Relevant bibliographies by topics / Students with Interrupted Formal Education

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

Academic literature on the topic 'Students with Interrupted Formal Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Students with Interrupted Formal Education"

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Cohan, Audrey, and Andrea Honigsfeld. "Students with Interrupted Formal Education (SIFEs): Actionable Practices." NABE Journal of Research and Practice 8, no. 1 (March 1, 2017): 166–75. http://dx.doi.org/10.1080/26390043.2017.12067802.

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Chang-Bacon, Chris K. "Generation Interrupted: Rethinking “Students with Interrupted Formal Education” (SIFE) in the Wake of a Pandemic." Educational Researcher 50, no. 3 (February 9, 2021): 187–96. http://dx.doi.org/10.3102/0013189x21992368.

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The COVID-19 pandemic disrupted schooling worldwide, compelling educators, researchers, and policymakers to grapple with the implications of these interruptions. However, while the scale of these disruptions may be unprecedented, for many students, interrupted schooling is not a new phenomenon. In this article, I draw insights from the field of Students with Interrupted Formal Education (SIFE) for supporting students who experience schooling interruption. In addition, I argue that the extensive accommodations offered to students in the midst of the pandemic must be preserved for future generations of SIFE students—a population for whom similar accommodations have been historically denied. Through this analysis, I demonstrate the need to interrogate traditional notions of interrupted schooling and the students who experience it. This article offers implications for rethinking interrupted schooling, as well as formal education writ large, toward more equitable and socially just ends.
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DeCapua, Andrea, and Helaine W. Marshall. "Students with Limited or Interrupted Formal Education in US Classrooms." Urban Review 42, no. 2 (August 26, 2009): 159–73. http://dx.doi.org/10.1007/s11256-009-0128-z.

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DeCapua, Andrea, and Helaine W. Marshall. "Reframing the Conversation About Students With Limited or Interrupted Formal Education." NASSP Bulletin 99, no. 4 (December 2015): 356–70. http://dx.doi.org/10.1177/0192636515620662.

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Laberge, Carl, Suzie Beaulieu, and Véronique Fortier. "Developing Oral Comprehension Skills with Students with Limited or Interrupted Formal Education." Languages 4, no. 3 (September 14, 2019): 75. http://dx.doi.org/10.3390/languages4030075.

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The development of oral comprehension skills is rarely studied in second and foreign language teaching, let alone in learning contexts involving students with limited or interrupted formal education (SLIFE). Thus, we conducted a mixed-methods study attempting to measure the effect of implicit teaching of oral comprehension strategies with 37 SLIFE in Quebec City, a predominantly French-speaking city in Canada. Two experimental groups received implicit training in listening strategies, whereas a control group viewed the same documents without strategy training. Participants’ listening comprehension performance was measured quantitatively before the treatment, immediately after, and one week later with three different versions of an oral comprehension test targeting both explicit and implicit content of authentic audiovisual documents. Overall, data analysis showed a low success rate for all participants in the oral comprehension tests, with no significant effect of the experimental treatment. However, data from the intervention sessions revealed that the participants’ verbalisations of their comprehension varied qualitatively over time. The combination of these results is discussed in light of previous findings on low literate adults’ informal and formal language learning experiences.
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DeCapua, Andrea. "Reaching Students with Limited or Interrupted Formal Education Through Culturally Responsive Teaching." Language and Linguistics Compass 10, no. 5 (April 28, 2016): 225–37. http://dx.doi.org/10.1111/lnc3.12183.

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DeCapua, Andrea, and Helaine W. Marshall. "Reaching ELLs at Risk: Instruction for Students With Limited or Interrupted Formal Education." Preventing School Failure: Alternative Education for Children and Youth 55, no. 1 (January 2011): 35–41. http://dx.doi.org/10.1080/10459880903291680.

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Evans, William, Robert A. Gable, and Amany Habib. "Lessons from the Past and Challenges for the Future: Inclusive Education for Students with Unique Needs." Education Sciences 11, no. 6 (June 7, 2021): 281. http://dx.doi.org/10.3390/educsci11060281.

