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Relevant bibliographies by topics / Student school experiences

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Academic literature on the topic 'Student school experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Student school experiences"

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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 (August 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 th

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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 (March 15, 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 t

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Testa, Doris. "COVID-19 and student well-being: Catholic school staff perspectives and experiences." Health Education Journal 80, no. 7 (April 22, 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-im

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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, pos

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Connell, Nadine M. "Fear of Crime at School." Youth Violence and Juvenile Justice 16, no. 2 (December 27, 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

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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 wa

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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 (February 19, 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 w

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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 (May 17, 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 relati

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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 (October 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

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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 (February 24, 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 communit

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Dissertations / Theses on the topic "Student school experiences"

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Schimek, Troy Alan. "Analysis of middle school student bullying experiences and student reported school climate." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.

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Lambert, R. Mitch. "The Student Perspective of High School Laboratory Experiences." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239991811.

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Fortuin, Kevin M. "American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/265553.

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One method by which student success or failure is measured is whether or not students graduate or dropout. The current educational policy, No Child Left Behind Act of 2001, aims to close the achievement gap among different ethnic groups. Despite these goals, American Indian students have the highest dropout rate and lowest graduation rate in the country. For well over a century, federal educational policy has failed to meet the educational needs of American Indian students. This research project shows the need for perspectives to change in terms of "dropping out" and "graduating" in order

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Wood, Susannah. "Gifted and talented adolescents' experiences in school counseling." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1550154194.

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Myers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience." Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.

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Rhea, Marilyn Sue. "Field experiences in science teacher preparation programs of Missouri." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052240.

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Busch, Rebecca. "Wisconsin school counselor perceptions of school climate experiences of gay and lesbian youth." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006buschre.pdf.

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Jenkins, Ruth A. "STUDENT VOICE REFLECTING SCHOOL EXPERIENCES FOR STUDENTS WITH EMOTIONAL DISTURBANCE WHO HAVE EXHIBITED AGGRESSIVE BEHAVIOR IN THE SCHOOL SETTING." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1163100679.

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Hopkins, Lindsey Y. "Student Experiences, Struggles, and Supports in an Alternative School Setting." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703349/.

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Experiences of shame, such as feelings of failure, scorn, ridicule, and embarrassment, all impact a student's successful mastery of academic skills. To identify and understand the shame experiences that impact a student's success, as told from the student's perspective, and determine which factors contribute most to student success, the lenses of the shame resiliency theory and self-determination theory were utilized. This phenomenological qualitative research study explored the struggles associated with shame that students who attended and graduated from a school-of-choice alternative schoo

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Talley, Zebedee Jr. "A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/28003.

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This study involved a qualitative investigation of Black middle school students' experiences of teacher characteristics that they saw as influential in their learning and achievement. The sample consisted of 8 students selected from a public middle school in central Virginia . Data collection involved both in-depth individual interviews and classroom observations. Interviews focused on the participants' early educational experiences, middle school experiences with teachers, and experiences of the role that teachers play in learning and achievement. Classroom observations provided additional in

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Books on the topic "Student school experiences"

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Board, College Entrance Examination, ed. Summer on campus: College experiences for high school students. New York: College Entrance Examination Board, 1989.

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Levin, Shirley. Summer on campus: College experiences for high school students. 2nd ed. New York: College Entrance Examination Board, 1995.

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Utterback, Ann S. Summer on campus: College experiences for high school students. Washington, D.C: Transemantics, 1985.

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H, Meyer Charlotte, and Meyer D. Eugene, eds. Elementary field experiences: A handbook with resources. Albany, N.Y: Delmar Publishers, 1994.

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Butler, Deborah A. On site: Preparing middle level teachers through field experiences. Columbus, OH: National Middle School Association, 1991.

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A, Davies Mary, and Dickinson Thomas S, eds. On site: Preparing middle level teachers through field experiences. Columbus, Ohio: National Middle School Association, 1991.

