Journal articles: '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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Hos, Rabia, and Beth Kaplan-Wolff. "On and Off Script: A Teacher’s Adaptation of Mandated Curriculum for Refugee Newcomers in an Era of Standardization." Journal of Curriculum and Teaching 9, no. 1 (February 19, 2020): 40. http://dx.doi.org/10.5430/jct.v9n1p40.

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English Learners (ELs) make up 9.6% of the total student population in the U.S. (National Center for Education Statistics, 2019). Students with interrupted formal education (SIFE) are a subgroup of ELs who have had at least two fewer years of schooling than their peers, and function at least two years below grade level in reading and mathematics (DeCapua, Smathers, & Tang, 2007). To meet the demands of high stakes testing, schools have been increasingly implementing commercially published, scripted programs for ELs/SIFE (Reeves, 2010). Against this backdrop of the standards-driven and testing-based system, this article reports one of the key findings of a yearlong classroom ethnography of SIFE in an urban public secondary school in the United States, focusing on the experiences of the students and their teacher with two types of curriculum. Drawing on critical theory and culturally relevant/responsive pedagogy, the data tools include classroom observations, interviews with students and the teacher, and the videos of classroom interactions. Findings from our analysis demonstrate that the teacher played an active role in ensuring students learning through her role as a negotiator of the scripted curriculum. This study reaffirms that teachers can find ways to resist the totalizing effects of scripted curriculum.

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Menken, Kate. "Emergent bilingual students in secondary school: Along the academic language and literacy continuum." Language Teaching 46, no. 4 (September 24, 2013): 438–76. http://dx.doi.org/10.1017/s0261444813000281.

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This article offers a critical review of research about emergent bilingual students in secondary school, where the academic demands placed upon them are great, and where instruction typically remains steadfast in its monolingualism. I focus on recent scholarship about the diversity within this student population, and center on ‘students with interrupted formal education’ (SIFE, new arrivals who have no home language literacy skills or are at the beginning stages of literacy learning) and ‘long-term English language learners’ (LTELLs, primarily educated in their receiving country yet still eligible for language support services). Little has been published about these students, making this a significant area of inquiry. Moreover, both groups are characterized by poor performance and together illustrate the characteristics of secondary students at various points along an academic language and literacy continuum. While existing research provides important information to help us improve secondary schooling for emergent bilinguals, it has also perpetuated deficit views of these students by focusing solely on their perceived academic shortcomings. Grounded in a new body of research in applied linguistics that examines the students’ complex, creative, and dynamic language and literacy practices, I apply a translanguaging lens to critique the positioning of such students as deficient, with implications for research and practice.

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Falbo, Gilliatt Hanois, Carla Adriane Leal de Araújo, and Edvaldo da Silva Souza. "Medical education in times of COVID – 19: an experience at Faculdade Pernambucana da Saúde." Revista Brasileira de Saúde Materno Infantil 21, suppl 2 (2021): 539–44. http://dx.doi.org/10.1590/1806-9304202100s200012.

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Abstract Objectives: to describe and discuss interventions and strategies carried out at Faculdade Pernambucana de Saúde (FPS) during the COVID-19 pandemic to mitigate impairment in learning and preserve students, tutors, and staff’s health. Experience report: the teaching methodology used by FPS is problem-based learning, which greatly facilitated the non-discontinuity of theoretical activities carried out in-person in tutorial sessions involving a tutor and 10 to 12 students. This format was transferred to Webex Meetings rooms and held remotely. Practical laboratory activities were suspended and resumed when allowed in July. The teaching outpatient activities (third and fourth year) were suspended and resumed in August. Two years of internship were interrupted for 30 days (fifth year) and for 15 days (sixth year). External activities of practices in primary care were also suspended and resumed gradually. All assessments and activities that required face-to-face meetings, integrations, scientific initiation program orientations, collegiate meetings, meetings of the self-assessment committee were and are being carried out remotely. Conclusions: we believe that we were able to mitigate impairment in students' learning without compromising the conclusion of the school year that was facilitated by Problem Based Learning method.

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Wahyuni, Sri, and Ahmad Ghazali Samad. "Bugis Language Interference with the Use of Indonesian Language in Communicating Students at SMP Negeri 1 Pammana." Journal of Indonesian Language Education and Literary 4, no. 2 (January 1, 2020): 10–15. http://dx.doi.org/10.31327/jilel.v4i2.1129.