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The school-age population of students is becoming increasingly more culturally and linguistically diverse. There is mounting recognition that English Learners (EL) represent a unique group of students who have special educational and linguistic needs. This article considered the needs of learners with diverse special needs such as (a) learning and behavior challenges and (b) English Learners identified as students with limited or interrupted formal education (SLIFE). We highlighted some potential lessons to be learned from past-to-present efforts to serve students with behavior problems. Selected evidence-based practices were featured that are applicable to learners with special needs, thereby supporting the development of effective inclusive education, especially for students from culturally and linguistically diverse backgrounds.
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Hos, Rabia. "The Lives, Aspirations, and Needs of Refugee and Immigrant Students With Interrupted Formal Education (SIFE) in a Secondary Newcomer Program." Urban Education 55, no. 7 (September 4, 2016): 1021–44. http://dx.doi.org/10.1177/0042085916666932.

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Secondary schools in the United States have been changing with the increased arrival of refugee students with interrupted formal education (SIFE), especially at the secondary schools. Refugee SIFE are faced with barriers developing both language and academic skills. This article describes some of the findings of an ethnographic research study that was conducted in an urban secondary newcomer program with SIFE in Northeast United States. The findings suggest that the refugee SIFE were in dire need of psychological support, had many responsibilities outside of school, and had high aspirations for the future despite their limited knowledge of the U.S. educational system.
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Szlyk, Hannah Selene, Jodi Berger Cardoso, Liza Barros Lane, and Kerri Evans. "“Me Perdía en la Escuela”: Latino Newcomer Youths in the U.S. School System." Social Work 65, no. 2 (April 1, 2020): 131–39. http://dx.doi.org/10.1093/sw/swaa001.

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Abstract Unaccompanied minors, or “newcomer youths,” come to the United States from Mexico and Central America to escape violence and persecution, and to seek financial and academic opportunities. Many newcomer youths arrive with gaps in their formal education attributed to the immigration process and the heterogeneity of their pre-U.S. lives. Once they are enrolled in the U.S. school system, many educators struggle to accommodate the academic needs of these students. Drawing on the framework of social and cultural capital, this article aimed to expand the current knowledge on the experiences of Latino unaccompanied youths in the U.S. school system. A thematic analysis of semistructured interviews with 30 newcomer students and 10 key informants revealed six themes: socialización con los demás compañeros (getting along with the other students); poca confianza (little trust); no sé lo que decían (I do not know what they were saying); it is a hard landing; education, interrupted; and estoy agradecido (I am grateful). The article offers suggestions for school social workers and educators on how to promote academic success, student resilience, and school connectedness for a vulnerable youth population.
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Dissertations / Theses on the topic "Students with Interrupted Formal Education"

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Williams, Veronica A. "Karen–Burmese Refugees’ Cultural Perception of Formal Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/118.

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In the U.S. the population continues to diversify as refugees find residence within its borders. According to the U.S. Department of Education’s Refugee Resettlement Statistics (2012) of those refugees fourteen thousand and twenty identified themselves as Karen refugees from Burma. In the context of education, teachers are confronted with the language development of English Language Learners (ELLs). At the researchers school site the ELLs population include; immigrants, refugees, and Students with Interrupted Formal Education (SIFE). Although it is known that refugee students have limited formal education, which creates difficulty for them to access content and develop their English language proficiency (Decapua, Smathers, & Tang, 2009), there was a paucity of data of the cultural differences of Karen refugees’ parents experiences with formal education systems compared to those of other refugees. The researcher conducted an Interpretative Phenomenological Analysis (IPA) case study grounded in sociocultural theory (Vygotsky, 1978) with the aim to analyze the personal experience of Karen refugee women who relocated to an urban city located in the northeastern United States as parents of students in the U.S. public school system. After the conclusion of the study following dominant themes arose: family, limited formal education, communication and cultural representation. One major implication constituted the need for inclusion of families’ and students’ cultural knowledge into school systems and curriculum. Considering the cultural gap, it is important that teacher training programs and administrators prepare teachers with strategies for incorporating culturally responsive teaching practices into their pedagogy. Another implication of the study was communication between multilingual refugee families and American schools. Institutions working with refugee communities should prioritize interpreting and translation.
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Sharpless, Brittany. "Secondary Educators' Perceptions Of Teaching And Schooling Adolescent Students with Limited, Interrupted, or No Formal Education." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586530430731774.

