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Journal articles on the topic 'Working students'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Jacoby, Alessandra Rodrigues, and Janine Kieling Monteiro. "Mobbing of Working Students." Paidéia (Ribeirão Preto) 24, no. 57 (April 2014): 39–47. http://dx.doi.org/10.1590/1982-43272457201406.

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Workplace mobbing has become a common topic. Taking into account the increasing reports of this act, this study was aimed at investigating the prevalence of mobbing in relation to university students who work and also ascertaining the most frequent biosociodemographic and work characteristics of the group of workers who were mobbed. The sample was composed of 457 working students living in the metropolitan area of Porto Alegre, in the state of Rio Grande do Sul, and usedas instruments a Biosociodemographic and Employment questionnaire and the Negative Acts Questionnaire (NAQ). It could be observed that 89.3% of the students had a mobbing score according to the NAQ – objective measure. As per the subjective measure, 11.2% of the participants stated to having beenmobbed. High rates of the practice of hostile acts in the workplace can be noted, but these are often viewed as mundane and normal acts in the workplace. In conclusion, it is necessary to seek alternatives in order to overcome this problem, which already affects a significant number of workers.

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2

Kalles, Dimitrios. "Students working for students on programming courses." Computers & Education 50, no. 1 (January 2008): 91–97. http://dx.doi.org/10.1016/j.compedu.2006.03.003.

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3

Ferguson, Colette, and Marie Cerinus. "Students inemployment: learning and working." Nurse Education Today 16, no. 5 (October 1996): 373–75. http://dx.doi.org/10.1016/s0260-6917(96)80012-8.

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4

Master, Bilal, Faisal Jamshaid, Samiullah Dost, Ziyan Kassam, Salman Momin, Layeek Ahmed, and Ahmed Najjar. "Medical students working with interpreters." Clinical Teacher 15, no. 6 (November 13, 2018): 519. http://dx.doi.org/10.1111/tct.12948.

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5

Mathastein, Nicola, and Michael Klingenberg. "Medical students working with nurses." Medical Education 44, no. 11 (October 15, 2010): 1138–39. http://dx.doi.org/10.1111/j.1365-2923.2010.03833.x.

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6

Ginsberg, Amy Patraka. "Working with Students Who Stutter." Kappa Delta Pi Record 38, no. 3 (April 2002): 138–40. http://dx.doi.org/10.1080/00228958.2002.10516361.

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7

Jackson, Joanna, and Clive Liles. "Working Postures and Physiotherapy Students." Physiotherapy 80, no. 7 (July 1994): 432–36. http://dx.doi.org/10.1016/s0031-9406(10)60791-2.

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8

Mihail, Dimitrios M. "Working students at Greek universities." Journal of European Industrial Training 29, no. 7 (September 2005): 561–71. http://dx.doi.org/10.1108/03090590510621054.

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9

Mitchell, H., and S. Lahtinen. "Preparing Students for Working Life." ITNOW 54, no. 2 (May 16, 2012): 48–49. http://dx.doi.org/10.1093/itnow/bws050.

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10

Wyland, Rebecca L., Doan E. Winkel, Scott W. Lester, and Nancy Hanson-Rasmussen. "Who Can Help Working Students?" Industry and Higher Education 29, no. 3 (June 2015): 175–84. http://dx.doi.org/10.5367/ihe.2015.0254.

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A significant number of employees attend graduate school, and the impact of the student role may be substantial and valuable to the work-life literature. In this study the authors examine whether psychological involvement in graduate school increases school-work facilitation. Further, they suggest that employers and graduate schools can provide social support resources that will strengthen the relationship between psychological involvement and school-work facilitation, thereby creating a win-win situation for both student and employer. The study results suggest that the interaction between psychological school involvement and social support in the school and work domains produce stronger levels of school-work facilitation. Specifically, co-worker support, classmate support and supervisor support strengthened the relationship between involvement and facilitation.

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11

Seal, Brenda C. "Working With Educational Interpreters." Language, Speech, and Hearing Services in Schools 31, no. 1 (January 2000): 15–25. http://dx.doi.org/10.1044/0161-1461.3101.15.

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Increasing numbers of students who are deaf or hard of hearing are being educated in their local schools. Accommodations frequently made for these students include the provision of educational interpreting services. Educational interpreters serve to equalize the source language or source communication mode (usually spoken English) with a target language or target mode (either sign language, cued speech, or oral transliterating). Educational interpreters' expertise in sign language or cued speech will likely exceed that of speech-language pathologists, whose expertise in speech and language development and in discourse demands of the classroom will likely exceed that of the educational interpreters. This article addresses the mutual needs of speech-language pathologists and educational interpreters in providing services to their students. Guidelines supported by recent research reports and survey data collected from interpreters are offered to speech-language pathologists as ways to improve the working relationships with educational interpreters in three areas: (a) evaluating a student's communication skills, (b) establishing treatment goals and intervening to meet those goals, and (c) providing inservice workshops to teachers about educational interpreting services.

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12

Koeske, Randi D., and Gary F. Koeske. "Working and Non-Working Students: Roles, Support and Well-Being." Journal of Social Work Education 25, no. 3 (September 1989): 244–56. http://dx.doi.org/10.1080/10437797.1989.10671281.

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13

Beskine, Deborah. "Mentoring students: establishing effective working relationships." Nursing Standard 23, no. 30 (April 2, 2009): 35–40. http://dx.doi.org/10.7748/ns2009.04.23.30.35.c6929.

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14

Mustafayeva, Mavluda Anvarovna. "METHODS OF WORKING WITH TALENTED STUDENTS." Theoretical & Applied Science 83, no. 03 (March 30, 2020): 405–8. http://dx.doi.org/10.15863/tas.2020.03.83.75.