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Panton, Walking Eagle Karen, Russo Alexander W. W, United States. Dept. of Education. Office of Policy and Planning, and Policy Studies Associates, eds. The other 91 percent: Strategies to improve the quality of out-of-school experiences of Chapter 1 students : supplement to the national assessment of Chapter 1. [Washington, D.C.?]: The Dept., 1993.

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Chimerine, Carrie B. The other 91 percent: Strategies to improve the quality of out-of-school experiences of Chapter 1 students : supplement to the national assessment of Chapter 1. [Washington, D.C.?]: The Department, 1993.

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Syrjälä, Leena. Oppilasarviointi osana lukio-opiskelua ja opetusta: Oppilaiden ja opettajien näkemyksiä ja kokemuksia Alppilan lukiossa = Student assessment as part of studying and teaching in senior secondary school : views and experiences of students and teachers in Alppila Senior Secondary School. Oulu: Oulun yliopiston Kasvatustieteiden tiedekunta, 1989.

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Australian Council for Educational Research., ed. Year 12: Students' expectations and experiences. Hawthorn, Australia: Australian Council for Educational Research, 1989.

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Book chapters on the topic "Student school experiences"

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Van Manen, Max, Jerry McClelland, and Jane Plihal. "Naming Student Experiences and Experiencing Student Naming." In International Handbook of Student Experience in Elementary and Secondary School, 85–98. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-3367-2_3.

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Andrews, Kylie, and Jill Willis. "Imaginings and Representations of High School Learning Spaces: Year 6 Student Experiences." In School Spaces for Student Wellbeing and Learning, 77–95. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6092-3_5.

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Schweig, Jonathan D., and José Felipe Martínez. "Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment." In Student Feedback on Teaching in Schools, 91–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_6.

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AbstractStudent surveys are increasingly being used to collect information about important aspects of learning environments. Research shows that aggregate indicators from these surveys (e.g., school or classroom averages) are reliable and correlate with important climate indicators and with student outcomes. However, we know less about whether within-classroom or within-school variation in student survey responses may contain additional information about the learning environment beyond that conveyed by average indicators. This question is important in light of mounting evidence that the educational experiences of different students and student groups can vary, even within the same school or classroom, in terms of opportunities for participation, teacher expectations, or the quantity and quality of teacher–student interactions, among others. In this chapter, we offer an overview of literature from different fields examining consensus for constructing average indicators, and consider it alongside the key assumptions and consequences of measurement models and analytic methods commonly used to summarize student survey reports of instruction and learning environments. We also consider recent empirical evidence that variation in student survey responses within classrooms can reflect systematically different experiences related to features of the school or classroom, instructional practices, student background, or a combination of these, and that these differences can predict variation in important academic and social-emotional outcomes. In the final section, we discuss the implications for evaluation, policy, equity, and instructional improvement.

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"Coming to Know the Lived Experiences of Two Young Boys With Speech, Language and Communication Needs." In Student Perspectives on School, 129–46. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789463512459_008.

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Savvani, Stamatia. "Meaningfully Engaging EFL Students in the Digital School." In Fostering Meaningful Learning Experiences Through Student Engagement, 92–118. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch005.

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Technology is an integral part of our daily and professional lives and is gradually and steadily being introduced into state schools. As for the Greek context, the Digital School project was initiated in 2010 in state schools; digital platforms and materials were made available to teachers and students for the teaching of English. This study follows a mixed-methods approach and employs questionnaires and semi-structured interviews to explore English language teachers' beliefs and practices regarding the use of technology in state schools. The research focuses on how teachers use technology to maximise student engagement. The findings show a tendency from educators to embrace technology despite certain shortcomings found regarding the resources available, content- and technology-wise. Drawing from interview findings and teachers' practices, this chapter proposes educational practices that could be employed to foster student engagement and meaningfully integrate technology in English language classes.

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Akyol, Tugce, and Havva Erdem. "Behavioral Engagement of Elementary School Students in Turkey." In Fostering Meaningful Learning Experiences Through Student Engagement, 119–41. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch006.

