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Journal articles on the topic 'School student experiences'
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1
English, Darlene, and Marilyn Marcontel. "A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting." Journal of School Nursing 17, no. 4 (2001): 213–17. http://dx.doi.org/10.1177/10598405010170040801.
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For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.
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Butler, Jesse K., Ruth G. Kane, and Christopher E. Morshead. "“It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School." Urban Education 52, no. 7 (2015): 889–916. http://dx.doi.org/10.1177/0042085915574530.
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White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to student voices through extended immersion in urban high schools enables teacher candidates to experience schools as uniquely situated spaces and disrupts the tendency to essentialize urban students and their schools.
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Testa, Doris. "COVID-19 and student well-being: Catholic school staff perspectives and experiences." Health Education Journal 80, no. 7 (2021): 861–71. http://dx.doi.org/10.1177/00178969211010851.
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Background: COVID-19 has dramatically changed how school communities operate. Many schools have had to navigate enforced closures and modify their usual teaching and learning practices. Furthermore, they have had to rethink how they address student well-being issues. In Australian Catholic schools, there is little data on the concerns of Catholic school staff during enforced school closures. Aims: This article describes findings from a study of the experiences and concerns of school staff in two Catholic primary school communities to understand how staff in these settings experienced and re-imagined or reinforced student well-being practices and processes. Methods: Data were collected by means of a survey assessing staff experiences and concerns, with a particular focus on student well-being. Results: Results indicated that enforced school closures were perceived as negatively affecting student well-being programmes with staff members being particularly concerned about students who were socially, educationally, culturally and economically disadvantaged. However, negative impacts were mitigated by a school culture underpinned by a pastoral and health-promoting perspective. Strong leadership in the face of systemic lethargy prompted schools to utilise their engagement and partnership arrangements for additional support. Conclusion: During forced school closures, an inclusive school ethos, environment and culture ensured an effective response to the diverse needs of staff, students and other school community members.
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Stenstrom, Doug, Mathew Curtis, and Ravi Iyer. "The Relationship between School/Department Rankings, Student Achievements, and Student Experiences: The Case of Psychology." International Journal of Doctoral Studies 10 (2015): 019–37. http://dx.doi.org/10.28945/2095.
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What predicts academic success during graduate school? What are the experiences of graduate students in terms of happiness, stress level, relationships in the program, and feelings of autonomy/competence? Responses from 3,311 graduate students from all psychological disciplines in the US and Canada were collected to answer questions involving (1) the relationship between student-level variables and department/school rankings (US News & World Report, Carnegie Foundation, National Research Council), (2) the determinants of important student-level variables such as number of publications, posters, and life satisfaction, and (3) examining the variables year-by-year in the program to explain changes over time at different points in the graduate career. Results reveal the degree to which certain aspects of higher ranked departments/schools impact student achievements such as number of publications and teaching experience. The results also reveal a unique year-by-year progression including a consistent decrease of happiness for every year in graduate school. While the findings were collected in psychology, the answers to these questions may resonate with graduate students across disciplines that are experiencing similar forces that characterize the graduate school experience. The results can also inform current conversations about the direction of higher education and the value of the graduate school experience.
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Connell, Nadine M. "Fear of Crime at School." Youth Violence and Juvenile Justice 16, no. 2 (2016): 124–36. http://dx.doi.org/10.1177/1541204016680407.
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Research on students’ perceptions of fear in school settings has proliferated, specifically as recent school shootings and the media blitz surrounding these events contribute to student and administrator concern. Inquiries into the topic suggest that many of the security protocols utilized by schools, such as target hardening approaches, may have a negative impact on student experiences and increase fear. However, in light of the massive social change experienced by today’s students, through the form of both high-profile school shootings and increased security after 9/11, more recent data are needed to better understand what drives student perceptions. This study explores the role of individual- and school-level predictors of perceptions of student safety. Results suggest that students who are aware of more security measures report higher odds of feeling safe at school. Differences also exist by gender and age. Implications for school security protocols and future research are discussed.
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Langenau, Erik, Sarah B. Frank, Sarah J. Calardo, and Michael B. Roberts. "Survey of Osteopathic Medical Students Regarding Physician Shadowing Experiences Before and During Medical School Training." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051985204. http://dx.doi.org/10.1177/2382120519852046.
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Introduction: Shadowing a physician is an observational experience which includes a student observing a licensed healthcare provider caring for patients. Shadowing is commonly done by students before and during medical school, but little is known about the nature or extent of these extra-curricular observational experiences. Objective: We hypothesized that shadowing experiences were common yet variable. We investigated the prevalence, nature, and perceived value of medical student experiences with shadowing physicians (both before and during medical school). Methods: This survey-based study was non-experimental with a cross-sectional convenience sample of osteopathic medical students about their shadowing experiences before and during medical school. The survey was sent to all matriculated osteopathic medical students (OMS1-4) for the 2017 to 2018 academic year from two medical schools: Philadelphia College of Osteopathic Medicine (PCOM) (1084 total students) and PCOM-Georgia (554 total students). The final survey instrument included three sections: demographics (6 questions), pre-medical shadowing experiences (21 questions), and medical student shadowing experiences (24 questions). Results: Respondents (357) identified themselves as OMS1 (96), OMS2 (89), OMS3 (73), OMS4 (95) and other (2, OMS5) with enrollment at PCOM-Philadelphia (242) and PCOM-Georgia (115). Among survey respondents, 339 (95.5%) reported shadowing a physician as a pre-medical student, and 110 (30.8%) reported shadowing (outside of their required clinical rotations) a physician during medical school. Requirements to participate were inconsistent; fewer than 50% of shadowing experiences required Health Insurance Portability and Accountability Act of 1996 (HIPAA) training, proof of vaccination, or purified protein derivative (PPD) documentation. In addition to observation, pre-medical and medical students, respectively, participated in history taking (44 [13%], 47 [42.7%]), physical examinations (45 [13.3%], 44 [40%]) and procedures (13, [3.8%], 20 [18.2%]) during their shadowing experiences. Motivations to participate in shadowing varied between pre-medical and medical student experiences, but both groups mentioned their desire to learn more about a particular discipline, obtain letters of recommendation, and gain patient care experience. Students recommended both pre-medical (273 [80.5%]) and medical school (93 [84.5%]) shadowing to future students. Conclusion: Shadowing remains a common and important tool for students to learn about patient care, medicine and careers. The nature of each shadowing experience and participation requirements are quite variable. Measures to ensure patient safety, confidentiality, liability and supervision are inconsistently applied. Promoting guidelines, as well as codes of conduct, for shadowing could serve as a helpful resource for students, academic advisors and supervising clinicians.