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This research based on the processes that language learning must be carried out following the rules. The school which is a place of formal education in educating students to use Indonesian language is good and right, in the form of written and oral terms. However, in reality, the problem of Indonesian conversion is still often found in schools, at various levels starting from the higher level, which is the cause of language acquisition and mastery of more than one language (bilingual). This can be done error which is usually called interference. Interference in language is usually called "language disease" because it can damage language so it must be avoided. This interference is a result of mixing a second language rules that are mastered by someone. The purpose of this research is to describe the form of Bugis language interference with the use of Indonesian used by junior high school students in Pammana sub-district in conversation and explain the translation of Bugis language interference on the ability to support junior high school students in Pammana sub-district. The method used in this research is descriptive qualitative method. The techniques of collecting data in this research are, conducting direct dialogue with students, inviting students to communicate well in the learning process. SMP Negeri 1 Pammana to interrupt Bugis language compilation to communicate or speak in Indonesian, this is done during formal conversations, this helps deviate from the rules of the Indonesian language.

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Aprilia, Reno Rezita. "Layanan pendidikan pada siswa hiperaktif." Yinyang: Jurnal Studi Islam Gender dan Anak 15, no. 1 (May 13, 2020): 127–46. http://dx.doi.org/10.24090/yinyang.v15i1.3307.

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The success of the education process in a school is influenced by many factors. Factors that come for example from the teacher, students, curriculum, and other social environments. But the most important factor comes from two figures, namely teachers and students, especially in learning activities. In the teaching and learning process, the teacher finds the diversity of individual students whose results can be seen many differences from one student to another student. Seeing the characteristics of each of these students, it is not uncommon for teachers to be exposed to students who have hyperactive behavior. The condition of such children is usually very difficult for teachers to manage and educate them, aside from the fact that they are very difficult to calm down, also because hyperactive children often interfere with other students. Examples of hyperactive student behavior, like to interrupt teachers or friends, difficult to follow the learning, always feel bored, annoying friends and others. Therefore, the learning achievement of hyperactive children is also classified as less than the maximum. The definition of hyperactivity itself is a person's behavior that shows an attitude of not wanting to be quiet, not paying attention and impulsive. But hyperactive children still have the right to gain knowledge. The existence of educational services through formal institutions such as in Madrasah Ibtidaiyah, the efforts obtained include: teacher strategies and methods in the learning process, creativity development, talent development activities, the use of attractive media, rewards and punishment.

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Potochnick, Stephanie. "The Academic Adaptation of Immigrant Students with Interrupted Schooling." American Educational Research Journal 55, no. 4 (April 4, 2018): 859–92. http://dx.doi.org/10.3102/0002831218761026.

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This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.

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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu, and Anu Sepp. "CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.

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Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary data for comprehension of the meaning of EA. The data were processed statistically and by content analysis. The results highlighted several important issues which should be considered when selecting and organizing the content for designing subject syllabi for formal learning specified in national curricula (NC) under changed learning environments, especially considering those created by ICT. Students mentioned the following factors: development of students’ self-awareness about ones abilities, acquisition of new knowledge a and skills, but also new friends and wider social contacts, new experience and satisfaction with creative work. The teachers mentioned students’ additional knowledge and skills they can use in their formal studies at school and engagement in activities widening their cultural horizons. EA can also provide material for decision-making for students’ potential choices for future education.

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Anicha, Cali L. "Integration interrupted: tracking, Black students, & acting White after Brown." International Journal of Qualitative Studies in Education 27, no. 5 (March 26, 2013): 700–702. http://dx.doi.org/10.1080/09518398.2013.780643.

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Eseshkin, K. I. "CONCERNMENT OF COLLEGE STUDENTS IN NON-FORMAL EDUCATION." Review of Omsk State Pedagogical University. Humanitarian research, no. 25 (2019): 102–7. http://dx.doi.org/10.36809/2309-9380-2019-25-102-107.

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Budhathoki, Boj Bahadur. "STRUGGLE IN FORMAL EDUCATION BY DOMESTIC-WORKER STUDENTS." International Journal of Research -GRANTHAALAYAH 8, no. 11 (December 3, 2020): 145–52. http://dx.doi.org/10.29121/granthaalayah.v8.i11.2020.2377.