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Benson, Katrina Rosamay. "Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606.

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Fulghum, Ingram Carla Annette. "Teachers' Experiences Teaching Adolescent English Learners with Limited or Interrupted Formal Schooling." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619701.

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An estimated 44% of secondary school English Learners (ELs) are immigrants. Some arrive in the United States with a rigorous academic education and often excel beyond most native-born students while others arrive without any formal education or having missed years of schooling. This second subpopulation of ELs is called students with interrupted or limited formal education or SLIFE. These learners have to work harder than their native English-speaking peers and even harder than their more literate EL peers to meet the same accountability goals because these students need learn a new language, develop literacy skills in the new language, and also master content area standards simultaneously. The problem that was addressed was that teachers’ low expectations and subsequent differential treatment of SLIFE may contribute to the lower graduation rates and achievement gap and between SLIFE, other ELs, and mainstream English-speaking students. The purpose of this qualitative phenomenological study was to examine high school content teachers’ perceptions of and expectations for their students who are classified as SLIFE. Participants are high school teachers in one school district in the Southeastern United States. Data were gathered through face-to-face interviews. The findings showed the difficulties faced by teachers trying to support SLIFE students in mainstream content area courses, but also revealed the willingness these teachers demonstrate to do whatever it takes to help all of their students. The data expressed a deep desire these teachers feel to be better equipped. Research is needed to determine what supports, research, and training experiences and efficacy are needed for planning and delivering instruction to their SLIFE students with the goal of both academic success and a positive acculturation experience. Further research is also needed to determine what, if any, institutional barriers exist and what can be done to remove them so that the teachers’ efforts will be facilitated, not hindered.

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Browder, Christopher Todd. "English learners with limited or interrupted formal education| Risk and resilience in educational outcomes." Thesis, University of Maryland, Baltimore County, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637307.

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This dissertation examined the educational outcomes of high school English learner (EL) students with limited or interrupted formal education (SLIFE) to evaluate theories that explain their educational resilience. School system data and survey results from 165 high school ELs were analyzed to determine the degree to which ELs' homeland schooling had influenced their academic outcomes in the U.S. Educational outcomes included English proficiency attainment and gains as well as scores on standardized tests of algebra, biology, and English language arts. Limited formal schooling (LFS) was operationalized with three indicators for students on arrival in the U.S.: (1) gaps in years of schooling relative to grade, (2) low self-reported first language schooling, and (3) beginner-level English proficiency. Bivariate and multivariate regression analyses were used to estimate the relationships between the LFS indicators and the educational outcomes as well as the degree to which school-based protective factors and personal risk factors had influenced the relationships. Protective factors included perceived pedagogical caring, social integration with non-immigrant peers, ESOL classes, out-of-school help, and extra-curricular activities. Risk factors included high social distance, past traumatic experiences, a lack of authoritative parental support, separations from loved ones, and hours spent working in employment. This study also examined the role students' academic self-concept played in mediating and moderating the influence of protective and risk factors in the resiliency process. The findings showed that SLIFE had lower achievement on the standardized tests, but that it was largely due to having lower English proficiency at the time of the test. Lower English proficiency at the time of the test was mainly attributed to arriving with lower English proficiency and lower first language literacy. ESOL classes appeared to help students acquire English faster. After controlling for differences in English proficiency, students' perceptions of social distance appeared to predict their academic achievement on standardized tests better than their academic self-concept and the other protective or risk factors. This study contributes to our understanding of risk and resilience among SLIFE and may help inform interventions to support them better.

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Marrero, Colon Michelle Ivette. "A Case Study| Meeting the Needs of English Learners With Limited or Interrupted Formal Education." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428604.

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Increasing numbers of English-language learners with limited or interrupted formal education are entering schools across the United States. This new trend is affecting school districts with new challenges as high school teachers of English speakers of other languages are not prepared to address the beginning literacy needs of students with limited or interrupted formal education. In addition, students with limited or interrupted formal education are encountering challenges in high school as they are simultaneously learning a new language and academic content in a new culture in addition to learning how to read and write for the first time in their lives. Moreover, additional challenges that arise with this group of students involve addressing their socioemotional and acculturation needs.

