Relevant bibliographies by topics / Participace studentů

Contents

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

Academic literature on the topic 'Participace studentů'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Participace studentů"

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SEVGİ, Sedef, and Ayten ERDURAN. "Student Approaches Resulting from Integration of Cultural Context into Transformation Geometry." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 174–85. http://dx.doi.org/10.24193/adn.13.2.12.

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Abstract: The purpose of this study is to investigate how students’ in senior grade of the high school participate in and interpret the transformational geometry activities integrated with cultural context. 5 students in senior grade participated in this study, all of whom live in Aydın district of Turkey. The main design of the study is qualitative. Participant students of the study involved in 9 different rotational geometry and culture integrated activities, 7 of which were performed as student activity sheets, 2 of which were performed as cultural games. 2 of the activities were constructed as a result of pilot study applied to 28 senior students by their math teacher. To collect data about how students participated in and made interpretations about the activities; various data collection tools such as observation, field notes, interview, audio recording and student activity sheets were used. The collected data were analyzed by qualitative descriptive analysis techniques. The results were presented as tables, figures constructed by students and direct quotations. Lastly, at the end of this study students were said to recognize the hidden mathematics in the objects from daily life, games with cultural background and history, and both in Turkish culture and other cultures.
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Shuster, Brooke C., Jenny R. Gustafson, Abbie B. Jenkins, Blair P. Lloyd, Erik W. Carter, and Caitlin F. Bernstein. "Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators." Journal of Positive Behavior Interventions 19, no. 3 (October 29, 2016): 143–57. http://dx.doi.org/10.1177/1098300716675734.

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As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators addressing (a) their involvement in their school’s PBIS framework, (b) the ways their students with disabilities participate, (c) potential barriers to such participation, and (d) the topics and avenues through which they desire professional development. Special educators rarely participated in school-wide PBIS teams, reported variability in the extent to which their students with disabilities participated in aspects of the school’s framework, indicated that they implemented some features of the framework in their classroom more than others, and highlighted salient barriers to student involvement. The views and actions of special educators working primarily with students with low-incidence disabilities differed from those of teachers working with students with high-incidence disabilities. We discuss implications for research and practice aimed at enhancing the implementation and impact of school-wide PBIS on students with disabilities.
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Dr. Vishnu Kumar, Dr Vishnu Kumar. "A Study of political Participate of the students at Secondary Level." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 534–39. http://dx.doi.org/10.15373/22778179/dec2013/170.

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Nelson, Michelle L., Kristy Oden, and Laura L. Williams. "Student motivation to participate in asynchronous online discussions." Journal of Nursing Education and Practice 9, no. 9 (May 31, 2019): 6. http://dx.doi.org/10.5430/jnep.v9n9p6.

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Participation in online learning environments, especially in asynchronous discussions, is a crucial component for student engagement in online learning. Learner motivation is associated with student success in the online learning environment. Intrinsic motivation, doing something because it is enjoyable or interesting, is associated with participation in discussion topic choices. External demands, both work and personal, can also affect a student’s intrinsic motivation through altering their control. The purpose of this study was to examine the relationships between motivating factors and student participation in online asynchronous discussions. Post-licensure undergraduate (RN-BSN/RN-MSN) and graduate (MSN) students (N = 350) were distributed an online anonymous survey consisting of ten questions. A response rate of 20% (N = 69) was achieved, with 49% MSN (graduate) students (n = 33) and 51% RN-BSN/RN-MSN (undergraduate) students (n = 36), participating in the survey. Seventy-nine percent of students were employed full-time. Graduate students (65%) and undergraduate students (49%) felt that their motivation to participate in discussions was related to their employment status. Seventy-nine percent of MSN students and 63% of undergraduate students reported that the current demands in their life affected their motivation to participate in online discussions. The majority of students felt that instructor participation in the discussion had no effect on their motivation to participate. When classified into undergraduate and graduate groups, graduate nursing students preferred a choice of discussion topics in which to participate (χ2 = 10.851, p = .004). Providing students with discussion topic choices is associated with intrinsic motivation and increased online discussion participation.
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Whillans, Ashley V., Sally E. Hope, Lauren J. Wylie, Bob Zhao, and Michael J. Souza. "A Program to Improve Student Engagement at Research-Focused Universities." Teaching of Psychology 45, no. 2 (March 23, 2018): 172–78. http://dx.doi.org/10.1177/0098628318762905.