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The various concept in education such as “Education for All (EFA)”, “Equity in Education”, “Inclusive Education” are the burning issues as well as implementation complexities in today’s education system in developing countries. Stepping on these issues, this article focuses on seeking equity in education in the Nepalese community schools. Education for all is an ongoing process in globally. Under the national and international education framework, Nepal is on the process of implementation of the School Sector Development Program (SSDP). But, equity in education is still far behind for some groups of students. Here, this study intends to focus on, one of the similar groups of students, who are living as domestic-worker and continuing their study at the school level. This study tries to throw light on the learning-struggle of a particular group of students in Nepali community schools. The study is based on the experiences of 7 domestic-worker students (DWS) and 3 teachers teaching them. The DWS faced numerous labor exploitation problems in the workplace and school premises.

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Brownell, Gregg, Ed Jadallah, and Nancy Brownell. "Formal Reasoning Ability in Preservice Elementary Education Students." Journal of Research on Computing in Education 25, no. 4 (June 1993): 439–46. http://dx.doi.org/10.1080/08886504.1993.10782064.

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Orhan, Melike. "The place and importance of informal education in the freshman year experience of architectural education." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1707–19. http://dx.doi.org/10.18844/cjes.v15i6.5328.

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Formal architectural education is inadequate for students in the current dynamic world where visual content and speed have become determinative. Particularly, freshman-year architecture students have difficulties in this process. In order to facilitate this process, dynamic methods, in which the student is interactive, should be included more in formal education. Informal education methods should be used complementary to formal education in terms of achieving the required skills and development along with knowledge. The aim of this study is to emphasise the requirement, importance and practice methods of informal education to make the education process more efficient for freshman-year architecture students. The quantitative research method is used in the study, and a survey is conducted with the sample group of selected freshman-year architecture students. With the results of the survey, it is tried to determine which informal learning the students preferred and found useful in the process of obtaining information. As a result, informal education methods, their contribution to the education of freshman-year architecture students, the results of this contribution and the student learning outcomes are evaluated. Keywords: Architectural education, formal education, informal education, freshman-year architecture students, architecture courses;

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Muhajir, Achmad. "Strengthening Character Education Of Students In Nonformal Education In Public Education." Ilomata International Journal of Social Science 2, no. 2 (April 29, 2021): 118–23. http://dx.doi.org/10.52728/ijss.v2i2.225.

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In order to carry out the mandate of the Law. No. 20 of 2003 as stated in PP no. 55 of 2007 concerning religious education and religious education is education that prepares students to be able to carry out roles that require mastery of knowledge about religious teachings and / or become experts in religious science and practice their religious teachings. Religious education also develops as a result of religious education subjects / courses which are considered to face various limitations. Especially at the public tertiary level where the religious education course only received a portion of 2 credits according to the decision of the Director General of Higher Education, Ministry of National Education Number: 43 / DIKTI / Kep / 2006. To overcome the shortage of religious learning, some people overcome it with additional religious education at homes, houses of worship, or in associations which then develop into formal, non-formal or informal religious education units or programs. As for the campus community, an innovation was carried out in the form of Diniyah Takmiliyah al-Jami'ah Education as a trap for the two credits that students were accepting in lectures.

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BRATUŠKINS, Uģis, Sandra TREIJA, and Matijs BABRIS. "NON-FORMAL EDUCATION IN ARCHITECTURE: LATVIAN EXPERIENCE." JOURNAL OF ARCHITECTURE AND URBANISM 42, no. 1 (May 28, 2018): 46–51. http://dx.doi.org/10.3846/jau.2018.1843.

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A wide selection of informal and non-formal learning options has been developed during the last couple of decades by many schools of Architecture and non-educational bodies to accumulate creative potential of students and give them the opportunity to express themselves in alternative learning environments. These options include summer schools, short-term brainstorming actions, competitions, and other activities focusing on interdisciplinary approach, teamwork and intense discussions with professionals from various fields not directly involved in the formal education process.Considering high popularity of non-formal learning activities and many students involved, it is important to evaluate the respective experience to estimate whether and how abilities and skills acquired through non-formal learning could benefit to those requested by the formal education programmes.The paper discusses the role and methods of non-formal education in Architecture with an aim to identify particular goals achieved using each form of learning. The case study presented in the paper is based on more than 12 years’ experience accumulated by Riga Technical University, Faculty of Architecture, in organizing non-formal educational courses for the students of Architecture and the related fields considering the experience students gained participating in the activities organized by themselves or other parties.

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Nunez, Gerardo H., Alisson P. Kovaleski, and Rebecca L. Darnell. "Formal Education Can Affect Students’ Perception of Organic Produce." HortTechnology 24, no. 1 (February 2014): 64–70. http://dx.doi.org/10.21273/horttech.24.1.64.