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Danker, Joanne, Iva Strnadová, and Therese M. Cumming. "School Experiences of Students With Autism Spectrum Disorder Within the Context of Student Wellbeing: A Review and Analysis of the Literature." Australasian Journal of Special Education 40, no. 1 (2016): 59–78. http://dx.doi.org/10.1017/jse.2016.1.
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There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to identify the domains that comprise student wellbeing. Four studies on the school experiences of students with ASD were also included to investigate how the school experiences of students with ASD relate to the domains of student wellbeing. These articles were located through electronic and hand searches. Eight domains of student wellbeing were identified, along with 8 themes derived from the school experiences of students with ASD. Results support several recommendations for schools to promote the development of the domains of student wellbeing for students with ASD.
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Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.
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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.
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Ball, Annahita, and Candra Skrzypek. "Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program." Children & Schools 41, no. 4 (2019): 229–37. http://dx.doi.org/10.1093/cs/cdz015.
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Abstract This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys assessed behavioral, cognitive, and affective engagement and academic motivation. Parent surveys assessed perceptions of school support, empowerment in schools, and overall experiences in schools. Teachers participated in a focus group to share their impressions of the program. Results showed that affective engagement and academic motivation decreased for all students, with no differences between the intervention and comparison groups. Parents in the intervention group reported greater perceptions of school support but no significant differences or changes in empowerment or overall school experiences. Students, parents, and teachers all reported positive experiences with the program. Findings point to the ways varying contexts may influence engagement in school.
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Najjar, Khadeja, Shereen C. Naser, and Katie Clonan-Roy. "Experiences of Arab heritage youth in US schools and impact on identity development." School Psychology International 40, no. 3 (2019): 251–74. http://dx.doi.org/10.1177/0143034319831057.
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To fulfill the promise of inclusive school environments that support all students, it is necessary to understand the mechanisms by which discrimination and support occur in the school setting and how these mechanisms impact student development. The current study explored ways schools facilitate supportive or marginalizing experiences for first generation Arab heritage youth in the United States and investigated how these experiences impact acculturative experiences and identity negotiation for these students. Focus groups were conducted with 21 Arab American early college students and community dwellers. Qualitative analyses revealed three mechanisms by which the school setting uniquely impacts Arab heritage student's identity negotiation in high school: 1) peer and teacher discrimination; 2) school curriculum treatment of Arab history and culture; 3) and broader school structures that allow for student cultural expression. Implications and suggestions for School Psychologists are discussed.
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Matheson, Murdoch N., Christopher DeLuca, and Ian A. Matheson. "An assessment of personal financial literacy teaching and learning in Ontario high schools." Citizenship, Social and Economics Education 19, no. 2 (2020): 118–32. http://dx.doi.org/10.1177/2047173420927665.
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The purpose of the study was to examine the experiences of current high school students and teachers in Ontario regarding their experiences with personal financial curriculum and teaching at the secondary level, and to identify the ways in which this important educational experience may have helped prepare students to become financially literate. We considered this overarching issue using a transdisciplinary lens from the perspective of the three stakeholder groups. Using a case study research design, the first of its kind in Ontario or Canada on this topic, We utilized interviews and artifacts to uncover student and teacher experiential data across three high schools in southeastern Ontario. The major findings were that current students and teachers perceived curriculum and teaching experiences as seriously lacking in effectively preparing them to be financially literate, and that a fundamental reorientation around transdisciplinary, student-led learning was key to transforming such learning into a more meaningful and valuable educational experience. With mandatory, properly supported, student-oriented (transdisciplinary) instruction, the potential exists for more effective and valuable learning, resulting in better equipped high school students who were properly prepared to successfully navigate financial issues and the path ahead.
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Rustad, Hilde. "Dance in Physical Education: Experiences in Dance as Described by Physical Education Student Teachers." Nordic Journal of Dance 3, no. 1 (2012): 14–29. http://dx.doi.org/10.2478/njd-2012-0003.
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Abstract In Norway dance in school is mainly placed within the subject of physical education. This paper is based on a study conducted together with students in physical education teacher education. The main focus is to explore experiences in dance improvisation and contact improvisation as described by physical education student teachers. The study is influenced by phenomenological thinking. The analysis makes evident that the students experienced the subject of dance improvisation and contact improvisation in many different ways. Yet, how the student teachers express their experiences can be divided into the different roles of student-dancers experiencing dancing and student-teachers trying to decide whether what they do in the dance classes can be used in teaching in schools.
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Kim, Ji Eun. "Korean Teachers' Bereavement Experience Following Student Suicide." Crisis 40, no. 4 (2019): 287–93. http://dx.doi.org/10.1027/0227-5910/a000578.
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Abstract. Background: Suicide is the leading cause of death in Korean adolescents and it exposes school teachers to the impact of student suicide. Aims: This study aimed to explore the bereavement experience of teachers following student suicide. Method: Using semistructured questions, five female teachers working at secondary schools in Korea were interviewed on their bereavement experiences. Data were analyzed using a phenomenological approach. Results: Participants described their experiences in dimensions of individuals and professions, yielding four major themes and 11 subthemes. They made efforts to learn about the suicide as a first step toward understanding. Participants suspended their grief in public owing to the atmosphere in their workplace. They aimed to tolerate the suicide and recognized their role anew in preventing student suicide. Conclusion: Following student suicide, bereaved teachers experience a variety of effects, dysfunctions, and adjustments as individuals and professionals. Their experience should be understood in both individual and collective ways in school settings and in the cultural context. The findings encourage school health providers to develop programs and policies to help teachers bereaved by student suicide.