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Promoting undergraduate engagement is an important and challenging obstacle at large research-focused universities. Thus, the current study evaluated whether a peer-led program of student-geared events could improve engagement among a diverse group of psychology students early on in their degrees. We randomly assigned interested second-year psychology students to participate in the program or to a wait-list. As compared to students who were randomly assigned to the wait-list, students who participated in the program attended more extracurricular events during the year, had higher grades, and reported greater feelings of engagement and enhanced skill learning. These data provide initial evidence that a peer-led program of student events can improve student life for psychology students attending large research-focused institutions.
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BARTOŠ, David. "THE EDUCATION BY PRACTICE - THE MULTIMEDIA PROJECT AS A PARTICIPATION OF STUDENT AND TEACHER." Trends in Education 12, no. 1 (December 27, 2019): 12–19. http://dx.doi.org/10.5507/tvv.2019.001.

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Šeďová, Klára, and Zuzana Šalamounová. "Student Participation in Communication as a Product of Teacher—Student Interaction." Lifelong Learning 5, no. 3 (2015): 75–94. http://dx.doi.org/10.11118/lifele2015050375.

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Goal of this study is to explore whether the way of teacher—student interaction influences student’s participation in the educational communication. Research has proved that students participate in the educational communication unevenly and that the level of their participation strongly correlates to their school performance. In this study based on the microanalysis of videorecords of educational communication we show that participation patterns are socially constructed and they are a product of interaction of students and their teachers. We analyze two examples of students with similar characteristics (lower school performance), one of which participates in a very limited way and he is not able to participate in discussions about more difficult topics, the second then participates in a large extent and he is able to introduce new ideas and to formulate sophisticated arguments. On the collected data we show that difference is caused by the different behaviour of their teachers, who differ in the level of assistance provided to the students and also in the way they label the students in communication.
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Dymond, Stacy K., Magen Rooney-Kron, Meghan M. Burke, and Martin Agran. "Characteristics of Secondary Age Students With Intellectual Disability Who Participate in School-Sponsored Extracurricular Activities." Journal of Special Education 54, no. 1 (May 31, 2019): 51–62. http://dx.doi.org/10.1177/0022466919851194.

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This study investigated the relation between grade level, support needs, and use of augmentative and alternative communication (AAC) and the participation of secondary age students with intellectual disability in school-sponsored extracurricular activities. Participants were special education teachers with at least one student with an intellectual disability on their caseload who participated in a school-sponsored extracurricular activity ( N = 498). Data were collected using an online questionnaire sent to members of a national listserv for transition professionals. Teachers reported students participated in a variety of extracurricular activities within the categories of sports/fitness, school clubs, special events, and performing arts. The majority of students participated in activities for less than 3 hr per week and did not participate in activities that only included students with disabilities. Support needs and use of AAC were related to the type of extracurricular activities in which students participated, the amount of time students spent in extracurricular activities each week, and the extent to which students participated in extracurricular activities that only included students with disabilities. Grade-level differences were nonsignificant, except in relation to activities that only included students with disabilities.
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Schellhase, Ellen M., Monica L. Miller, Jodie V. Malhotra, Sarah A. Dascanio, Jacqueline E. McLaughlin, and David R. Steeb. "Development of a Global Health Learning Progression (GHELP) Model." Pharmacy 9, no. 1 (December 24, 2020): 2. http://dx.doi.org/10.3390/pharmacy9010002.

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There has been a steady increase in global health experiential opportunities offered within healthcare professional training programs and with this, a need to describe the process for learning. This article describes a model to contextualize global health learning for students who complete international advanced pharmacy practice experiences (APPEs). Students from University of North Carolina at Chapel Hill, Purdue University, and the University of Colorado completed a post-APPE survey which included open-ended questions about knowledge, skills, and attitudes one week after completing an international APPE. Students were also invited to participate in a focus group. All 81 students who participated in an international APPE completed the open-ended survey questions and 22 students participated in a focus group discussion. Qualitative data from both the survey and focus groups were coded in a two-cycle open coding process. Code mapping and analytic memo writing were analyzed to derive to a conceptual learning model. The Global Health Experience Learning Progression (GHELP) model was derived to describe the process of student learning while on global health experiences. This progression model has three constructs and incorporates learning from external and internal influences. The model describes how students can advance from cultural awareness to cultural sensitivity and describes how student pharmacists who participate in international experiential education develop global health knowledge, skills, and attitudes.
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Islam, Monjurul, Kazi Enamul Hoque, and Mohammed Shamsul Hoque. "Societal Factors of Private Tutoring in English: Evidence from Bangladeshi Higher Secondary Students." Journal of Studies in Education 8, no. 4 (November 26, 2018): 92. http://dx.doi.org/10.5296/jse.v8i4.11890.