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Consumer perception plays an important role in the decision to purchase organic vs. conventional produce. A web-based survey was used to evaluate perceptions and purchase behavior toward organic produce in a sample population of college-aged students. The effect of formal education on this perception was also investigated. Most subjects in this sample population were aware of and had positive perceptions of organic produce and organic agriculture. The likelihood of being an organic consumer was similar across genders, ages, and fields of study. Subjects who reported to be organic consumers associated less risk with organic produce than those who reported to never have purchased organic produce. A 50-minute lecture about organic agriculture altered the perception students had about organic produce. After the lecture, students expressed bleaker perceptions about the health benefits and ethical soundness of organic agriculture. On the other hand, after the lecture students expressed a more positive perception of the policies and regulations that govern the organic foods market. Overall, data suggest that students’ perception of organic produce and agriculture is based on anecdotal evidence and that formal education on the topic of organic agriculture can affect this perception.

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Schroeder, Meadow, Anne McKeough, Susan A. Graham, and Stephen P. Norris. "Students’ views of uncertainty in formal and personal science." Research in Science & Technological Education 37, no. 2 (November 9, 2018): 239–57. http://dx.doi.org/10.1080/02635143.2018.1541878.

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Niaz, Mansoor. "Evaluation of Formal Operational Reasoning by Venezuelan Freshmen Students." Research in Science & Technological Education 3, no. 1 (January 1985): 43–50. http://dx.doi.org/10.1080/0263514850030105.

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Ozgol, Mustafa, Ismail Sarikaya, and Mesut Ozturk. "Students' and teaching staff's assessments regarding distance education applications in formal education." Journal of Higher Education and Science 7, no. 2 (2017): 294. http://dx.doi.org/10.5961/jhes.2017.208.

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Lim, Tock Keng. "Ascertaining the Critical Thinking and Formal Reasoning Skills of Students." Research in Education 59, no. 1 (May 1998): 9–18. http://dx.doi.org/10.1177/003452379805900102.

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Ascertaining the critical thinking and formal reasoning skills of students With the critical thinking movement gaining momentum at all levels of education in the United States and other countries, many thinking programmes have been developed. A thinking programme that emphasises process, teaching students how to think, rather than what to think, is the Philosophy for Children (P4C) programme, currently carried out in Singapore. A child, according to Matthew Lipman, the founder of the P4C programme, can reason deductively and logically, using concrete objects. In his specially written stories for children Lipman translated the abstract formulations to reasoning in a concrete way that children could understand. To determine whether primary and secondary pupils in Singapore can reason and do philosophy, a study was set up in 1992 to ascertain their reasoning skills. Two instruments were used: the New Jersey Test of Reasoning, developed in the early 1980s to evaluate the P4C programme, and the Test of Formal Reasoning, written by P. K. Arlin to measure the stage of intellectual and cognitive level of the student: concrete, high concrete, transitional, low formal or high formal. This article reports the findings of the study concerning the relationship between critical thinking as measured by the NJTR and concrete and formal reasoning as measured by the ATFR.

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Widodo, Widodo, and Widya Nusantara. "Analysis of Non-formal Education (NFE) Needs in Schools." Journal of Nonformal Education 6, no. 1 (February 26, 2020): 69–76. http://dx.doi.org/10.15294/jne.v6i1.21568.

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The research objective is to determine the role of Non-formal Education (NFE) programs in schools and children’s interest in Non-formal Education The study uses a quantitative analysis approach. The results show there is a holistic and synergistic relationship between Non-formal Education and schools. The interest of students who take the Non-formal Education program at school is “optional”, there is no compulsion, according to students’ interests, is entertaining, gives “added value” to children. NFE program analysis that strengthens the character of children includes; sports specialities strengthen the character of sportsmanship, tenacity and courage. An additional program of subject matter reinforces the character of diligent learning. The culinary training program strengthens character not to give up and the Islamic arts program strengthens creative character. Non-formal education is really needed to support the character in extracurricular in formal education NFE program in schools is very useful to provide reinforcement of positive character and even become a “must” so that students’ character develops well.

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Anderson, Dana D., Paul Rosenfeld, and Lori Cruikshank. "An Exercise for Explicating and Critiquing Students’ Implicit Personality Theories." Teaching of Psychology 21, no. 3 (October 1994): 174–77. http://dx.doi.org/10.1177/009862839402100314.