This qualitative study examined how high school teachers of English speakers of other languages in a small urban mid-Atlantic school district integrated social and academic English-development skills for students with limited or interrupted formal education. To accomplish this, the researcher collected data by conducting eight individual teacher interviews and six classroom observations. The researcher also gathered student background information, which included assessment scores that aided during the analysis of classroom observations.

Five general themes emerged from data analysis: (a) meeting the socioemotional needs of students with limited or interrupted formal education by building relationships, (b) differentiating instruction to meet the academic needs of students with limited or interrupted formal education, (c) meeting the beginning literacy needs of students with limited or interrupted formal education who have limited knowledge of literacy instruction, (d) lack of integration into the school culture and students creating their own community, and (e) the power of students’ native languages. The findings of this study will assist school districts across the United States to focus on the areas of needs to provide high-quality educational opportunities to students with limited or interrupted formal education. The gathered information will also contribute to enhance teaching practices that benefit the socioemotional, academic, and acculturation needs of this unique student population.

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Pritchard, Catherine Cutchins. "International elementary schools and interrupted students : a study of curriculum, pedagogically-engaged time and reading development." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10660.

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Includes bibliographical references (p. 130-142).
This dissertation is concerned with the question of how reading development is influenced by the increase of pedagogically-engaged time amongst interrupted students within a particular curriculum. The study arose from observations that students of an interrupted educational background seemed to be achieving at a lower reading level than uninterrupted students - and thus, the study sought to establish the possible reasons and remedies for this problem. This study was primarily located at the American International School of Cape Town (AISCT), Cape Town, South Africa; and secondarily located at the Washington International School, Washington, D.C., United States of America.
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Marks, Jonathan Tresman. "Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/6884.

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Entrepreneurial activity is widely regarded as a primary driver of socio-economic development. Alongside structural and systemic support, entrepreneurship education is a critical factor in improving entrepreneurial activity. While entrepreneurship education initiatives abound, little is understood about the effectiveness and pedagogical basis of these programmes, especially from the perspective of the student. This thesis focuses on a case study of a South African programme of entrepreneurship education designed around Kolb's Experiential Learning Cycle. The research employs a phenomenographic framework to identify the qualitatively different ways in which students experience this experiential learning approach to entrepreneurship education. This research shows that students' ways of experiencing learning can be characterised in one of two ways; a superficial way of experiencing learning in which students takes on a less sophisticated and surface view of learning, and an immersed way of experiencing learning in which students' engage in a deep and sophisticated manner. These ways of experiencing learning suggest two ways in which Kolb's Experiential Learning Cycle is interrupted; firstly, at the point of concrete experience, and secondly, at the point of reflective observation. This study makes a contribution to knowledge by examining experiential learning from the perspective of the student, and shows how programmes of entrepreneurship education can be better designed, in order to have an impact on entrepreneurial activity and socio-economic development.
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Moyer, Lisa Ann. "Engaging Students in 21st Century Skills through Non-Formal Learning." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70949.