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This study used the phenomenological qualitative research design to provide insights into the lived experiences of nine Bangladeshi higher secondary students in mainstream schools to determine the current practices of PT-E phenomenon, that had been motivated them to be enrolled in private tutoring sessions besides their formal schoolings. Each participant participated in one-to-one in-depth semi-structured interview. From nine verbatim transcripts 237 significant statements and four themes were emerged. The data represented that academic credentials, peer pressure, role of English in Bangladesh and parental involvement seem to be highly influential factors that influence school students to participate in PT-E.
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Dissertations / Theses on the topic "Participace studentů"

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Outlá, Martina. "Politická informovanost a participace vysokoškolských studentů: případová studie Fakulty mezinárodních vztahů VŠE v Praze." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-204021.

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My thesis deals with political awareness and participation of students of Faculty of International Relations, University of Economics in Prague. In theoretical part I dealt with models of democracy and the significance of political participation in these models. Afterwards I described political participation tools, especially voter turnout, its decline in Czech Republic and its consequences. In connection with voter turnout I dealt with election campaigns in Czech Republic, especially the negative campaigns, and with the role of mass media in politics. Theoretical part is followed by case study. Its aim is to discover and describe, if the students of Faculty of International Relations are interested in faculty affairs, if they are aware of political situation, if they take part in political participation and what are the factors that influence them the most in decision-making and in their long term political preferences.
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Miller, Ryan C. "Students with physical disabilities and their motivation to participate in extracurricular activities on the Ball State University campus." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1347733.

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The purpose of this study was to qualitatively analyze what motivated students with physical disabilities to get involved in extracurricular activities on the Ball State University campus. Ten students with physical disabilities were asked a series of questions that helped to determine why these students chose to participate.The examination of these data revealed that students with physical disabilities chose to get involved in extracurricular activities in order to meet peers, develop their resume, and gain leadership skills. Recommendations made to encourage more students with physical disabilities to become involved on campus included strengthening Disabled Students In Action, educating the university community, committing to physical access, and developing a specific advertising campaign for the programs most often utilized by these students.
Department of Educational Studies
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Lau, Hang-fong. "A case study on student initiation to participate in classroom teacher-student interaction in secondary school." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553239.

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Varner, Edward Lee. "Why High School Students Participate in Band." Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640288.

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The purpose of this study was to examine the factors that motivate high school students to participate in school band. The relationships between music education, academic success, and social engagement in school were explored. A survey questionnaire and interview questions were used to generate response data from 45 high school band members. Data were gathered, coded, and analyzed using qualitative survey and structured interview design techniques. A systematic approach was used to create a viable narrative that, when added to existing literature, provided a better understanding of the topic for those decision makers struggling to find justifications for how and why band is an important option for high school students. Findings from this study support earlier research and provide a strong case for the claim that many students are intellectually, emotionally, expressively, and musically nurtured by membership in school band. Stress relief was a powerful theme throughout student responses and many students indicated that band was an important place where they were able to build their strongest support relationships. The information acquired from this study provided insight into student perceptions about the value of band participation from environmental, behavioral, and cognitive viewpoints and highlighted the importance of band as a social and emotional support space where students are able to find sanctuary from the stressors of their lives.

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Mitchum, Page Polsladek Williams Lindsey R. "Student motivation to participate in instrumental music." Diss., UMK access, 2007.

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Thesis (M.M.)--Conservatory of Music and Dance--Kansas City, 2007.
"A thesis in Music Education." Advisor: Lindsey R. Williams. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 23, 2008. Includes bibliographical references (leaves 110-114). Online version of the print edition.
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Lau, Hang-fong, and 劉杏芳. "A case study on student initiation to participate in classroomteacher-student interaction in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956476.