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Despite, its recent growth, implicit psychology is largely excluded from undergraduate personality textbooks. Students’ preconceptions about personality likely bias their evaluation of formal personality theories and are generally ignored by personality instructors. We present an exercise that requires students to critique their preconceived beliefs about personality as if these beliefs constituted formal personality theories. Students rated the assignment as difficult but though-provoking and valuable for the insight it gave them into the formal theories and their own beliefs. The exercise engenders active learning by involving students directly in the difficulties of theory construction. Students probably relate the more formal theories they learn to the existing framework of their own theories. This self-referencing should enhance memory of formal theories.

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Razi, Achmad. "Homeschooling: an Alternative Education in Indonesia." International Journal of Nusantara Islam 4, no. 2 (August 23, 2016): 75–84. http://dx.doi.org/10.15575/ijni.v4i2.973.

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This paper aims to examine homeschooling an alternative education in Indonesia. At the present time a lot of popping educational institutions, began formal education through non-formal education. The institute has a goal to educate the future generation. The result, not all educational institutions could be feasible for the education of children today, as in formal education. Often, formal education, structural, and impressed force, make students feel depressed, so they could not undergo the program learning with fun, excitement, and filled with love. Moreover, competition among learners causing some students feel stress so that the child is looking at learning as a liability burden and not as a requirement. In the present era, emerging institutions of alternative education in an effort to address the above issues, one of which is home schooling.

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Fung, P., T. O'Shea, D. Goldson, S. Reeves, and R. Bornat. "Why computer science students find formal reasoning frightening." Journal of Computer Assisted Learning 10, no. 4 (December 1994): 240–50. http://dx.doi.org/10.1111/j.1365-2729.1994.tb00299.x.

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Sutanto, J. E., Hari Minantiyo, David Sukardi Kodrat, and Carolina Novi Mustikarini. "Effect of formal education, non formal education and ethnic toward entrepreneurial attitude of students of private universities in Surabaya." International Journal of Academic Research 5, no. 6 (December 10, 2013): 142–48. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.24.

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Uță, Florentina. "Non-formal physical education activities - added values." Studia Doctoralia 3, no. 1 (September 23, 2018): 46–59. http://dx.doi.org/10.47040/sd/sdpsych.v3i1.27.

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This study represents a part of our PhD thesis where we have analyzed the educational, social and axiological phenomenon defined by the non formal aspect of the physical education and sports field. We consider the spectrum of socio-moral values and proactive mobility attitudes as well as the connections between physical education activities and the effects having fom1ative valences on the young people's personality, especially on the students'.

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Uță, Florentina. "Non-formal physical education activities - added values." Studia Doctoralia 3, no. 1 (September 23, 2018): 46–59. http://dx.doi.org/10.47040/sd0000024.

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This study represents a part of our PhD thesis where we have analyzed the educational, social and axiological phenomenon defined by the non formal aspect of the physical education and sports field. We consider the spectrum of socio-moral values and proactive mobility attitudes as well as the connections between physical education activities and the effects having fom1ative valences on the young people's personality, especially on the students'.

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Sturm, Janet M., and Nickola Wolf Nelson. "Formal Classroom Lessons." Language, Speech, and Hearing Services in Schools 28, no. 3 (July 1997): 255–73. http://dx.doi.org/10.1044/0161-1461.2803.255.

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Quantitative and qualitative methods were used to analyze the discourse expectations of formal classroom lessons in order to provide an informational base for curriculum-based language intervention. Samples of oral communication exchanges between general education teachers and their students in five classrooms each at first-, third-, and fifth-grade levels (15 total) were audiotaped. Grade level changes included significant increases in the syntactic complexity of teachers' language from third- to fifth-grade level, as well as findings that fifth-grade teachers conveyed content more frequently than first-grade teachers and that first-grade teachers called on students by name more often than either third- or fifth-grade teachers. Ten rules were generated from these discourse samples and from prior research to summarize the expectations that students must infer in order to participate successfully in formal lessons. Implications for students with communicative disorders are considered.

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S Alkathiri, Mohammed, and Myrna R Olson. "Preparing Doctoral Students for the Professoriate through a Formal Preparatory Course." International Journal of Doctoral Studies 14 (2019): 033–67. http://dx.doi.org/10.28945/4174.