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Giess, SallyAnn, Lauren E. Bland, and C. Colin Farrell. "School-Based Practicum: Exploring the Experiences of Student Clinicians, Supervisors, and New Employees." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 269–81. http://dx.doi.org/10.1044/2019_persp-19-00120.
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Purpose Data collected by the American Speech-Language-Hearing Association (ASHA) consistently show that over 50% of ASHA-certified speech-language pathologists (SLPs) are employed in a school-based setting. In such a setting, SLPs address a wide range of disorder areas. Key components of preparation for school-based practice are focused academic coursework, the clinical practicum in a school setting, and practicum supervisors who serve as key figures in training graduate students. This survey focused on the experiences and opinions of three groups: (a) graduate student clinicians who have completed a school-based practicum, (b) supervisors in the schools, and (c) new school-based SLPs. Method Convenience sampling was used to survey newly practicing school-based SLPs and school-based supervisors as well as graduate student clinicians at universities in the mid-south who have completed a school-based practicum. Surveys were posted to two ASHA Special Interest Groups and disseminated by selected graduate program directors to graduate student clinicians. Results were analyzed to measure satisfaction with preparation for school-based service. Surveys were completed electronically and analyzed both qualitatively and quantitatively for consistent themes and trends in responses. Results A total of 252 respondents completed the survey, the majority being school-based supervisors. Graduate clinicians and speech-language pathology supervisors shared similar attitudes regarding graduate clinician preparation for a school-based practicum, with most students indicating they received good or extensive preparation and, similarly, supervisors indicating that graduate students were adequately or well prepared. Differences were found in expectations between groups of what graduate students should know, skills identified as needing better development, and what is important for successful practice in the schools. Conclusions Many factors contribute to the success of a clinical practicum. While students, supervisors, and new employees share beliefs in what is important and have similar confidence in preparedness, there are differences in expectations between groups as well. Communication between university training programs, school-based supervisors, and dedicated coursework to school-based practice are key factors in the successful preparation of school-based clinicians.
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Richardson, John M. "Online “iDentity” Formation and the High School Theatre Trip." Articles 51, no. 2 (2017): 771–86. http://dx.doi.org/10.7202/1038602ar.
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Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.
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Stickl Haugen, Jaimie, Phillip L. Waalkes, and Glenn W. Lambie. "A National Survey of School Counselors’ Experiences With Student Death by Suicide." Professional School Counseling 25, no. 1 (2021): 2156759X2199380. http://dx.doi.org/10.1177/2156759x21993804.
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We examined school counselors’ experiences with student’s suicide. Our quantitative findings identified that encountering the death of a student by suicide is common for school counselors during their careers. School counselors reported a range of personal and professional reactions and relied on different sources of support following students’ deaths. School counselors who experienced student’s death by suicide had higher self-efficacy scores related to suicide interventions than those who had not experienced a student’s suicide.
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Roy, Sodip. "Student Cabinet and Curricular Activities: A Case Study of a Secondary School in Bangladesh." Journal of Education and Research 10, no. 2 (2020): 7–26. http://dx.doi.org/10.3126/jer.v10i2.32718.
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Student leadership is well-known for enhancing student engagement in extra-curricular activities of the schools. But very little research has been pursued- particularly in Bangladesh on how the student leadership contributes to curricular activities and improves better learning experiences of students in secondary schools. In 2015, the Government of Bangladesh introduced Student Cabinet in the secondary schools with a view to inculcate democratic values among the pupils and to foster learning environment in schools. And, in this study, I examine how the Student Cabinet as a leadership tool influences academic activities: classroom and non-classroom activities and supports for an effective learning atmosphere in the school. To that purpose, I follow the qualitative methodology of in-depth interview, focus group discussion, and observation of the student cabinet’s actions in a selected school in Dhaka city. After an examination of its activities, the study reveals that it promotes many curricular activities of the school and minimizes the gaps of learning experiences at least a bit; however, their several activities are likely to link to traditional student politics in Bangladesh in future.
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Manghi, Dominique, René Valdés, and Sebastián Zenteno. "Exploring the other school: voices of school children and youth." Praxis Educativa 25, no. 1 (2021): 1–22. http://dx.doi.org/10.19137/praxiseducativa-2021-250113.
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The objective of this study is to analyze the processes of educational inclusion based on the voices of school children and young people (NNJE) regarding their school experience in effective and inclusive education contexts. Within the framework of a school ethnography, focus groups based on a participatory methodology were carried out with a total of 30 students from three schools in the north of Chile. The results indicate that students want to face new school experiences, open the school to the community, improve the quality of life in the city where they live and move the classroom as the only teaching space. In addition, they highly value inclusion as a social and educational value. The final discussions revolve around the silences and tensions visualized in the students' responses and the importance of student participation.
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Pazey, Barbara L., and David DeMatthews. "Student Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform." Urban Education 54, no. 7 (2016): 919–56. http://dx.doi.org/10.1177/0042085916666930.
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The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.
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DeMarco, Laurie W., P. Diane Relf, and Alan McDaniel. "Factors that Affect Teachers' Use of School Gardening in the Elementary School Curriculum." HortScience 32, no. 3 (1997): 504B—504. http://dx.doi.org/10.21273/hortsci.32.3.504b.