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Fisher-Moore, Deborah Lee. "Goals of international exchange : an exploratory study of why American host families participate in international exchange programs." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3569.

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This thesis presents the findings of a descriptive study of goals of international exchange and how they are perceived in terms of relevance by host family participants in homestay exchange programs. The literature of international exchange was examined to identify goals as established and defined by researchers in the field. Experienced exchange coordinators, host families and others were interviewed for their suggestions of additional goals not discussed in the literature. A survey questionnaire was developed and administered to 69 host family members from Tillamook County, Oregon. They were asked to evaluate the importance and achievement of 14 literature-based and 22 non-literature-based goals represented by 43 two-part questions.
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Whitehall, Anna P. "Facilitator and program participant attitudes and beliefs about program evaluation." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/a_whitehall_042108.pdf.

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Bischof, Janine Chere. "Thais Taking Turns: How Thais Participate in Group Work in the American Classroom." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278857/.

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Using Ethnography of Communication, Conversational Analysis, and surveys, Thai students' participation in group work was studied to determine how they interact with native English-speaking students. Issues discussed are: (1) behaviors Thai students display during group work; including comparisons and contrasts to native students' behaviors, (2) prejudices native students have about including Thai students in group work, (3) Thais' strengths and weaknesses in group work, and (4) perceptions native and Thai students and their professors have regarding group work and its importance to successful course completion. The study concludes by recommending ways that both Thai students and their professors can enhance the learning outcomes of courses that heavily emphasize group work.
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Ragusa, Sarah R. "Examining the relationship between group work and students' willingness to participate." Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4104.

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Books on the topic "Participace studentů"

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United States. Bureau of Land Management. Student participant guide. [Washington, D.C.?]: U.S. Dept. of the Interior, Bureau of Land Management, 1994.

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Walters, Brenda A. Requirements for institutions of higher education to participate in federal student aid programs. Hauppauge, N.Y: Nova Science Publishers, 2011.

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United States. Dept. of Education. Office of Student Financial Assistance. Fiscal-operations report and application to participate (FISAP) in the National Direct Student Loan (NDSL) Supplemental Educational Opportunity Grants (SEOG) and College Work-Study (CWS) programs. Washington, D.C: Dept. of Education, Office of Postsecondary Education, Office of Student Financial Assistance, 1985.

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Assistance, United States Dept of Education Office of Student Financial. Fiscal-operations report and application to participate (FISAP) in the National Direct Student Loan (NDSL) Supplemental Educational Opportunity Grants (SEOG) and College Work-Study (CWS) programs. Washington, D.C: Dept. of Education, Office of Postsecondary Education, Office of Student Financial Assistance, 1985.

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United States. Dept. of Education. Office of Student Financial Assistance. Fiscal-operations report and application to participate (FISAP) in the National Direct Student Loan (NDSL) Supplemental Educational Opportunity Grants (SEOG) and College Work-Study (CWS) programs. Washington, D.C: Dept. of Education, Office of Postsecondary Education, Office of Student Financial Assistance, 1985.

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Davis, M. Elaine. How students understand the past: From theory to practice. Walnut Creek, CA: Altamira Press, 2005.

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United States. Dept. of Education. Office of Student Financial Assistance. Fiscal operations report and application to participate (FISAP) in the Perkins loan (formerly National Direct Student Loan (NDSL)), Supplemental Educational Opportunity Grant (SEOG) and College Work-Study (CWS) programs. Washington, D.C: Dept. of Education, Office of Postsecondary Education, Office of Student Financial Assistance, 1987.

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Parliament, Victoria. Inquiry into geographical differences in the rate in which Victorian students participate in higher education: Final report. Melbourne, Vic: Victorian Government Printer, 2009.

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Demidova, A. K. Russian commercial correspondence (for English-speaking students): Russkai͡a︡ kommercheskai͡a︡ korrespondent͡s︡ii͡a︡. Moscow: Russky Yazyk, 1993.

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Man'kovskaya, Zoya. English language for technical colleges. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1033835.