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Aim/Purpose: This study aimed to investigate doctoral student preparation for the professoriate through a formal course entitled “The Professoriate.” Background: Many studies addressed the need for improved graduate preparation, however, the study of doctoral student experiences in preparation courses, designed as part of the doctoral academic programs, has received less attention. Methodology: Eleven doctoral students (one withdrew from the study) were enrolled in a formal course that was designed to prepare them for the professoriate. The study was conducted using an ethnographic case study approach with multiple data collection methods that included observation, interviews, member checking, and examination of related documents. Contribution: Acquainted with critical realist ontology, the researchers argued that it was necessary to investigate the concerns and preparation of doctoral students in order to better clarify the complex experiences that underlie their practices of making meaning and maintaining balance and well-being in the professoriate. Findings: Three prominent themes emerged that pointed out the experience of doctoral students with regard to their preparation for the professoriate: (1) Perceived concerns with regard to working in the professoriate; (2) Students’ preparatory practices and preparatory opportunities available to them; and (3) Students’ perspectives about “The Professoriate” course and its value. Recommendations for Practitioners: The findings highlighted that educators in doctoral programs need to address and evaluate students’ concerns and preparatory activities in order to make adjustments for students that enhance their success in the program as well as in the professoriate in future. Recommendation for Researchers: The findings suggest further research into the formal preparatory opportunities available for students within doctoral programs and the barriers affecting students’ ability to participate in informal preparatory activities. Impact on Society: The findings supported the importance of providing formal preparatory courses as part of doctoral programs. Formal courses within doctoral programs allow students to devote their time for preparation which will help them to better understand the professoriate and plan for their careers. Future Research: Future research may continue the study of formal opportunities to prepare for the professoriate that are available for doctoral students from different disciplines, the experiences of doctoral students taking part in such opportunities, and the impact on doctoral student readiness for the professoriate.

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Marliasari, Sherly, and Riris Oktaviani. "The Effect of Joining Non-Formal Education and English Achievement." Channing: Journal of English Language Education and Literature 4, no. 1 (April 1, 2019): 15–21. http://dx.doi.org/10.30599/channing.v4i1.731.

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The study aims to investigate the correlation between joining non-formal education and the English achievement of the second-grade students of SMA Negeri 2 Palembang. The problems of this study were: Is there any correlation between joining non-formal education and English achievement of the second-grade students of SMA Negeri 2 Palembang? And What does taking an English course gives impact toward English achievement of the second-grade students of SMA Negeri 2 Palembang? The method of this study used quantitative research. The total number of the sample was 52 students. The questionnaire and document were used to collect the data which were analyzed by using Pearson Product Moment correlation and Linear Regression analysis. The findings showed that: (1) there was a significant correlation between joining non-formal education and English achievement (r= .845), (2) there was a significant impact of taking English courses and students' English achievement (p-value= .000).

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Li, Ting. "Comparison of American and Chinese College Students’ Perception of Instructor Authority." Journal of International Students 2, no. 1 (January 1, 2012): 116–22. http://dx.doi.org/10.32674/jis.v2i1.541.

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Teacher authority has long been recognized as one of the critical factors that contribute to the formation of effective learning circumstances (Haywood-Metz, 2006). A survey was developed based on Dornbusch and Scott’s (1975) theoretical framework of distinction between formal authority and informal authority, named The Attitude towards College Instructor Authority (ACIA). By using this survey among Chinese and American students at an American University, the current study examines college students’ perception of instructor authority, including their preference of formal or informal authority, the valued elements in instructor professional competence, as well as the relation between instructor’s perceived demographic features and their authority power. The results indicate that overall students rely highly on instructors’ position-attached formal authority rather than professionally-oriented informal authority. Whereas there are culture-specified differences between Chinese and American college students’ valued dimension of instructors’ professional competence at the informal authority level.

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Radzeviciene, Liuda, Lina Miliūnienė, and Rytis Aluzas. "ORGANIZATION OF NON-FORMAL ACTIVITIES AND LEISURE OUTSIDE SCHOOL: ANALYSIS OF STUDENTS’ ATTITUDE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 503–13. http://dx.doi.org/10.17770/sie2021vol2.6392.

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Study present the research aimed to reveal the situation of non-formal students’ activity. The process of non-formal education tends characterized by creating more flexible learning spaces, developing more caring and less hierarchical relationships, and aiming to meet participants’ needs. According to the research, the results discussed in two aspects: a) non – formal education implemented out of comprehensive school and b) non – formal education implemented in the comprehensive school. Having compared the attendance of non – formal education activity at school and out of comprehensive school according to gender, the results have shown that girls’ and boys’ choice of activity types is similar; girls are more involved into non – formal activities organized out of comprehensive school. Reasons participating in the activities of non – formal education are primary associated with general psychological status, life goals, motives and interests of students.