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National reforms, such as the Next Generation Science Standards (NGSS), Common Core State Standards Mathematical Practices (CCSMP), and Partnership for 21st Century Learning (P-21) challenge educators to provide students with dynamic learning experiences that address the needs of learners in today's society. These new standards represent a paradigm shift away from the meticulous content memorization of many state standards, toward more dynamic measures addressing the whole learner. To truly develop the leaders, innovators and thinkers of tomorrow, educators are beginning to look beyond the traditional schoolhouse walls to intertwine intentionally designed non-formal learning experiences within formal education. These non-formal experiences serve to connect seemingly disparate skills and knowledge through real-life, hands-on, minds-on learning. Embracing partnerships with individuals and organizations beyond the classroom fosters an environment seamlessly connecting life, work, and school. Although the importance of student engagement in 21st century skills is at the forefront of current educational reforms, little has been done to assess this engagement. While standards such as Common Core State Standards and NGSS have measures in place for domain-specific 21st century skills, aside from PISA's cross-curricular problem solving test, there are few resources to measure non-domain specific engagement in these skills. Without a viable measure, detractors can argue that the term 21st century skills is meaningless and it distracts students from learning core content. Bridging the divide between skills and content is essential to build support for skills that reach far beyond isolated subject-matter knowledge. Engaging students in these skills through non-formal learning, and measuring the extent of student engagement in these skills will drive the development of future opportunities for students to hone them in creative ways. The purpose of this study was to measure student engagement in 21st century skills while they participate in a non-formal learning experience. Once a viable measurement was developed, it was utilized to measure student percent of engagement in each specific 21st century Learning and Innovation skill (creativity and innovation, critical thinking, problem solving), Life and Career skill (flexibility and adaptability, initiative, self-direction and productivity, leadership, responsibility and accountability), and Socio-Cultural skill (communication and collaboration) while students participated in the intentionally designed non-formal learning experience of orienteering. The study also described what characterizes a viable non-formal learning experience facilitating student engagement in 21st century skills. Analysis of data revealed the non-formal learning experience of orienteering engages students in 21st century Learning and Innovation Skills, Life and Career Skills and Socio-Cultural Skills. Specifically, communication and collaboration, critical thinking skills and initiative, self-direction and productivity comprise the largest student engagement. Engagement in leadership, responsibility and accountability, problem solving, and flexibility and adaptability are also evident. This particular non-formal learning experience facilitates very little student engagement of creativity and innovation. While not generalizable to a larger population, this study confirms that students immersed in a non-formal learning activity will become engaged in essential 21st century skills for school, life and work, therefore, this type of learning is a valuable part of instructional time within the formal instructional day and beyond.
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Visser, Alvin-Jon. "Rural students' local knowledge of learning in formal and informal contexts." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.

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The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
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Books on the topic "Students with Interrupted Formal Education"

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W, Marshall Helaine, ed. Breaking new ground: Teaching students with limited or interrupted formal education in U.S. secondary schools. Ann Arbor: University of Michigan Press, 2011.

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Integration interrupted: Tracking, black students, and acting White after Brown. New York: Oxford University Press, 2011.

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William, Smathers, and Tang Lixing Frank, eds. Meeting the needs of students with limited or interrupted schooling: A guide for educators. Ann Arbor: University of Michigan Press, 2009.

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Srivastava, L. R. N. A study of methods, processes, and practices of non-formal education programme for tribal students. New Delhi: National Council of Educational Research and Training, 1986.

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Anna, Larsson. Beyond the classroom: Studies on pupils and informal schooling processes in modern Europe. New York: Peter Lang, 2014.

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Adult students "at-risk": Culture bias in higher education. Westport, Conn: Bergin & Garvey, 1997.

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Chalker, Christopher Scott. Effective alternative education programs: Solutions for K-8 students at risk. Lancaster, Pa: Technomic, 1999.

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Young, G. C. The directory of independent schools and alternate education for students in grades K-12 in British Columbia. Vancouver: Infonet Directories, 1996.

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Gibbons, Maurice. The Walkabout papers: Challenging students to challenge themselves. Vancouver, BC: EduServ Inc., 1990.

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500 tips for students. Oxford: Blackwell, 1992.

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Book chapters on the topic "Students with Interrupted Formal Education"

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Browder, Christopher. "3. The Trouble with Operationalizing People: My Research with Students with Limited or Interrupted Formal Education (SLIFE)." In Critical Reflections on Research Methods, edited by Doris S. Warriner and Martha Bigelow, 43–52. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922562-005.

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Billies, Michelle, and F. M. Catheleen Heyliger. "Personal Connection and Formal Research: Community College Students Develop Multicultural Counseling Competency." In Education, Equity, Economy, 151–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22945-4_9.

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Menasalvas, Ernestina, Nik Swoboda, Ana Moreno, Andreas Metzger, Aristide Rothweiler, Niki Pavlopoulou, and Edward Curry. "Recognition of Formal and Non-formal Training in Data Science." In The Elements of Big Data Value, 311–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68176-0_13.

