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Books on the topic 'Students with Interrupted Formal Education'

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

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1

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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2

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

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3

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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4

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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5

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

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6

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

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7

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

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8

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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9

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

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10

500 tips for students. Oxford: Blackwell, 1992.

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11

Jean-Maximillien De La Croix de Lafayette. How foreign students can earn an American university degree without leaving their country. Washington, D.C: De Lafayette Publishers Group, 1986.

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12

Maine. Legislature. Task Force to Study the Implementation of Alternative Programs and Interventions for Violent and Chronically Disruptive Students. Final report of the Task Force to Study the Implementation of Alternative Programs and Interventions for Violent and Chronically Disruptive Students. Augusta, Me. (13 State House Station, Augusta 04333): Office of Policy & Legal Analysis, 2000.

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13

Saltonstall, Jane Forbes. Learning about learning: A study of women's ways of learning and being in a formal educational environment. Ann Arbor, Mich: UMI Dissertation Information Service, 1993.

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14

1940-, Smitherman Geneva, ed. Educating African American males: Detroit's Malcolm X Academy solution. Chicago: Third World Press, 1996.

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15

Gallagher, Susan. The Transition Year Programme in Irish Secondary schools: A longitudinal study of self-concept and career deceisiveness. Dublin: University College Dublin, 1998.

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16

The complete guide to the gap year: The best things to do between high school and college. San Francisco: Jossey-Bass, 2009.

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17

White, Kristin. The Complete Guide to the Gap Year. New York: John Wiley & Sons, Ltd., 2009.

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18

Madhubuti, Haki R. African-centered education: Its value, importance, and necessity in the development of Black children. Chicago, IL: Third World Press, 1994.

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19

1942-, Horne Arthur M., ed. Bullying prevention: Creating a positive school climate and developing social competence. Washington, DC: American Psychological Association, 2006.

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20

Dikun, Aleksandr. The dynasty of Sibiryak merchants and its role in the development of Eastern Siberia in the XVIII-early XX century. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1225271.

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The monograph highlights the main stages of the formation and development of the dynasty of Irkutsk merchants Sibiryakovs, the participation of its representatives in the life of the region in the context of modernization processes that took place in the country as a whole and in Siberia in particular. The multifaceted entrepreneurial, social, research and charitable activities of all generations of the Sibiryakovs in the Siberian region in the period from the XVIII to the XX century are considered within the framework of local history. The author analyzes the structure of the dynasty, the order and rules of inheritance of property, the system of family ties, individual and group social and economic mobility, social functions of the sexes, socio-political and cultural representations, formal and informal means of influence within the family, the economic activity of the dynasty as a whole. It is addressed to teachers, methodologists, students of historical faculties, everyone who is interested in the history of Siberia. The materials and main provisions of this research can be used in the preparation of educational and methodological manuals, for the development of special courses on the history of the region and the creation of generalizing works on the economic development of Siberia, programs on historical and local history, economic and cultural education, patriotic education of the younger generation.
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21

Akmalova, Al'fiya, and Vladimir Kapicyn. Conceptual foundations of the modern social state and social law. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/949358.

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The textbook considers the main approaches to the formation of the conceptual foundations of the social state, which in modern conditions ensure the consolidation of the model of the modern state, focused on the consistent development and implementation of social projects, and effective social policy. Special attention is paid to the consideration of socio-anthropological and value-normative approaches that provide a more complete study of the features of the formation of the social character of the state, along with formal and legal ones. Special attention is paid to the formation of competencies necessary for the activities of employees of social institutions, state and municipal employees, volunteers and other participants of public associations. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for undergraduates studying in the field of training 39.04.02 Social work". It can be used for training in such areas of training as "State and municipal administration", "Management", "Law", "Sociology", "Political science", etc. It will also be useful for graduate students, teachers and practitioners, as well as anyone interested in the problems of the social state and social legislation.
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22

Babeshko, Lyudmila, and Irina Orlova. Econometrics and econometric modeling in Excel and R. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1079837.