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Park-Gaghan, Toby J., Christine G. Mokher, Xinye Hu, Hayley Spencer, and Shouping Hu. "What Happened Following Comprehensive Developmental Education Reform in the Sunshine State? The Impact of Florida’s Developmental Education Reform on Introductory College-Level Course Completion." Educational Researcher 49, no. 9 (June 11, 2020): 656–66. http://dx.doi.org/10.3102/0013189x20933876.

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Florida’s Senate Bill 1720 allowed many students to bypass developmental education and enroll directly in introductory college-level courses. We use an interrupted time series design to introductory college-level courses enrollment and passing rates in English and math for three cohorts of college students prereform and three cohorts postreform. Based on a cohort-by-cohort comparative analysis, we find that cohorts after the reform are more likely to enroll and pass introductory college-level courses in their 1st year of college, indicating that the reform may help to accelerate student success in college. Further, we find that Black and Hispanic students experience even greater gains in passing rates than White students, effectively narrowing the racial/ethnic achievement gap.

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McDonald, Janet L. "Cognitive Development and the Structuring of Geometric Content." Journal for Research in Mathematics Education 20, no. 1 (January 1989): 76–94. http://dx.doi.org/10.5951/jresematheduc.20.1.0076.

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From a pool of secondary students (n = 161), 20 students were chosen who had high (formal operations) scores and 20 who had low (concrete operations) scores on two paper-and-pencil measures of Piagetian formal reasoning (the Test of Logical Thinking and the Longeot Test). The students made similarity judgments among all possible concept pairs from 13 geometric concepts and 10 mathematical expressions from a unit on ratio, proportion, and similarity. Multidimensional scaling procedures showed that despite idiosyncrasies in individual structures, clear prototypical maps could be derived for both the formal and concrete groups. In addition, formal operational students structured subject matter content significantly more like subject matter experts than concrete operational students did.

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Ritz, Aixa A. "International Students and Transformative Learning in a Multicultural Formal Educational Context." Educational Forum 74, no. 2 (March 23, 2010): 158–66. http://dx.doi.org/10.1080/00131721003608497.

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Fahmi, Muhammad. "Community Empowerment Through Non Formal Education." Devotion : Journal of Community Service 1, no. 1 (May 14, 2021): 16–26. http://dx.doi.org/10.36418/dev.v1i1.58.

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mpowerment means encouragement ormotivation, guidance, or assistance in increasing theability of individuals or communities to be able to beindependent. This effort is a stage of the empowermentprocess in changing behavior, changing old habits to newgood behaviors. In the Pandemic era like the one that hittoday, the condition of formal education activities wasreally empty. Conditions and government policies thatforce people to limit activities including formal education.In the era of the Covid 19 Pandemic, implementing ororganizing education is something that is difficult to do.The government policy regarding the existence ofrestrictions on activities (social distancing) resulted in afreeze in the activities of the formal education world. Inthis context, the importance of non-formal education isto meet the educational needs of children in thecommunity. The existence of non-formal education willgreatly help the community in terms of limited activitiesin social life. Cempaka Village has non-formal educationactivities which are engaged in the education of readingand writing al-Qur'an starting from Juz Ammah to beingproficient in reading al-Qur'an. This non-formaleducation accepts students from the age of 6 to 17 years.

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Ng, Hoon Hong. "Towards a synthesis of formal, non-formal and informal pedagogies in popular music learning." Research Studies in Music Education 42, no. 1 (October 2, 2018): 56–76. http://dx.doi.org/10.1177/1321103x18774345.

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Informal pedagogy is closely associated with popular music practices, its methods known to engage students in authentic music learning that develops critical and independent thinking skills, social skills, creativity and self-identity, among others. However, formal and non-formal pedagogies also have relevant roles to play in popular music learning in the classroom, though their roles and interactions with informal pedagogy may require exploration. A recent survey conducted in Singapore schools suggests that a significant number of music teachers have never engaged their students in popular music practices, and they have no confidence in adopting appropriate pedagogies to effectively enable popular music learning. This article seeks to address the issue by reviewing relevant pedagogies and how they are employed in popular music programmes in two Singapore secondary schools. I will first examine the current discussion on formal, non-formal and informal pedagogies and their implications for music teaching and learning. Secondly, I will relate the discussion to two empirical case studies which adopt these learning approaches in popular music classes to examine their applications and how they interact in actual classroom situations. Based on this, I will suggest that a synthesis of these pedagogies in constant, complementary dialogue within and beyond the classroom paves the way towards a complete and holistic curriculum and learner experience.