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AbstractThe fields of Big Data, Data Analytics and Data Science, which are key areas of current and future industrial demand, are quickly growing and evolving. Within Europe, there is a significant skills gap which needs to be addressed. A key activity is to ensure we meet future needs for skills and align the supply of educational offerings with the demands from industry and society. In this chapter, we detail one step in this direction, a programme to recognise Data Science skills. The chapter introduces the data skills challenge and the importance of formal and non-formal education. It positions data skills within a framework for skills and education, and it reviews key projects which have advanced the data skills agenda. It then introduces recognition frameworks for formal and non-formal Data Science training, and it details a methodology to achieve consensus between interested stakeholders in both academia and industry, and the platforms needed to be deployed for the proposal. Finally, we present a case study of the application of recognition frameworks within an online educational portal for students.
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Berg, Jana. "Which Person Is Presumed to Fit the Institution? How Refugee Students’ and Practitioners’ Discursive Representations of Successful Applicants and Students Highlight Transition Barriers to German Higher Education." In European Higher Education Area: Challenges for a New Decade, 211–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_15.

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Abstract During recent years, German higher education institutions implemented a variety of support programs for refugees on their way to higher education. This newly highlighted questions of widening participation and informal as well as formal access barriers to higher education. This paper looks into discourses on successful students as a form of knowledge that implicitly highlights transition barriers to higher education. The qualitative study is based on expert interviews with teachers, program coordinators and student counsellors as well as interviews with prospective refugee students in a case study of a preparatory college (‘Studienkolleg’) and a university in a case study of one city in Germany. They are analysed using Keller’s (Forum qualitative Sozialforschung/Forum Qualitative Social Research 8(2), Art. 19:1–32, 2007) approach to discourse analysis. The paper describes personal, institutional and structural characteristics of ideal higher education transitions. Institutional presuppositions and assumptions about individual characteristics, the social organisation of time, academic practices and knowledges as well as discursively represented norms are discussed as crucial factors influencing higher education transitions. The paper ends with a working hypothesis on the influence of discourses on transitions and recommends that institutional settings should develop more awareness of and adapt to diverse applicants and students in order to widen access to higher education.
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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, and Dieter Dohmen. "Four Models of Higher Education in 2030." In Higher Education Landscape 2030, 25–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_3.

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Abstract This chapter provides four models of higher education for the year 2030, namely the Tamagotchi, Jenga, Lego Set, and Transformer models. The Tamagotchi model represents the classic approach to higher education, starting right after secondary school and leading up to a bachelor’s or master’s degree and then transitioning into employment, finishing the path of higher education. The Jenga model, while similar to Tamagotchi, appeals to nontraditional students because of its shorter learning span and focuses on later phases of self-learning and -organization. The Lego Set model is fittingly named after the individually combined modules of different sizes, making for a self-reliant and non-standardized learning path rather than one compact unit. The Transformer model represents learners whose initial phase of education may have long passed, but who return to higher education to acquire new basic knowledge or upskill their formal education. It relies on the idea that everyone must have opportunities to leave their current professional paths and change course.
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Brender, Jérôme, Laila El-Hamamsy, Barbara Bruno, Frédérique Chessel-Lazzarotto, Jessica Dehler Zufferey, and Francesco Mondada. "Investigating the Role of Educational Robotics in Formal Mathematics Education: The Case of Geometry for 15-Year-Old Students." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 67–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_6.

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"Supporting ELL Students with Interrupted Formal Education (SIFEs)." In The ELL Teacher's Toolbox, 345–49. San Francisco: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119428701.ch35.

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Kibler, Kristin W., and Luciana C. de Oliveira. "Professional Learning Recommendations for Teachers of Late-Entering Newcomers With Interrupted Formal Education." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 266–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch014.

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This chapter reviews the academic literature on late-entering students with interrupted formal education (SIFE), many of whom are refugees or asylum seekers, in order to gain a better understanding of how to serve these students and support their teachers. The literature suggests that school personnel who are serving late-entering SIFE (i.e., arriving in the United States at high school age) require additional support, resources, and on-going professional learning. The purpose of this chapter is to provide recommendations for district-wide professional learning based upon the challenges and promising practices that emerged in the literature review. Although this chapter focuses on the educational context in the United States, the recommendations may apply elsewhere.
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Thorsos, Nilsa J., Britt Ferguson, and J. B. Robinson. "Impact of COVID-19 on Student Success." In Educational Recovery for PK-12 Education During and After a Pandemic, 155–75. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6952-8.ch007.