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A national survey was conducted of teachers who use school gardening and horticulture as a teaching strategy to enhance student learning within a educational curriculum. The surveyed teachers are employed by schools that were recipients of a Youth Gardening Grant from the National Gardening Assn. in the 1994–95 and 1995–96 school years. The intent of this survey was to define the factors that are crucial to the successful implementation of school gardening into the elementary school curriculum as determined by educators who have already implemented such a program. The survey also described the characteristics of school gardening experiences at these elementary schools. Personal interviews with experienced school gardening educators in Virginia and Maryland verified survey results. Educators reported that the factors most responsible for school gardening success were a person responsible for school gardening activities, a growing site, and funding. Support of the principal and the availability of gardening equipment were also highly rated as success factors. Teachers indicated that, although these factors are important, they are not necessarily available at their individual schools. Responses also included an enormous listing of resources used by teachers to meet their school gardening needs. The survey overwhelmingly indicated that experienced educators view school gardening as a successful teaching strategy to enhance student learning. However, educators rely primarily on their personal knowledge of gardening to implement learning experiences with their students. Teachers feel that although their personal gardening knowledge is adequate, they are greatly interested in continued education in the use of school gardening and horticulture, either as in-service training, Master Gardener training, or for continuing education credit.
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Adams, Curt, and Jam Khojasteh. "Igniting students’ inner determination: the role of a need-supportive climate." Journal of Educational Administration 56, no. 4 (2018): 382–97. http://dx.doi.org/10.1108/jea-04-2017-0036.
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PurposeSelf-determination theory was used to conceptualize a type of school climate that has consequences for the social, emotional and cognitive well-being of students. The purpose of this paper is to argue that a need-supportive climate emerges through a general pattern of interactions that students experience as supporting their psychological needs.Design/methodology/approachA hypothesized model was tested whereby the latent need-supportive climate variable was predicted to work through identification with school to influence student grit.Ex postfacto data were collected during the 2015–2016 school year from a random sample of students in either the 5th, 8th, or 11th grades in 71 schools located in a southwestern city in the USA. A total of 3,233 students received surveys. Of these students, the authors received useable responses from 2,587 students for a response rate of 80 percent.FindingsFindings support the hypothesis that autonomy-support, competence-support and relational-support are integrated and combine to shape experiences that align with student psychological needs. Additionally, students who experienced a need-supportive climate were also more likely to identify with school and expressed higher grit toward academic pursuits.Originality/valueA need-supportive climate adds meaning to more general characterizations of school life (e.g. healthy, supportive, open, etc.) and it affords a theoretically derived explanation for how the social side of schools nurtures the inner determination of students to excel.
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Lindström, Peter, and Robert Svensson. "Attitudes towards drugs among school youths: An evaluation of the Swedish DARE programme." Nordic Studies on Alcohol and Drugs 15, no. 1_suppl (1998): 7–23. http://dx.doi.org/10.1177/145507259801501s01.
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Illicit drug use among high school students is on the rise in Sweden as well as in other countries. This fact has put high demand on the police, who are not only expected to reduce the availability of drugs but also to take part in the effort to affect the students' demand for drugs. The aim of this study was to analyse what impact students' demand for and perceived availability of illicit drugs in the seventh grade have on their attitudes towards and experience with drugs in the eighth grade. Moreover, the purpose was to investigate to what extent a specific police-led school-based drug prevention programme, the project DARE (Drug Abuse Resistance Education), affects students' attitudes and experiences regarding drugs. As a part in an ongoing evaluation of the Swedish DARE programme (called VÅGA) about 1,800 students in 22 Swedish junior high schools on three occasions anonymously answered questions about their attitudes towards and experiences with drugs. Contextual analysis was used to estimate the significance of various student-level risk-factors (such as family bonding, school involvement, and peer activity) and school aggregated contextual factors. The results show that students' curiosity and perceived availability of illicit drugs at the school-level have statistically significant effects on drug-related attitudes and experiences at the individual-student level. The attitudes towards and experiences with drugs in the eighth grade of students who participated in the DARE programme in the seventh grade were not different from those students who did not participate in the programme. A brief discussion of what measures the police should conduct in order to block the availability of drugs and what their role in schools should be are finally presented.
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Hacıfazlıoğlu, Mehmet Mete. "Student - Athletes’ quest for balance: Stories from Istanbul." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 847–58. http://dx.doi.org/10.18844/cjes.v16i2.5686.
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The purpose of this study is to examine the experiences of students who are actively engaged in sports. The study seeks an answer to the following questions: "To what extent do students who engage with sports maintain a balance between their school life and sports life? The study is based on a qualitative study focusing on the lived experiences of sports athletes. The data collection process consists of interviews and written reflections. During the analysis of the narrative stories, two themes were identified relating to the experience of being a student-athlete: Maintaining a balance between sports life and school life was the main theme that emerged in the study. This was followed by the second theme of support and mentorship of teachers, family, and friends.
 
 Keywords: Student-Athletes, Balance, School
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Lindström, Peter, and Robert Svensson. "Demand for and Supply of Drugs among School Youth. An Evaluation of the Swedish Dare Program." Nordic Studies on Alcohol and Drugs 15, no. 1 (1998): 5–20. http://dx.doi.org/10.1177/145507259801500108.
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Illicit drug use among high school students is on the rise in Sweden as well as in other countries. This fact has put high demand on the police, who are not only expected to reduce the availability of drugs but also to take part in the effort to affect the students' demand for drugs. The aim of this study was to analyze what impact students' demand for and perceived availability of illicit drugs in the seventh grade have on their attitudes towards and experience with drugs in the eigth grade. Moreover, the purpose was to investigate to what extent a specific police-led school-based drug prevention program, the project DARE (Drug Abuse Resistance Education), affects students' attitudes and experiences regarding drugs. As a part in an ongoing evaluation of the Swedish DARE program (called VÅGA) about 1 800 students in 22 Swedish junior high schools on three occasions anonymously answered questions about their attitudes towards and experiences with drugs. Contextual analysis was used to estimate the significance of various student-level risk-factors (such as family bonding, school involvement, and peer activity) and school aggregated contextual factors. The results show that students' curiosity and perceived availability of illicit drugs at the school-level have statistically significant effects on drug-related attitudes and experiences at the individual-student level. The attitudes towards and experiences with drugs in the eigth grade of students who participated in the DARE program in the seventh grade were not different from those of students who did not participate in the program. A brief discussion of what measures the police should conduct in order to block the availability of drugs and what their role in schools should be are finally presented.