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The textbook is designed to develop students ' skills of analytical, viewing and search reading of General scientific texts, retelling texts based on reference signals, as well as to form grammatical and lexical competencies, the ability to participate in a dialogue on the topic studied, extract information to discuss issues related to the history and current state of physics, biology, computer science, innovation and other areas of knowledge necessary for a modern specialist. It includes a basic course, a grammar workshop, lesson tests, and final tests. Current scientific and technical problems that are widely discussed in the world information space are revealed, which allows the student to maintain a dialogue on current topics of modern science and technology. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For first-and second-year students of technical universities of any orientation.
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Book chapters on the topic "Participace studentů"

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Rose-Munro, Leanne. "Innovative Learning Environments, Are They Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters." In Teacher Transition into Innovative Learning Environments, 151–65. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_13.

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AbstractInnovative learning spaces are a platform primarily designed to support the activity of speaking, listening and learning. However, evidence suggests that nearly 10% of students attending mainstream schools in their local communities have hearing difficulties. This study explores the acoustic potential of innovative learning spaces (ILE’s), and the impact of design affordances in terms of supporting the inclusion of students with hearing difficulties. The study highlights the importance of an acoustic platform that enables opportunity for all to participate in speaking and listening activity. In addition, the importance of student agency, the power to act and contribute to decision-making regarding the use and application of environmental affordances to enable student opportunity, inclusion and successful learning.
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Bergem, Ole Kristian, Trude Nilsen, Oleksandra Mittal, and Henrik Galligani Ræder. "Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?" In Equity, Equality and Diversity in the Nordic Model of Education, 251–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_10.

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AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.
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Fox, Robin. "The Student: Putting on the Masks." In Participant Observer, 115–63. Routledge, 2017. http://dx.doi.org/10.4324/9781351322843-4.

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Carlile, Anna. "Student participant-researchers." In Multilingual Digital Storytelling, 87–105. Routledge, 2016. http://dx.doi.org/10.4324/9781315758220-5.

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Strawson, Hannah, Sue Habeshaw, Trevor Habeshaw, and Graham Gibbs. "Encouraging students to participate." In 53 Interesting Things to do in your Seminars and Tutorials, 47–67. Routledge, 2020. http://dx.doi.org/10.4324/9781003114758-4.

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Breaux, Annette, and Todd Whitaker. "Participate in Students’ Lives." In 75 Ways to Be a Better Teacher Tomorrow, 105–6. Routledge, 2018. http://dx.doi.org/10.4324/9780429431647-53.

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"Participant Narrative." In James Bay Cree Students and Higher Education, 77–146. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087902834_007.

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Soria, Krista M., Shane M. Lueck, Rebecca E. Hanson, and Dale J. Morrow. "Service-Learning Abroad." In Handbook of Research on Study Abroad Programs and Outbound Mobility, 278–99. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0169-5.ch011.

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The purpose of this chapter is to present the results of a multi-institutional study of undergraduates who participated in service-learning abroad. Data were derived from the Student Experience in the Research University (SERU) survey, which was administered to undergraduates enrolled at 14 large, public research-extensive universities (n = 12,744) in the United States (US) during Spring 2013. The results of hierarchical linear regression analyses suggested that students who participated in service-learning abroad (11.79% of students) were significantly more likely to develop multicultural competence, global and intercultural skills, and leadership skills over their undergraduate peers who did not participate in service-learning abroad.
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Zhou, George, Zongyong Yu, Glenn Rideout, and Clayton Smith. "Why Don't They Participate in Class?" In Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education, 81–101. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5030-4.ch005.

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This study explores how Chinese international graduate students participate in Canadian classrooms, what factors promote and inhibit their participation, and what approaches can help to improve their participation. Eight student participants and two of their instructors were interviewed individually. Data analysis revealed that all participants appreciated the significance of classroom participation for their learning, but they were quieter than domestic students. Many factors were mentioned that possibly influenced their participation including their English language ability, differing education context and pedagogy between Canada and China, class environment, their personal work experience, part-time job commitments, personal interest, and emotional state. It is critical for instructors to distinguish and observe why their students participate less, then adjust their teaching practice in different situations to improve the participation level.
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McGill, Tanya. "Introducing Information Systems Students to Research with a Structured Group Project." In Current Issues in IT Education, 26–33. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-753-7.ch003.

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This chapter reports on an approach to getting information systems research students started. The approach involves beginning research students undertaking a structured group research project in which the instructor is an active participant. The major purpose of this group project is to provide a gentle, supportive, structured introduction to information systems research. This approach benefits students by ensuring that they have participated in a complete research project before they have to assume complete responsibility for their first large individual project. The chapter discusses the use of this approach at an Australian university. In general, students have participated well, learning from their own experiences and the experiences of others in the group.
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Conference papers on the topic "Participace studentů"

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Dos reis, Karen Marion. "The intricacies of developing a work readiness programme for South African Business degree students." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9464.