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This chapter explored the impact of COVID-19 on candidates enrolled in Education Specialist credential programs at a private institute of higher education (IHEs) in California. COVID-19 impacted humankind globally and specifically interrupted formal education at educational institutional levels. Many IHEs offer their programs in a face-to-face, online, or hybrid modality to ensure candidates have access to school sites and complete their fieldwork hours requirements. The quarantine impacted teacher candidates at many levels especially interns employed in K-12 special education classroom settings. The authors drew data from three sources available at the university: (1) Special Education Student Success Faculty (SSF) team's DFWUI referrals, (2) SSF's weekly meeting minutes, and (3) university's data wellness. This data was analyzed and examined. Findings informed program directors on strategic program planning based on lessons learned from this historic pandemic.
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Eadens, Danielle M., and Daniel W. Eadens. "Pivoting to Deeper Experiences in Education." In Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic, 277–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6557-5.ch015.

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The COVID-19 pandemic led educators to quickly pivot to continue teaching. Negative effects include exacerbated academic achievement gaps between SES groups, less access to health services, aggravated digital divides, widened academic achievement gaps, and enormously interrupted the education processes. Positive changes include educator optimism for digital portfolios, simulated lesson planning, and delivery; supports for social-emotional engagement; seamless transitions to remote learning; and seeing recalcitrant individuals revise and adapt teaching formats, relationship-building, increased quality online education, and motivation to try innovations. Relational humanity is an integral part of the faculty-student relationship; showing students they matter as humans and deepening relationships with them is a humanitarian act. The pivot forced variations, created disequilibrium, celebrated innovations, and yielded creative delivery models. Faculty are now re-examining their content and delivery in the spirit of creating an improved student experience for all modalities of instruction.
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Conference papers on the topic "Students with Interrupted Formal Education"

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Stout, Jane G., N. Burçin Tamer, and Christine J. Alvarado. "Formal Research Experiences for First Year Students." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159472.

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Nainggolan, Elizon, Nasib Lumban Gaol, Edidon Hutasuhut, and Feriyansyah Feriyansyah. "A Descriptive Study on Character of Non-Formal Education Students." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285749.

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Stăncescu, Ioana. "The Role Of Non-Formal Activities For Increasing Students’ Motivation For Learning." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.74.

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Serra, Teresa, Dolors Cañabate, and Jordi Colomer. "REFLECTIVE ANALYSIS OF UNDERGRADUATE STUDENTS WHEN WORKING ON NON-FORMAL SCIENCE ACTIVITIES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0783.

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Rayendra, Ishak Abdulhak, and Rusman. "Assessment of Digital Literacy Competence for Non-Formal Education Study Program Students." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3452242.

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Petrescu, Ana-Maria Aurelia, Gabriel Gorghiu, and Laura Monica Gorghiu. "The Role of Non-formal Activities on Familiarizing Students with Cutting-Edge Science Topics." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.56.

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Euler, Elias, and Bor Gregorcic. "Exploring how physics students use a sandbox software to move between the physical and the formal." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.027.

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Smolyaninova, Olga, and Ekaterina Bezyzvestnykh. "EPORTFOLIO TECHNOLOGY IN EVALUATION OF STUDENTS’ FORMAL, NON-FORMAL AND INFORMAL LEARNING, ACCREDITATION OF EDUCATIONAL PROGRAMS AND DEVELOPMENT OF E-LEARNING IN A FEDERAL UNIVERSITY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1149.

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Fisher, Gene, and Corrigan Johnson. "Making Formal Methods More Relevant to Software Engineering Students via Automated Test Generation." In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899415.2899424.

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Cahyono, Hendarto, Abdur Rahman, and Toto Nusantara. "Some qIllegal Reasoningq of the First Year Undergraduate Students in Constructing Formal Proof." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.13.

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