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This study aims to evaluate the behavioral engagement levels of elementary school students in Turkey and to determine the factors affecting the behavioral engagement levels of students in line with the views of elementary school teachers. Participants of the quantitative stage are selected by the random sampling method, from 50 students each from 1st, 2nd, 3rd, and 4th grades and 200 in total that attend to an elementary school in Turkey's inner Aegean region directed by the Ministry of Education. The participants of the study concerning the qualitative stage were 10 elementary school teachers. It was determined that elementary school students have a medium behavioral engagement level, and the gender variable is effective on engagement levels. It has been determined that elementary school teachers have awareness about engagement indicators and teachers think that the interaction they establish with students and the methods they use in the lessons affect the engagement.

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"Relate past experiences to current ones." In A Student Teacher's Guide to Primary School Placement, 189–90. Routledge, 2003. http://dx.doi.org/10.4324/9780203464885-25.

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Soltani, Behnam. "International students’ socialisation and transition experiences in high school." In Enhancing Student Education Transitions and Employability, 49–65. Routledge, 2021. http://dx.doi.org/10.4324/9781003168737-4.

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Crappell, Courtney. "Facilitating Practicum-Training Experiences." In Teaching Piano Pedagogy, 187–209. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190670528.003.0008.

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Chapter 7, “Facilitating Practicum-Training Experiences,” includes information on guiding pedagogy students through observations of experienced teachers, and then it explores how pedagogy teachers can design and facilitate practicum- and internship-teaching experiences. Example observation and self-evaluation forms are embedded within several classroom exercises. For pedagogy teachers who plan to start preparatory programs in which their pedagogy students will “student-teach,” an overview of the considerations related to starting and running a school follows. This chapter then introduces several alternative ideas to starting in-house preparatory schools and incudes suggestions for dealing with frequent teacher turnover that occurs as student-teachers graduate and their piano students then move on to work with new teachers. It includes templates for writing letters of recommendation for transfer students and semester progress reports.

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Tanner, C. Kenneth. "Green School Characteristics, Sustainability, and Student Learning." In Marketing the Green School, 25–37. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6312-1.ch003.

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An exploration of learning environments within and around green schools provides the basis for this chapter. One of its most important goals is to encourage research on where students learn and the quantity of information that students learn, with parallel emphasis on sustainability, school design, and green schools. A general theme is to encourage the study of green schools within the broader context of the total physical environment, while viewing learning experiences and achievement of students through social, economic, efficacy, and sustainability perspectives. Several sustainable design perspectives are included in this chapter, and findings in five areas of school design research are associated with selected green school concepts. As a rather unique component akin to the affective dimension of explaining research findings, acknowledgement of the biophilia hypothesis is suggested as an alternative pathway to view context and enhance depth in research methods, procedures, and interpretation.

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Conference papers on the topic "Student school experiences"

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"Promoting Safety in High School Supervised Agricultural Experiences: Teachers’ Training and Student Injury Experiences." In 2014 ASABE Annual International Meeting. American Society of Agricultural and Biological Engineers, 2014. http://dx.doi.org/10.13031/aim.20141901562.

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Issen, Kathleen A., John C. Moosbrugger, Andrea J. Howard, Mathew D. Ingraham, Bridget A. Reardon, and Lisa M. Sabini. "Transforming Student Perspectives Through Summer Undergraduate Research." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43793.

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Undergraduate research is a commonly accepted method for increasing student interest in graduate study. An important outcome of this process is the transformation of student perspectives, such that students view themselves as potential graduate students. The Research Experience for Undergraduates (REU) site studied here seeks to accomplish this transformation through multidisciplinary research projects, community-building activities, and workshops, which expose students to graduate study, while increasing self-confidence and promoting exploration and risk taking. Based on direct student feedba

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Dabamona, Samsudin Arifin. "“I Then Called My Father Straight Away to Ask”: Educational School Trips and Cultural Identity." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-1.

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The authenticity and promotion of cultural immersion developed in cultural places has been seen to provide meaningful experiences and, at the same time, present unique aspects of cultural identity to student visitors. Conducting research in the Cultural Museum of Cenderawasih University and Abar village in Papua, Indonesia, this paper highlights how native Papuan students make meaning within a cultural context and identify their own identities based on an educational school trip. Moreover, the paper underlines students’ responses on cultural issues and threats resulted from their reflective ex

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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) o

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Al-Khamisy, Danuta. "SUPPORTING THE STUDENT AT RISK OF DYSLEXIA IN SCHOOL ACCORDING TO THE DIALOGUE MODEL. POLISH SCHOOL EXPERIENCES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0860.