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Stasz, Cathleen, and Dominic J. Brewer. "Work-Based Learning: Student Perspectives on Quality and Links to School." Educational Evaluation and Policy Analysis 20, no. 1 (1998): 31–46. http://dx.doi.org/10.3102/01623737020001031.
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Programs that incorporate work-based learning (WBL) experiences in connection with school activities are proliferating, yet we know very little about their quality as learning experiences for young people or the costs associated with participating in them. This article examines two programs operating in the same school district, where students receive course credit for participating in WBL. One program provides unpaid internships each year of high school; the other provides paid work experience for one semester. We contrast the kinds of learning opportunities each offers to students, as measured by a student survey and a case study of program operations. We focus on two issues: the quality of students’ work experiences in these programs and the relationship between program participation and school learning, including effects on school work and social experiences. We find that students perceive the quality of their work experiences to be very similar across the programs despite differences in the type of work involved and in several structural features of the programs. We find that both programs have weaknesses in establishing connections between school and work and that the number of hours students work negatively affects some aspects of school performance, such as having time to do homework and the desire to stay in school. Our findings raise questions about the value added of WBL, given costs associated with the program design and delivery and, in some cases, with participation.
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Russell, Stephen T., Meg D. Bishop, Victoria C. Saba, Isaac James, and Salvatore Ioverno. "Promoting School Safety for LGBTQ and All Students." Policy Insights from the Behavioral and Brain Sciences 8, no. 2 (2021): 160–66. http://dx.doi.org/10.1177/23727322211031938.
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Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students’ well-being. Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students’ school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policymakers, school personnel, parents, and students.
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Schaefer, Mary Beth, and Lourdes M. Rivera. "Educational Experiences That Matter to Seniors Graduating From an Urban Early College High School." Urban Education 55, no. 3 (2016): 448–75. http://dx.doi.org/10.1177/0042085916654526.
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Preparing underrepresented students in urban settings for college and career is the focus of this study: Nine students graduating from a diverse, urban early college high school describe their experiences. Using narrative inquiry methods, conversations from nine students are examined to uncover crucial points of convergence: all nine engaged in self-awareness, developed relationships with people, looked toward the future, embraced school as a place of learning, and experienced school as “family.” Powerful experiences unique to each student are also highlighted. From students themselves, researchers and educators can learn what it takes to graduate high school ready for college and career.
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Wang, Li-Jun, Wen-Chung Wang, Hai-Gen Gu, Pei-Da Zhan, Xin-Xiao Yang, and Julian Barnard. "Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from Shanghai." Social Behavior and Personality: an international journal 42, no. 1 (2014): 99–113. http://dx.doi.org/10.2224/sbp.2014.42.1.99.
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We investigated the relationships among teacher support, peer conflict resolution, and emotional experiences at school in 2,782 students from 12 secondary schools in Shanghai, China. The results demonstrated that: a) most of the students had positive perceptions of teacher support, effective peer conflict resolution, happiness, and communication satisfaction in school context; b) males used more negative peer conflict resolution strategies than did females; c) in all school experiences, significant differences were found between students in different grade levels; and d) teacher support was found to have a positive influence on student happiness, satisfaction, and peer conflict resolution, and effective peer conflict resolution also had a positive influence on student happiness and satisfaction, but negative emotion was found to reduce happiness and satisfaction.
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Boaler, Jo. "Open and Closed Mathematics: Student Experiences and Understandings." Journal for Research in Mathematics Education 29, no. 1 (1998): 41–62. http://dx.doi.org/10.5951/jresematheduc.29.1.0041.
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This paper reports on 3-year case studies of 2 schools with alternative mathematical teaching approaches. One school used a traditional, textbook approach; the other used open-ended activities at all times. Using various forms of case study data, including observations, questionnaires, interviews, and quantitative assessments, I will show the ways in which the 2 approaches encouraged different forms of knowledge. Students who followed a traditional approach developed a procedural knowledge that was of limited use to them in unfamiliar situations. Students who learned mathematics in an open, project-based environment developed a conceptual understanding that provided them with advantages in a range of assessments and situations. The project students had been “apprenticed” into a system of thinking and using mathematics that helped them in both school and nonschool settings.
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Cumming, Michelle M., Elizabeth Bettini, Andy V. Pham, and Jeeyun Park. "School-, Classroom-, and Dyadic-Level Experiences: A Literature Review of Their Relationship With Students’ Executive Functioning Development." Review of Educational Research 90, no. 1 (2019): 47–94. http://dx.doi.org/10.3102/0034654319891400.
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Executive functioning (EF) is key to students’ school and lifelong success and reflects both genetic predisposition and sensitivity to negative and positive experiences. Yet there is less available literature investigating the relationship between typical experiences within school environments and student EF development. This is unfortunate, as school environments are potentially more malleable than home- or community-based factors. Thus, the purpose of this article is to present a systematic review of the literature from 2000 to 2017 to understand how school-, classroom-, and dyadic-level (teacher–student and peer–student) experiences relate to student EF development. Across 20 studies, we found that classroom emotional support and teacher–student conflict were the most consistent predictors of student EF development, with emerging support for school-level and peer-level variables. We discuss findings in relation to school-based inhibitors and facilitators of student EF and provide implications for education research and practice.
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Iyer, Ranjani, and Joseph Pitts. "Teaching Math to My Scholars: Inner City Middle School Students." Journal of Education and Learning 6, no. 3 (2017): 243. http://dx.doi.org/10.5539/jel.v6n3p243.
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Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students and cater to individual needs for effective learning. Blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents (U.S. Department of Education, 2010). The purpose of this article is to analyze student demographics as it relates to student performance in an inner city school. As a teacher, you probably need to be one of the most flexible people in the world (Featherstone et al., 1997). Educators need to use learning activities that are both fun and relevant to the students’ present body of knowledge to master and comprehend math skills. The authors discuss strategies that can be utilized to enhance and promote student performance and growth. Also, elements of educational methodology based on the author’s experience are discussed and its influences on student performance.
