes universities outside the comfort zone." Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17303.

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Present trends in the mainstream adoption of educational technology coupled to the increased acceptance and adoption of openness in terms of sharing resources and open access force higher education into a radical rethink of its structures and educational strategies. This article examines the current shift in focus from the simple production and sharing of open educational resources (OER) towards wider concepts such as open educational practices (OEP) and cultures (OEC). OER involves mostly educators whereas OEP and OEC demand the commitment of management, administrators and politicians.  This openness is already spawning alternative types of peer-based collaborative learning both inside and outside the formal education system. In particular the increased awareness of the importance of informal learning has raised a clear need for some kind of certification model and the current open badges initiative lead by Mozilla and several US authorities is examined and discussed. In 2011 the OER university partnership announced an innovative approach to combining formal and informal learning by planning to offer credible credentials for students who have acquired the necessary skills through their own learning paths. The road to future higher education may not be entirely behind the campus walls.
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Books on the topic "Outside learning"

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Learning outside the primary classroom. Routledge, 2011.

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Braund, Martin, and Michael Reiss, eds. Learning Science Outside the Classroom. Taylor & Francis, 2004. http://dx.doi.org/10.4324/9780203474044.

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Edwards, Richard, 1956 July 2- and Whittaker Susan, eds. Learning outside the academy: International research perspectives on lifelong learning. Routledge, 2006.

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J, Higgins Peter, and Nicol Robbie, eds. Learning outside the classroom: Theory and guidelines for practice. Routledge, 2011.

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College, Empire State. Evaluating prior college-level learning. Empire State College, State University of New York, 1990.

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College, Sheridan. The prior learning assessment guide. Sheridan College, 1995.

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Prior learning assessment: Principles. Hurtubise HMH, 1995.

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Karen, Miller. The outside play and learning book: Activities for young children. Gryphon House, 1989.

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Let's take it outside!: Teacher-created activities for outdoor learning. Gryphon House, 2012.

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Schutsky, Kim. The ABCs of ecology: An educator's guide to learning outside. Ecology Education, 2006.

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Book chapters on the topic "Outside learning"

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Reimer, Tanja, Isabell Osann, Frauke Godat, and Svenja Mix. "Projektbeispiel «Step Outside»." In Service Learning - Persönlichkeitsentwicklung durch gesellschaftliches Engagement. Carl Hanser Verlag GmbH & Co. KG, 2020. http://dx.doi.org/10.3139/9783446466050.011.

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Dussel, Inés, and Ariel Benasayag. "Digital media production outside the school." In Learning Beyond the School. Routledge, 2018. http://dx.doi.org/10.4324/9781315110318-9.

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Toffoli, Denyze. "Students Outside the System: Informal Learning." In Informal Learning and Institution-wide Language Provision. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37876-9_6.

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Harlen, Wynne, and Anne Qualter. "Providing for learning outside the classroom." In The Teaching of Science in Primary Schools. David Fulton Publishers, 2018. http://dx.doi.org/10.4324/9781315398907-28.

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Mackinlay, Elizabeth. "Living Feminist Pedagogy Outside the Classroom." In Teaching and Learning Like a Feminist. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-678-1_5.

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Sayer, Peter, and Ruth Ban. "Research on learning English outside the classroom." In The Routledge Handbook of Teaching English to Young Learners. Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-28.

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Vered, Karen Orr. "Informal Learning and Media in After-School Care." In Children and Media Outside the Home. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583979_2.

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Pressick-Kilborn, Kimberley. "Project- and problem-based learning and learning outside of the classroom." In The Art of Teaching Primary School Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-9.

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Ison, Miguel, and Sharon Bramwell-Lalor. "Opportunistic Science Teaching and Learning ‘Outside’ the Classroom." In Science Education in the 21st Century. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5155-0_5.

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Blesius, Carl Robert, Pablo Moreno-Ger, Gustaf Neumann, Emmanuelle Raffenne, Jesús González Boticario, and Carlos Delgado Kloos. ".Lrn: E-Learning Inside and Outside The Classroom." In Computers and Education. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-4914-9_2.

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Conference papers on the topic "Outside learning"

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Yi, Gabby, David Kaeli, and Ellen Duwart. "Learning outside of the classroom." In the 2000 workshop. ACM Press, 2000. http://dx.doi.org/10.1145/1275240.1275257.

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Layfield, Colin. "FACEBOOK USAGE OUTSIDE OF THE CLASSROOM." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1122.

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Belkhouche, Boumediene, Heba Ismail, and Fatmah Ramsi. "A Model to Support Outside Classroom Learning." In 2019 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2019. http://dx.doi.org/10.1109/educon.2019.8725153.

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Biezma, María Victoria, Paul Linhardt, and Carlos Berlanga. "TEACHING METHODS OUTSIDE THE CLASSROOM: STUDENT´S EXPERIENCE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2613.

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Birch, Helen, Susan Williams, and Karen Groves. "P-194 Reaching out: volunteer outside service." In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.219.

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Ncube, Sinini Paul, and Hussein Suleman. "Complementing formal learning with mobile technology outside the classroom." In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2014. http://dx.doi.org/10.1109/imctl.2014.7011103.

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Bakkes, Tom H. G. F., Federica Sammali, Nienke P. M. Kuijsters, et al. "Machine learning for classification of uterine activity outside pregnancy." In 2019 41st Annual International Conference of the IEEE Engineering in Medicine & Biology Society (EMBC). IEEE, 2019. http://dx.doi.org/10.1109/embc.2019.8857374.

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Crăciun, Dana, and Mădălin Bunoiu. "Learning science outside the classroom: A summer school experience." In TIM 18 PHYSICS CONFERENCE. Author(s), 2019. http://dx.doi.org/10.1063/1.5090086.

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Ogata, Hiroaki, Li Hui Gan, Makoto Wada, and Yoneo Yano. "Supporting Task Assignments for Language Learning Outside Classroom with Handhelds." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.80.

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Oneci, Andra, and Maria-Magdalena Joița. "Information technologies inside and outside the classroom." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p157-163.

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Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.
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Reports on the topic "Outside learning"

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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously &amp; asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.
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