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"Conference Proceedings of the 2020-2021 John B. Graham Student Research Symposium." In 2020-2021 John B. Graham Student Research Symposium. CJIM Publishing Group, 2021. http://dx.doi.org/10.47265/cjim.v1i2.1318.

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Established in 1987, the John B. Graham Medical Student Research Society recognizes and promotes the research efforts of the medical student body at the University of North Carolina School of Medicine in basic science, public health, and clinical sciences. Throughout the year, members exchange ideas and share their experiences about conducting research. In addition, the Society serves to encourage collaboration with faculty to promote productive research opportunities for students. The following conference proceedings represent abstracts accepted for presentation at the 2020-2021 Student Resea

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Karimi, Amir. "A Freshman Engineering Education Experience." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43664.

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This paper describes a freshman engineering educational experience at The University of Texas at San Antonio (UTSA). It highlights the first year engineering curriculum and an academic support system that is designed for student success during the freshman year. Traditional course work in calculus, chemistry, calculus based physics, introductions to engineering, engineering graphics, and writing courses are a part of the freshman engineering curriculum. The university offers a number of academic support programs to help freshman students a smooth transition from high school to college life. A

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Garner, Stuart. "Improving Student-Tutor Dialogues in E-Learning." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2432.

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In flexible, asynchronous e-learning environments, student-tutor interactions are usually by telephone, email or fax. In courses that utilise software in their teaching, many such interactions involve students requesting assistance from a tutor in connection with the use of that software to solve problems. Not only is it difficult for a student to explain a problem which they are having, but it is also difficult to respond to such a query without being able to "walk through" examples by using a white board or via the software which is being used within the course. There are now tools available

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Cysneiros Filho, Gilberto Amado de Azevedo, Neiton Carvalho da Silva, and Barbara Silva Morais. "A REVIEW OF PAPERS ABOUT BLOCK PROGRAMMING FROM THE WORKSHOP ON COMPUTING AT SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end024.

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This paper describes a survey to identify how Block Programming is being used in Brazilian schools. The motivation of this research is to provide us with data and insights to support the research project on Block Programming and Computational Thinking in Schools whose goal is to investigate and create a proposal for how Block Programming can be inserted into the school curriculum. The relevance of this research is that the school should prepare the students for the skills (creativity, programming, problem solving, abstraction and innovation) demanded by the job market and for further education

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Handscombe, Robert, Elena Rodriguez-Falcon, and Eann A. Patterson. "Embedded Enterprise Learning: About, Through, For and From." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79878.

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Much enterprise teaching is carried out in business schools. A number of approaches are identified and their appropriateness for non-business school students reviewed. A particular focus is placed on science and engineering students and White Rose Centre for Enterprise (WRCE), formed in 1999 as part of the UK Science Enterprise Challenge initiative. Its remit was to increase enterprise learning and entrepreneurship activity, thus bringing about a ‘cultural change’. WRCE emphasizes the need to make learning ‘real’ for the student and to weave an enterprise strand through the full course of stud

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Reports on the topic "Student school experiences"

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, April 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro, and Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, May 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg, and Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, April 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Bruch, Sarah K., Austin Adams, Sean M. Finn, and Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, July 2017. http://dx.doi.org/10.17077/h26q-oc79.

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Heeren, Tessa, Austin Adams, Natalie Veldhouse, and Sarah K. Bruch. Iowa City Community School District LGBTQ Student Experiences Multi-Stakeholder Task Force Report. Iowa City, Iowa: University of Iowa Public Policy Center, February 2018. http://dx.doi.org/10.17077/a2g1-zzlf.

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Mahat, Marian, and Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.

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A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environment

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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 w

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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 w

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Gruber, Samuel H. The Bimini Research Experience for ONR Science High School Students. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada628274.

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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 pr

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