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Wilkins, Julia. "School Characteristics That Influence Student Attendance: Experiences of Students in a School Avoidance Program." High School Journal 91, no. 3 (2008): 12–24. http://dx.doi.org/10.1353/hsj.2008.0005.
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Dickson, Martina. "Student mothers’ experiences of workplace internship." Journal of Workplace Learning 31, no. 7 (2019): 465–80. http://dx.doi.org/10.1108/jwl-12-2018-0151.
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Purpose Within any vocational university degree, a placement in a workplace normally forms an integral part of developing professional skills and provides an opportunity for students to put into practice theoretical knowledge they have acquired through academic courses. For student mothers, keeping up with their studies whilst juggling their domestic responsibilities can become even more challenging than usual during work placements. This paper aims to document the narratives of ten student mothers who have been carrying out workplace internships in the United Arab Emirates (UAE). Design/methodology/approach This paper uses qualitative methodology to explore, by interview, the experiences of student mothers undertaking a 12-week teaching internship during their final degree year. The study aimed to document the factors which have allowed the students to successfully complete their internships, as well as their comparative thoughts on the differences between college and workplace settings. An additional aim was to find out the student mothers’ own suggestions and advice to institutions, and to others in their situations, to optimize support and preparation prior to work placements. Findings It was found that while the student mothers experienced stresses such as arranging childcare, coping with different commutes and working schedule patterns, peers and school mentor teachers were an enormous source of support and empathy for the students. Supportive school mentors often influenced the students’ outcomes. Personal emotional reserves and intrinsic motivation were also key to success. Ways in which student mothers can be supported and retained by both workplaces and educational institutions are discussed. Originality/value The study of student mothers is unique both in its geographical context and in that the study looks specifically at both how they cope with the challenges of the workplace and how this is experienced differently to their normal lives at university.
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Burbidge, Tamsin, and Rebecca Hamer. "Academic Honesty in the International Baccalaureate Diploma Programme." Journal of International Students 10, no. 2 (2020): 265–85. http://dx.doi.org/10.32674/jis.v10i2.667.
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Much of the existing research on academic integrity surveys students. This study compares survey responses of students, teachers, and school administrators from schools in 76 countries worldwide. The surveys addressed their knowledge, understanding, and attitudes toward academic honesty, how it is taught at their school, as well as school experiences. Results indicate that students mostly learn about academic integrity in the classroom. Most schools have a process to ensure students know about academic honesty, but half of schools indicate there is no similar process for teachers. State schools rely significantly more on student and teacher initiative to refresh or check their knowledge, such as accessing handbooks, and less on offering targeted student or teacher academic integrity training, than private schools.
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Kuurme, Tiiu, and Anu Carlsson. "The Factors of Well-Being in Schools as a Living Environment According to Students' Evaluation." Journal of Teacher Education for Sustainability 12, no. 2 (2010): 70–88. http://dx.doi.org/10.2478/v10099-009-0055-9.
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The Factors of Well-Being in Schools as a Living Environment According to Students' Evaluation How do students describe their quality of school life, based on their views about what is pleasant and unpleasant about the school? How is student welfare related to education for sustainability? Theories of the quality of school life and authentic identity constitute the theoretical background of this study. The school experiences of 185 Estonian and 161 Finnish students of different school types were studied by a semi-structured open questionnaire. The answers were analysed by the qualitative phenomenological method. The quality of school life of the students is diminished by the routine hierarchical working system and bad relations. It is supported by a cooperation-orientated atmosphere and meaningful learning experiences. The meaningfulness of school is sensed to be the most important factor in the students' evaluation of their school experiences.
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Marsh, Tricia Y., and Dewey G. Cornell. "The Contribution of Student Experiences to Understanding Ethnic Differences in High-Risk Behaviors at School." Behavioral Disorders 26, no. 2 (2001): 152–63. http://dx.doi.org/10.1177/019874290102600204.
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Past research reported that adolescent males from ethnic minority groups often engage in high-risk behaviors at school such as weapon possession, gang involvement, and fighting. The purpose of this study was to demonstrate that ethnic differences in high-risk behaviors might be better explained by differential school experiences. The study hypothesized that certain school experiences–-termed experiential factors–-rendered students more vulnerable to high-risk behaviors. The sample consisted of 7,848 seventh-, ninth-, and eleventh-grade students who completed a school safety survey. Logistic regression analyses revealed that student school experiences explained more variance than ethnicity. Low academic grades, observation and threat of violence, drug use, and perceived lack of adult and peer support were experiential factors associated with student involvement in high-risk behaviors. These results support an emphasis on student experiences rather than on ethnic background in understanding high-risk behaviors at school.
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Sulz, Lauren, Sandra Gibbons, Patti-Jean Naylor, and Joan Wharf Higgins. "Complexity of choice: Teachers’ and students’ experiences implementing a choice-based Comprehensive School Health model." Health Education Journal 75, no. 8 (2016): 986–97. http://dx.doi.org/10.1177/0017896916645936.
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Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of teachers and students involved in a choice-based Comprehensive School Health model – Health Promoting Secondary Schools (HPSS). Setting: School communities in British Columbia, Canada. Design and methods: HPSS engaged teachers and students in the planning and implementation of a whole-school health model aimed at improving the physical activity and eating behaviours of high school students. The intervention components were specifically informed by self-determination theory. A total of 23 teachers and 34 school committee members participated in focus group interviews. The minutes of planning meetings were collected throughout the intervention process. Results: Analysis of the data revealed five themes associated with participants’ experiences and motivational processes: (a) lack of time for planning and preparation; (b) resources, workshops and collaboration; (c) teacher control impacts student engagement; (d) teacher job action inhibited implementation of HPSS action plans; and (e) choice-based design impacts participants’ experiences. Conclusion: Findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of school-based health promotion programmes and implementing choice-based educational change initiatives.
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Bell, Kathleen E., Janice Miner Holden, and James Bedwell. "How School Counselors Can Assist Student Near-Death Experiencers." Professional School Counseling 14, no. 2 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400205.