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The textbook includes topics of modern econometrics, often used in economic research. Some aspects of multiple regression models related to the problem of multicollinearity and models with a discrete dependent variable are considered, including methods for their estimation, analysis, and application. A significant place is given to the analysis of models of one-dimensional and multidimensional time series. Modern ideas about the deterministic and stochastic nature of the trend are considered. Methods of statistical identification of the trend type are studied. Attention is paid to the evaluation, analysis, and practical implementation of Box — Jenkins stationary time series models, as well as multidimensional time series models: vector autoregressive models and vector error correction models. It includes basic econometric models for panel data that have been widely used in recent decades, as well as formal tests for selecting models based on their hierarchical structure. Each section provides examples of evaluating, analyzing, and testing models in the R software environment. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is addressed to master's students studying in the Field of Economics, the curriculum of which includes the disciplines Econometrics (advanced course)", "Econometric modeling", "Econometric research", and graduate students."
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23

Custodio, Brenda K., and Judith B. O′Loughlin. Students With Interrupted Formal Education: Bridging Where They Are and What They Need. Corwin, 2017.

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24

National Center for Immigrant Students (U.S.), ed. Delivering on the promise: Positive practices for immigrant students : a report from the Center for Immigrant Students, National Coalition of Advocates for Students. Boston, Mass: The Coalition, 1994.

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25

Baker, Alan L. "At-risk" students in an alternative education program: Creating a loving and nurturing family. 1994.

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26

Janet, Graden, Zins Joseph E, and Curtis Michael J, eds. Alternative educational delivery systems: Enhancing instructional options for all students. Washington, DC: National Association of School Psychologists, 1988.

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27

Zins, Joseph E., Janet L. Graden, and Michael J. Curtis. Alternative Educational Delivery Systems: Enhancing Instructional Options for All Students. Natl Assn Sch Psychologists, 1988.

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28

Wang, Chunling. The state-administered Higher Educational Examinations for Self-Taught Students in China. 1997.

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29

Elliott, Stephen N., Clarence Ng, and Brendan Bartlett. Empowering Engagement: Creating Learning Opportunities for Students from Challenging Backgrounds. Springer, 2018.

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30

Elliott, Stephen N., Clarence Ng, and Brendan Bartlett. Empowering Engagement: Creating Learning Opportunities for Students from Challenging Backgrounds. Springer, 2019.

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31

The Hows and Whys of Alternative Education: Schools Where Students Thrive. Rowman & Littlefield Education, 2007.

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32

The Hows and Whys of Alternative Education: Schools Where Students Thrive. Rowman & Littlefield Education, 2007.

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33

Friend, Gary Gene. The relationship of formal religious education to the moral judgment development of college students. 1991.

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34

Race, Phil. 500 Tips for Students. Blackwell Publishers, 1995.

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35

Fourah Bay College. Institute of Adult Education and Extra-mural Studies., ed. Training and learning in the informal sector of the economy and the social services of Sierra Leone: Adult education students report on their assignments during the academic year 1986/87. Freetown: Institute of Adult Education And Extra-Mural Studies, Fourah Bay College, University of Sierra Leone, 1987.

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36

Council for National Academic Awards (Great Britain), ed. A Guide for students registered centrally with the CAT scheme. London: Council for National Academic Awards, 1989.

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37

Amadu, Turay Edward Dominic, Kayser Christiane, and Fourah Bay College. Institute of Adult Education and Extra-mural Studies., eds. Traditional education and training in the informal sector: Report on INSTADEX Students' Research Assignments. [Sierra Leone]: Institute of Adult Education and Extra-Mural Studies, Fourah Bay College, University of Sierra Leone, 1991.

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38

Educational Resources Information Center (U.S.), ed. Enabling academic success for secondary students with limited formal schooling: A study of the Haitian Literacy Program at Hyde Park High School in Boston. Providence, RI: Northeast and Islands Regional Educational Laboratory, LAB, 1999.

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39

Jean-Maximillien De La Croix de Lafayette. How Foreign Students Can Earn an American University Degree Without Leaving Their Country. 2nd ed. Academia Pr Amer. Elite Associates, 1989.

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40

Muzio, Lois G. REASONING STRATEGIES USED BY BACCALAUREATE NURSING STUDENTS IN DECISION MAKING (EDUCATION, FORMAL OPERATIONS, COGNITIVE DEVELOPMENT, ADULT). 1985.

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41

The unheard voice: Student perception of alternative education programs. 1993.

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42

Garrett, Matthew L., and Joshua Palkki. Honoring Trans and Gender-Expansive Students in Music Education. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197506592.001.0001.