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Global research studies have shown that student perceive their academic qualifications as having a declining role in shaping their employment outcomes. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market. To mitigate these concerns, a work readiness programme was developed to educate students about professional behaviour, dress etiquete and ethics necessary for the work place. It is against this backdrop that undergraduate in the Economics and Management Sciences were invited to participate in a pilot study to develop a work readiness programme. About eighty six business degree students participated voluntarily and attended several workshop by human resources industry experts such as HR talent managers, consultants and directors. Students who successfully completed the programme by doing an online assessment were automatically registered on a database to find short term employment in a business where they practice the graduate attributes for the world of work. The major challenges encountered while developing this programme were as follows: convincing employers to provide short term work placements and modify the programme several times for both students and employers.
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Stan, Maria Magdalena. "Self-Management Skills and Student Achievement – A Pilot Study." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/34.

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The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro & Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth & Carlson, 2013) represents a good predictor of academic achievement (Blair & Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth & Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.
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Yilmaz, Emin, and Abhijit Nagchaudhuri. "Winning the ASEE 2006 Robotics Design Competition: Guiding Students to Success." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42258.

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Robotics Model Design Competition sponsored by the Two Year College Division (TYCD) of American Society for Engineering Education (ASEE) provides an avenue for freshman and sophomore student teams in two year as well as four year colleges and universities to participate in a creative engineering design project. Historically Black Colleges and University - Undergraduate Program (HBCU-UP) at National Science Foundation (NSF) have provided support for development of ACTION (Advanced Curriculum and Technology-based Instructional Opportunities Network) at UMES. The ACTION program promotes inquiry based active learning and research projects among undergraduate STEM (Science, Technology, Engineering and Mathematics) majors. Engineering, Technology, and Mathematics students responded enthusiastically when the authors proposed the idea of participating in the (ASEE) 2006 Robotic Model Design Competition at one of the American Society for Mechanical Engineers (ASME) student section meetings at UMES in the fall of 2005. (The authors serve as the advisors for ASME student section chapter at UMES). The student leader of the section quickly put together a team of five freshman and sophomore engineering, engineering technology and mathematics students to develop a proposal to UMES ACTION program. The authors supported the proposal development efforts. The proposal got funded and provided the resources for project execution and travel. A team of eleven freshmen and sophomore students from Engineering, Engineering Technology and Mathematics departments of University of Maryland Eastern Shore (UMES) participated in the American Society for Engineering Education’s (ASEE) 2006 Robotics Model Design Competition project. The event was sponsored by the Two-year College Division (TYCD) of ASEE and was open to freshman and sophomore student teams from two year as well as four year colleges and universities. The competition required teams to design and build an autonomous robot capable of delivering ping pong balls to each of four corner pockets located on an 8ft×8ft plywood track in a sequence. Each team was evaluated on the basis of a written report, an oral presentation, and scores obtained from the best two runs out of four runs on the racing track. Sixteen student teams across the nation participated in the event. UMES entered two teams in the competition who called themselves “Hawks 1” and “Hawks 4”. The student team “Hawks 1” won the competition. Video clips of both design projects as they executed the specified task at the 2006 ASEE Robotics Model Design Competition can be viewed at: http://www.umes.edu/asme/robots.htm. This paper describes the design projects “Hawks 1” and “Hawks 4” and its relevance to ABET learning outcomes.
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D'Orazio, Giancarlo, Jiajun Xu, and Sasan Haghani. "Experiential Learning in STEM for a Diverse Student Population at the University of the District of Columbia (UDC) Through the Implementation of the UDC Rover Project." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24091.

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Abstract In 2018, the University of the District of Columbia (UDC) participated in the NASA Human Exploration Rover Challenge for the first time in the school’s history. An interdisciplinary team of students designed and fabricated a two-person, human-powered rover which competed against 100 other colleges and universities. Based on their success, in 2019 UDC again formed a team to participate in the challenge, improving on the 2018 rover design and performance. This paper reports the process of implementing this experiential learning activity and how this project has contributed to the STEM curriculum at UDC, and recruitment and participation of underrepresented STEM students. Lessons learned from implementing this project is also shared and discussed in this paper.
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Cernaveja, Sarmite, and Inta Volodko. "Participation of the students of Riga Technical University in the Olympiad in mathematics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7868.