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This article provides a thorough, literature-based review of the impact of near-death experiences on children and adolescents in the areas of social and academic functioning in school. Gleaned from the published literature about how various non-school health professionals can most effectively assist near-death experiencers, practical suggestions and interventions are recommended for school counselors to effectively assist student near-death experiencers.
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Mangin, Melinda M. "Transgender Students in Elementary Schools: How Supportive Principals Lead." Educational Administration Quarterly 56, no. 2 (2019): 255–88. http://dx.doi.org/10.1177/0013161x19843579.
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Purpose: Increased awareness and acceptance of transgender people in the United States is reflected in our nation’s schools. Unfortunately, educational leaders do not typically receive training related to transgender youth and educators express fear about working with transgender students. The purpose of this study is to examine the experiences of school leaders whom parents characterize as supporting their transgender children. Method: Qualitative interviews were conducted with supportive principals from 20 elementary schools across six states. Findings: The findings indicate that supportive principals (a) employed a child-centered approach to decision making, (b) leveraged learning and knowledge to create a positive elementary school experience for transgender children, and (c) characterized their experience as professionally and personally beneficial. Implications: These findings indicate that, in the context of a supportive principal, both the school community and the transgender student can have positive experiences. At the same time, the findings demonstrate that disrupting binary gender norms and shifting the larger school culture to be more gender inclusive is a formidable task. Results from this study may be helpful to elementary principals who hope to create accepting school environments for transgender students or for preparation programs that want to develop supportive principals.
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Hendarwati, Endah, Yarno Yarno, and Naili Saida. "Peningkatan Kualitas Pembelajaran Melalui Kemitraan Dosen dan Guru." AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (2019): 28. http://dx.doi.org/10.30651/aks.v3i1.2064.
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The assignment of lecturers to schools aims to improve the quality of learning. The implementation of Lecturer-to-School Assignment conducted at Kalijudan 01/59 Elementary School, Muhammadiyah 10 Junior High School, Baitussalam Junior High School, and Muhammadiyah 7 Senior High School of Surabaya provided many experiences for lecturers of FKIP UMSurabaya and partner school teachers. Differences in perceptions between lecturers and teachers can be understood and straightened out by the existence of lecturer assignment activities to schools. With the assignment of lecturers to the school lecturers and teachers can collaborate with each other to compile an activity plan by seeing and experiencing firsthand experience how to teach in schools with various problems. Lecturers and teachers exchange experiences in learning activities so that learning is more meaningful. Planned and sustainable school assignment activities have a positive impact on FKIP UMSurabaya and partner schools and for improving the quality of education in the Indonesian nation. Learning model innovations and varied media use in learning activities conducted by lecturers can provide motivation to teachers and students in the learning process. With the assignment of lecturers to school this can improve student learning outcomes.
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Philipson, Klaris. "Our student today, your student tomorrow." Pacific Journal of Technology Enhanced Learning 2, no. 1 (2020): 48. http://dx.doi.org/10.24135/pjtel.v2i1.67.
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Changes in compulsory NZC education requirements to be implements from 2020 will see a change in the technological knowledge, experiences and approaches students will have developed and used in their learning throughout their primary and senior school years.
 Additionally some schools are using an education models that differ greatly from the more traditional structure and are enabling learners to be more self-directed, autonomous and curious.
 What are the impacts on this on teaching practice? On achievement? On learners?
 How could it or should it effect Tertiary education?
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Wilson, Kelley Miller. "When the High School Coach Is a Bully." NASN School Nurse 32, no. 1 (2016): 33–35. http://dx.doi.org/10.1177/1942602x16665909.
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Though it is known that a minority of bully coaches exist, statistics regarding the actual prevalence of bully coaches in high schools are not well researched. School nurses may be placed in a consultative role with student athletes and their family members. Resource availability and suggestions for a plan of action are important for the school nurse. Support and encouragement for student athletes is critical for the development of positive mental health for young adults; therefore, families, peers, school personnel, and school nurses must all work together to produce positive sports experiences for high school age students.
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Pereira, Liane, and Jennifer Lavoie. "STUDENTS’ PERCEPTIONS OF SCHOOLING: THE PATH TO ALTERNATE EDUCATION." International Journal of Child, Youth and Family Studies 7, no. 3-4 (2016): 381. http://dx.doi.org/10.18357/ijcyfs73-4201616091.
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<p style="margin: 0cm 0cm 24pt 36pt;"><span style="color: #131413; font-family: Times New Roman; font-size: medium;">Policies governing education in North America have given schools the responsibility of meeting the needs of a diverse student population, including those with emotional and behavioural difficulties (EBD). To balance their need for individualized programs with their right to inclusion in schools, students with EBD may be placed in alternate programs within a mainstream school setting. However, little is known about student experiences leading to this placement or their experiences in these programs. The purpose of this study was to explore youth’s perceptions of the factors that influenced their being placed in an alternate program for students with EBD. Six eighth-grade students participated in semi-structured interviews and created a visual map of their school trajectories. An interpretative phenomenological analysis (IPA) of the data suggested that their schooling was a tumultuous journey that contributed to their emotional, behavioural, and academic struggles, and to their placement in an alternate school program. Students described disrupted school services, lack of supports, a negative school climate, and disengaging instructional strategies as contributing to their difficulties. An understanding of the influence of school context and policy on student behaviour is necessary if we are to improve educational outcomes and properly support child and adolescent development.</span></p>
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Rolfe, Linda. "The school-based work experiences of student teachers." Education 3-13 28, no. 2 (2000): 29–33. http://dx.doi.org/10.1080/03004270085200181.
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Ellaway, Rachel H., Kaatje Van Roy, Robyn Preston, et al. "Translating medical school social missions to student experiences." Medical Education 52, no. 2 (2017): 171–81. http://dx.doi.org/10.1111/medu.13417.
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Dulay, Lolita A., and Elvira Sumbalan. "Phenomenological Study of Bukidnon State University Graduate Student Scholars." Volume 5 - 2020, Issue 8 - August 5, no. 8 (2020): 1741–50. http://dx.doi.org/10.38124/ijisrt20aug829.