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ÖZ, Recep, and Murat Tolga KAYALAR. "A Comparative Analysis on the Effects of Formal and Distance Education Students’ Course Attendance Upon Exam Success." Journal of Education and Learning 10, no. 3 (April 30, 2021): 122. http://dx.doi.org/10.5539/jel.v10n3p122.

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The purpose of this study was to analyze the effect of associate degree formal and distance education students course attendance upon their course achievement. The data were obtained from the institutional records of 516 students who registered in formal education programs and 510 students who registered in distance education programs of a vocational school affiliated to a state university in Eastern Anatolian Region of Turkey. It was noticed that course attendance of formal education students was higher than those who registered in the distance education programs; on the other hand, formal education students were more successful rather than distance education students in terms of midterm, final exam and grade point average. It was determined that course attendance was a significant predictor of midterm, final exam and grade point average, and the achievement scores increased as the course attendance increased, as well. Taking measures to encourage students’ attendance in courses in distance education programs and optimizing access and technical infrastructure could positively contribute upon this issue.

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Widiastuti, Kurnia, Mohamad Joko Susilo, and Hanifah Sausan Nurfinaputri. "School space selection preferences: Architectural perspective toward formal school." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 502. http://dx.doi.org/10.11591/ijere.v10i2.20726.

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<span lang="EN-US">School space plays an essential role in creating a pleasurable learning atmosphere. The tendency of everyone to choose a school space also varies. By knowing this trend pattern, schools can be designed to improve student learning effectiveness. The purpose of this study was to find out which school spaces students choose to study, what kind of room criteria are needed, and distribution patterns of students' preference choices. This research used both the qualitative exploratory and quantitative methods using an open-ended question questionnaire for data collection. Data analysis techniques used qualitative analysis methods consisting of open coding, axial coding, and selective coding. The results showed that the library, mosque, and multimedia laboratory were the most preferred space for students to study at school. Some factors that influence the selection include thermal comfort, completeness of supporting facilities, and acoustic comfort.</span>

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Nomi, Takako. "The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students." Educational Evaluation and Policy Analysis 34, no. 4 (December 2012): 489–505. http://dx.doi.org/10.3102/0162373712453869.

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In 1997, Chicago implemented a policy that required algebra for all ninth-grade students, eliminating all remedial coursework. This policy increased opportunities to take algebra for low-skill students who had previously enrolled in remedial math. However, little is known about how schools respond to the policy in terms of organizing math classrooms to accommodate curricular changes. The policy unintentionally affected high-skill students who were not targeted by the policy—those who would enroll in algebra in its absence. Using an interrupted time-series design combined with within-cohort comparisons, this study shows that schools created more mixed-ability classrooms when eliminating remedial math classes, and peer skill levels declined for high-skill students. Consequently, their test scores also declined.

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Affeldt, Fiona, Sakari Tolppanen, Maija Aksela, and Ingo Eilks. "The potential of the non-formal educational sector for supporting chemistry learning and sustainability education for all students – a joint perspective from two cases in Finland and Germany." Chemistry Education Research and Practice 18, no. 1 (2017): 13–25. http://dx.doi.org/10.1039/c6rp00212a.

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Non-formal education has been suggested as becoming more and more important in the last decades. As the aims of non-formal education are broad and diverse, a large variety of non-formal learning activities is available. One of the emerging fields in many countries, among them Finland and Germany, has been the establishment of non-formal laboratory learning environments. These laboratories were established in universities and research institutes to aim at enriching opportunities for primary and secondary school students to do more and more intense practical work,e.g.in chemistry. The primary rationale of these laboratories, in the beginning, was mainly to raise students’ interest in the fields of science and engineering, possibly inspiring them to pursue a career in these fields. However, recently the movement has started offering more programs aiming at all learners, but especially those students who are sometimes neglected in traditional science education in the formal sector. A focus on all learners is suggested to help raise students’ level of scientific literacy when connecting practical science learning with the societal and environmental perspectives of science. Chemistry learning connected to sustainability issues offers many contemporary topics that are often not yet part of the chemistry formal curriculum but can easily form contexts for non-formal learning. Because of its flexible character, non-formal education can help implementing aspects of sustainability into chemistry education and also can take a gander at the growing heterogeneity of today's students. This paper derives a joint perspective from two non-formal chemistry education initiatives from Finland and Germany focusing education for sustainability for both talented and educationally disadvantaged students in the foreground of a more general perspective on non-formal and sustainability education in chemistry.

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

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