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There is much discussion recent years about teaching mathematics at school and universities. It is talked about how to interest pupils and students to turn to studying mathematics more. One of the ways to attract the best students to additional studies of mathematics is to invite them to participate in the Olympiads in mathematics. Student Parliament of Riga Technical University in cooperation with the Department of Engineering Mathematics organized the university Olympiad in mathematics for 6 years. There is an international Olympiad of mathematics in Latvia already for 6 years, which is organized by the Department of Mathematics of Latvia University of Agriculture. Students from Baltic universities participate in these Olympiads, and within their scope, students not only compete individually, but also discuss among themselves the content of mathematics and teaching methodology in their universities, evaluate it and express their suggestions for the improvements. Since 2012, students from Riga Technical University also participate in these Olympiads and get award-winning places. Such Olympiads promote interest about mathematics among young people, develops cooperation skills between like-minded people, as well as, give an opportunity for pedagogues to listen to the opinion of the best students about teaching methodology of mathematics and to improve it.
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Bessette, Amanda, Beshoy Morkos, and Shraddha Sangelkar. "Improving Senior Capstone Design Student Performance Through Integration of Presentation Intervention Plan." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47604.

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This paper presents the findings of a study comparing the motivational factors and performance of two mechanical engineering senior capstone design course cohorts: 2014 and 2015 students. The study measures the motivation of students throughout capstone, a non-traditional course, and the impacts motivation had on their course performance (peer evaluations and team grade). The second cohort participated in an intervention plan during a design methodologies course completed the semester prior to senior capstone design. Quantitative data was collected at both the beginning and end of the course; whereas, qualitative data was collected at the end of the course. Our method utilizes an adapted version of the Motivational Student Learning Questionnaire (MSLQ). The survey asks a variety of questions to measure the performance and motivation levels of the student. Performance factors studied are cognitive value and self-regulation. Motivation factors include presentation anxiety, intrinsic value, and self-efficacy. Statistical analysis is performed among the factors, cohort populations, and within the population (male versus females and domestic versus international) to identify if a correlation exists with student course performance. Amongst other findings, the results indicate the student’s experienced positive change due to participation in the intervention plan.
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Mulyadi, Hari, Eded Tarmedi, and Gugun Ruslandi. "Analysis of Factors Influencing the Student's Interests to Participate in Entrepreneurial Student Program." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.131.

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Kabeil, Magdy. "The Role of Management Games in Mapping Learning Styles to Elements of Business Know-How Acquisition: A Case Study." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3355.

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The main purpose of this paper is to assess the role of management games in mapping students’ preferable learning styles to elements of business know-how acquisition in a specific environment. A management game is developed to cover five functional areas of a manufacturing company: marketing, research and development, human resources, production and inventory, and finance. Elements that advance the acquisition of business know-how are identified, embedded in the game, and evaluated by students with different preferences of learning style. The investigation confirms the existence of a significant role of the game in mapping student’s preferable learning styles to elements for acquisition of business know-how. The most impact of the game is on the Dynamics and Intensity elements of business know-how acquisition for most students. The vast majority of students who have participated in the game are active (79%), sensing (76%), and visual (81%) learners who believe that the game enhanced their capability of business knowhow acquisition. Students who are global learners and support the use of the game are only 45% of the sample; however, they still represent a valuable portion that may include the most inventive thinkers among the student population.
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Al-thani, Noora, Jolly Bhadra, Nitha Siby, Enas Elhawary, and Azza Saad. "Innovative Tool to Educate High School Students through Research Based Learning." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0260.