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This study explored the lived experiences of the Bukidnon State University Graduate student scholars in the Mindanao Regions during the School Year 2014-2020. The study delved into the scholars’ experiences in the six related factors, namely: students, BukSU faculty, BukSU administration, DepEd administration, work, and family. A phenomenological qualitative research design was employed. Twelve graduate student scholars were the participants of the study. The triangulation approach employing interviews, focus group discussions, and document review in the gathering of data assured the validity of the findings. Participants’ narratives on their lived experiences underwent transcriptions and analysis using Colaizzi’s method (1978). There were six (6) themes that surfaced-out from the lived experiences of the graduate student scholars, namely: Challenging yet, fulfilling Student-Learning Experiences; Satisfying Learning Experience with Wellrounded graduate faculty; Heart-warming learning experience with the BukSU Administration; Impressive support from the DepEd Administration; Pressured learning experience; and encouraging support system. A model showcasing the meaningful experiences of the graduate scholars and the attributes of how these scholars succeed in the pursuit of a graduate degree came out from these emerging themes.
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Marante, Leesa, and Shannon Hall-Mills. "Today's Graduate Students, Tomorrow's SLPs: Enhancing School Practicum Experiences." Perspectives of the ASHA Special Interest Groups 4, no. 5 (2019): 1128–35. http://dx.doi.org/10.1044/2019_pers-sig16-2019-0003.
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Purpose In this article, we describe a standards-driven, workforce-focused model of school practicum offered by an accredited graduate speech-language pathology program. Method To prepare more than 50% of the American Speech-Language-Hearing Association's membership for the school-based workforce, graduate students require real-life practicum experiences in the schools. Practicum experiences should be standards driven, anchored in the graduate curriculum, and paired with academic coursework to foster the growth of student clinicians' background knowledge prior to engagement in a school-based practicum. Results We outline the main content areas and minimum practice experiences that should be incorporated in a school-based practicum and provide suggestions for balancing the requirements across the graduate curriculum. Collaboration with school systems is essential for locating and maintaining high-quality placements. Conclusion School practicum experiences provide an important foundation for future school speech-language pathologists to enter the workforce with adequate preparation.
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Mireles-Rios, Rebeca, Victor M. Rios, and Augustina Reyes. "Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out." Education Sciences 10, no. 4 (2020): 108. http://dx.doi.org/10.3390/educsci10040108.
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Research: The goal of this study is to understand the experiences of Black and Latino former high school students who dropped out, or were pushed out, of a large urban school district in Southern California. Specifically, this paper examines the barriers students faced that contributed to them leaving high school and their journey afterward. Thirty-nine former high school students who “dropped out”, or were pushed out of school, 61.5% males (n = 24) and 38.5% females (n = 15), were interviewed. Findings: The findings indicate the use of punitive truancy control for dealing with health and psychological needs of students, transportation issues, personnel–student relationships, and standardized testing. Examining the experiences of students who have been pushed out of school can help educators and policy makers address some of the inequities within schools. Results: We argue that pushout prevention can be developed by changing truancy and other discipline policies in schools. Implications from this study help us understand how we can better support students before they are pushed out.
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Kallail, K. James, Pam Shaw, Tyler Hughes, and Benito Berardo. "Enriching Medical Student Learning Experiences." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052090216. http://dx.doi.org/10.1177/2382120520902160.
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Objective: Medical students should develop skills in assessing their own learning needs and developing strategies to meet those needs. Medical curricula should be designed to provide active and enriching ways to explore medicine beyond the classroom. The program should enrich the elements of motivation, discovery, innovation, social services, cultural exploration, and personal development. The University of Kansas School of Medicine instituted a new curriculum in 2017 called ACE (Active, Competency-based, and Excellence-driven). Eight 1-week courses of enrichment experiences are embedded within the first 2 years of the curriculum. Methods: After each of 8 medical content blocks, students are required to participate in a 1-week, nongraded enrichment experience according to their own learning needs and interests. Students choose the type of enrichment activities including clinical experiences, professional development, leadership development, research and scholarly activity, and community engagement. Students select their top enrichment choices and a computer lottery makes the assignments from their designations. Students engaged in research and scholarly activity are guided to appropriate research mentors. Results: A total of 196 enrichment activities at 3 campuses were developed for 211 students during the first 2 years of medical school. Most students selected clinical experiences with enrichments available in most medical specialties and subspecialties. Students also use enrichment weeks to conduct research/scholarly activity, particularly those students pursuing the Honors Track. A total of 2071 enrichment experiences were completed in the first 2 years. Conclusions: Most enrichments involved clinical experiences, although research/scholarly activity and professional development enrichments also were popular. Evaluations from students and antidotal data suggested enrichments are popular among students and a good change of pace from the usual rigorous activities of the curriculum. Because of the large number of experiences required to conduct the enrichment weeks, a continuous process of evaluation is required to maintain the program. Therefore, flexibility is required to administer the program.
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Mushtaq, Mohsin Bin. "Experiences of a Student Elective at McGill University." International Journal of User-Driven Healthcare 2, no. 1 (2012): 29–32. http://dx.doi.org/10.4018/ijudh.2012010104.
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It is often debated if medical electives are beneficial for students. While medical electives are not mandatory for students in the developing world, they are an important part of medical training in some Western universities (UCSD School of Medicine, n.d.) and have been part of UK undergraduate training since the 1970s (Cruikshank & Walsh, 1980). In the West medical schools form committees to guide, counsel, and help students plan their electives during vacations. In South Asia, the concept of electives is minimally encouraged; however, the students themselves share their elective experience and encourage other students to take electives, mostly through online forums. Electives often provide students a chance to work in a different setup, with different disease prevalence patterns, hospital management protocols, and learning experiences under various doctors with diverse problem solving approaches. It is also a two pronged tool whereby students can enhance their clinical skills and find opportunities to obtain a research project under the mentorship of research oriented academic consultants. This article is a brief sketch of experiences encountered by a South Asian medical student on a clerkship elective rotation in cardiology at a tertiary care hospital in Canada.