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Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, the authors provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum. Trans and gender-expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of TGE youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor TGE students in school music classrooms.
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43

Pockets of Hope: How Students and Teachers Change the World (Series in Language and Ideology). Bergin & Garvey Paperback, 2001.

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44

Language and content-area instruction for secondary LEP students with limited formal schooling: Language arts and social studies / compiled by Lorraine Valdez Pierce. Wheaton, Md: National Clearinghouse for Bilingual Education, 1987.

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45

1952-, Pierce Lorraine Valdez, National Clearinghouse for Bilingual Education., and United States. Office of Bilingual Education and Minority Languages Affairs., eds. Language and content-area instruction for secondary LEP students with limited formal schooling: Language arts and social studies / compiled by Lorraine Valdez Pierce. Wheaton, Md: National Clearinghouse for Bilingual Education, 1987.

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46

Smitherman, Geneva, and Clifford Watson. Educating African American Males: Detroit's Malcolm X Academy Solution. Third World Press, 1997.

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47

Kalantry, Sital. Clinical Legal Education and Democracy in India. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199480654.003.0019.

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Formal clinical legal education programs with instructors teaching clinics in a classroom and practice setting are not common in Indian universities. Few programs in which law students provide legal services on a volunteer/voluntary basis to poor communities. This chapter argues that there are many reasons law schools and universities in India should institute clinical legal education programmes—through these classes, students learn practical lawyering skills and at the same time, students provide assistance to people who could not otherwise afford legal services. One less explored rationale for clinical legal education is the relationship between clinical legal education and the promotion of democracy. Through his personal experience in co-teaching a clinic at the Jindal Global Law School, the author develops the connection between democracy in India and clinical legal education.
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48

Madhubuti, Haki R., and Safisha L. Madhubuti. African-Centered Education: Its Value, Importance, and Necessity in the Development of Black Children. Third World Press, 1991.

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49

Fuson, Karen C., Aki Murata, and Dor Abrahamson. Using Learning Path Research to Balance Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.003.

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This chapter is an overview of central research-based perspectives that support teaching-learning for understanding and for fluency. We summarize the Class Learning Path Model that integrates two theoretical foci – a Piagetian focus on learning and a Vygotskiian focus on teaching – and specifies phases in learning that reflect Vygotsky’s assertion about the move from spontaneous to scientific concepts. Major aspects of the model were drawn from national research-based reports. This model connects understanding and fluency with a focus on mathematically important but also accessible methods in the middle and on maths drawings and other supports for understanding these methods. Such methods can be generated by students and can bridge from less-advanced student methods to formal methods that are unnecessarily complex. For three maths domains in Grades Kindergarten through Grade 6, we illustrate and discuss methods in the middle and drawings (diagrams) that support these methods: problem solving and especially the full range of word problem situations with each quantity the unknown; multidigit addition, subtraction, multiplication, and division; and ratio and proportion. Central features of the Common Core State Standards Mathematical Practices (CCSSO/NGA 2010) in these domains are identified, and how these can support understanding and fluency are briefly discussed. Further aspects of how the pedagogical supports help students move through the Class Learning Path in their own individual ways, and implications for research and for designing maths programmes are then discussed.
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50

Polikhun, Nataliia, Kateryna Postova, Iryna Slipukhina, and Lesia Horban. Project of educational program for institutions of specialized education of scientific direction. Institute of Gifted Children of the National Academy of Pedagogical Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-7734-30-6-2021-48.

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The project of the educational program for establishments of specialized education of a scientific direction is the normative document containing a complex of educational components for achievement by pupils of education of the results of training defined by the Standard of specialized education of a scientific direction. The project is the basis for integration processes between formal and non-formal education, convergence of educational systems, different types of educational institutions and institutions that can provide educational services. It contributes to the creation of optimal conditions for the implementation of specialized education in the scientific field and the development of an integrated educational space of relevant educational institutions. The key goal of the project program is to ensure the development of research competence through the direct involvement of students of basic and specialized schools in educational research, design, invention and exploration activities in accordance with the Standard of specialized education. The project is developed on the basis of modern state educational policy and strategy of reforming the education system of Ukraine. The project of the educational program for institutions of specialized education of scientific direction is an open, dynamic resource intended for creative pedagogical communities ready to carry out innovative activity on development of specialized education of scientific direction.
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