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The need for enhanced engagement of school students for better behavioral outcomes in line with scientific learning and acquisition of science process skills have continually incited educators to strategize innovative teaching approaches. Meanwhile, innovations and research from the scientific community has consistently been prioritized, demanding highly skilled STEM labor in the global market, henceforth challenging educators to brace the next generation with high proficiency in STEM fields. The research study focuses on an out of school approach that caters to the industrial demands in STEM workforce, henceforth acquainting the high school students with research methodology for improving their technical efficiency and intellectual capacity in problem solving and critical thinking. The study program was conducted on 208 students from public schools in Qatar, who participated in 68 research projects, each project being engaged by a group students during a period of 2 months at Qatar University research laboratories. The performance of participants were analyzed by mixed methods implementing both quantitative data based on questionnaires and qualitative data based on feedback interviews from research mentors, schoolteachers and the participant students. The results of the program yielded positive outcomes from the stakeholders as the school students gained competences exhibited by under-graduate or graduate students like research self-efficacy, research skills and aspirations for scientific careers, accomplishing the objectives of the program. This study program henceforth was successful in bridging the gap between high school and university, as the participant students had an advantage in confidence over their peers in university laboratories and technical writing assignments.
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Gonzalez-Cuevas, Gustavo, Maria Victoria Tabera, Margarita Rubio, Maria Asuncion Hernando, and Maria Jose Alvarez. "Action research plan to boost participation in college students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5582.

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Tackling difficulties related to student participation in the college classroom is central on the learning process. In this action-research study, we designed and implemented an action plan to boost participation on the grounds of (1) explaining the objectives and procedures for each activity to students; (2) requesting student participation by name; (3) giving them time to reflect before participating; and (4) requesting that students who are not paying attention participate. A survey was used in order to assess students' perceptions of the action plan. The survey included 10 items (1-4 Likert scale). A total of 103 students completed the survey. The scores’ mean was 3.19, demonstrating a positive student perception of the action plan. The statements with the highest average scores were: “Teacher allows time for reflection after posing a question” and “Teacher addresses specific students by name.” The instructors recorded their perceptions into writing, providing opinions on the development of the action plan. These teachers' comments were summarized into categories. In conclusion, we considered that the action plan helped to improve student participation, and we believe that in order to obtain sufficient participation we have to attain a classroom environment that favors motivation, confidence and respect for students.
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Reports on the topic "Participace studentů"

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O’Grady. TIMSS 2019 Australia Highlights. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-616-1.

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Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the results for the Australian jurisdictions, and for different demographic groups within Australia.
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Dunn, Linda. An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5853.

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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, July 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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Karstensen, Johannes, Alexandra Andrae, Ludwig Bitzan, Jakob Deutloff, Christiane Lösel, Paul J. Witting, Nils O. Niebaum, et al. Student cruise: Observing techniques for Physical Oceanographers Cruise No. AL529. GEOMAR, 2020. http://dx.doi.org/10.3289/cr_al529.

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Oct. 07 2019 – Oct. 10, 2019 Kiel (Germany) – Kiel (Germany) MNF-Pher-110The main purpose of the ALKOR cruise AL529 was the training of students in observational techniques applied by physical oceanographers. The students who participated in the trip attend the module "Measurement Methods of Oceanography" which is offered in the Bachelor program "Physics of the Earth System" at CAU Kiel. During the AL529 the students were instructed in instrument calibration and in the interpretation of measurement data at sea. In addition, the students had the opportunity to learn about working and living at sea and to explore and study the impact of physical processes in the western Baltic Sea, the sea at their doorstep. The observations show a quasi-synoptic picture of the hydrography and currents in the western Baltic Sea. Twice-repeated hydrographic and current sections across the Fehmarn Belt show well the short time scales where significant changes occur. A zonal section along the deepest topography, from about 10°40'E to 014°21'E, shows very nicely the two-layer system of outflowing low salinity and inflowing North Sea water. A bottom shield anchorage shows the currents in the water column and the near-bottom temperature and salinity variations in the Fehmarnbelt area.
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Raymond, Kenneth N. Support for Students and Young Scientists to Participate in the 2009 Actinides Conference to be held in San Francisco, CA, Sunday, 12 July 2009 -- Friday, 17 July 2009. Office of Scientific and Technical Information (OSTI), April 2011. http://dx.doi.org/10.2172/1010939.

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CATHY S. CUTLER. SUPPORT FOR STUDENTS AND YOUNG SCIENTISTS TO PARTICIPATE IN THE AMERICAN CHEMICAL SOCIETY SYMPOSIUM ENTITLED LANHTANIDES AND ACTINIDES: A CHEMISTS'S PERSPECTIVE MARCH 21-25, 2010 HELD IN SAN FRANCISCO, CA. Office of Scientific and Technical Information (OSTI), February 2011. http://dx.doi.org/10.2172/1042708.

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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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