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15

Grassi, Elizabeth, Joan Armun, and Heidi Bulmahn Barker. "Don't Lose Your Working-Class Students." Academe 92, no. 5 (2006): 26. http://dx.doi.org/10.2307/40253488.

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16

Yang, Bijou, and David Lester. "Working Students and Their Course Performance." Psychological Reports 62, no. 3 (June 1988): 826. http://dx.doi.org/10.2466/pr0.1988.62.3.826.

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17

Simandl, Gladys. "Nursing Students Working with the Homeless." Nurse Educator 21, no. 2 (March 1996): 18–22. http://dx.doi.org/10.1097/00006223-199603000-00006.

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18

Markey, Kathleen, and Charmagne Barnes. "Promoting partnership working for undergraduate students." British Journal of Nursing 18, no. 11 (June 11, 2009): 677–84. http://dx.doi.org/10.12968/bjon.2009.18.11.42720.

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19

Cross, Tracy. "Working on Behalf of Gifted Students." Gifted Child Today 21, no. 3 (May 1998): 21–22. http://dx.doi.org/10.1177/107621759802100306.

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The following is the third column in a series on meeting the social and emotional needs of gifted students. In this series, I have provided a number of ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Some of the ideas are reasonably well researched, while others are rooted in my professional experiences.

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20

McDaniels, Robert M., Jennifer K. Carter, Cynthia J. Heinzen, Karin I. Candrl, and Anna M. Wieberg. "Undecided/Undeclared: Working with "Deciding" Students." Journal of Career Development 21, no. 2 (December 1994): 135–39. http://dx.doi.org/10.1177/089484539402100209.

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21

McDaniels, Robert M., Jennifer K. Carter, Cynthia J. Heinzen, Karin I. Candrl, and Anna M. Wieberg. "Undecided/undeclared: Working with “deciding” students." Journal of Career Development 21, no. 2 (December 1994): 135–39. http://dx.doi.org/10.1007/bf02117437.

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22

D.Yu., Ruziev. "Ways Of Working On Musical Compositions." American Journal of Social Science and Education Innovations 03, no. 01 (January 31, 2021): 436–40. http://dx.doi.org/10.37547/tajssei/volume03issue01-79.

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The article describes the selection of musical compositions for performance by an ensemble of Uzbek folk instruments and the method of teaching musical compositions, taking into account the individual abilities of students. In addition, in order for students to understand musical works performed by the ensemble, it is necessary to explain their content, determine the teaching methodology, and work on musical works step by step.

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23

Pateşan, Marioara. "Working Together in Class." Scientific Bulletin 22, no. 2 (December 1, 2017): 104–9. http://dx.doi.org/10.1515/bsaft-2017-0014.

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AbstractThe scores obtained by the military students are very important as a lot of opportunities depend on them: the choice of the branch, selection for different in and off-campus activities, the appointment to the workplace and so on. A qualifier, regardless of its form of effective expression, can make a difference in a given context of issuing a value judgment, in relation to the student's performance assessment. In our research we tried to find out what motives students, what determines them to get actively involved in the tasks they are given and the ways we can improve their participation in classes and assignments. In order to have an educated generation we need to have not only well prepared teachers but ones that are open-minded, flexible and in pace with the methodological novelties that can improve the teaching learning process in class. Along the years we have noticed that in classes where students constituted a cohesive group with an increasing degree of interaction between members, the results were better than in a group that did not appreciate team-work. In this article we want to highlight the fact that a teacher can bring to class the appropriate methods and procedures can contribute decisively to the strengthening of the group cohesion and high scores.

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24

Radisic, Bojan. "Analysis of students' success after working in the ERR teaching framework." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 4 (November 6, 2017): 06–11. http://dx.doi.org/10.18844/prosoc.v4i4.2588.

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25

Nadjarpour, Ashkan, and Uroosa Moqeem. "Medical students working as health care assistants: medical students’ perspectives." Clinical Teacher 17, no. 5 (April 27, 2020): 569–70. http://dx.doi.org/10.1111/tct.13162.

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26

Boorooah, Dr Indranee Phookan, and Kasturi Kotoky. "Self-Efficacy of College Students of Working and Non-Working Mothers." IOSR Journal of Humanities and Social Science 22, no. 2 (February 2017): 15–19. http://dx.doi.org/10.9790/0837-2202051519.

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27

Fahimi, Mehrnoosh, Ali Akbar Arjmandnia, and Jalil Fathabadi. "Investigating Efficacy of “Working Memory Training Software” on Students Working Memory." Health 06, no. 16 (2014): 2236–44. http://dx.doi.org/10.4236/health.2014.616259.

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28

Artemeva, Veronika Alievna, and Elena Konstantinovna Veselova. "Social responsibility and personal innovativeness of working and non-working students." Novosibirsk State Pedagogical University Bulletin 8, no. 5 (October 31, 2018): 73–90. http://dx.doi.org/10.15293/2226-3365.1805.05.

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29

Kim, Kyoung-Beom, Juhyun Lee, Hyojin Choi, Minjae Choi, Young Dae Kwon, and Jin-Won Noh. "Factors Affecting Working Participation of University Students." Journal of the Korea Contents Association 14, no. 11 (November 28, 2014): 318–27. http://dx.doi.org/10.5392/jkca.2014.14.11.318.

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30

Hitchenor, Janet. "Nothing but praise for hard-working students." Nursing Standard 14, no. 34 (May 10, 2000): 28–29. http://dx.doi.org/10.7748/ns.14.34.28.s43.

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31

Kuritskaya, Lyudmila Vasil'evna. "COACHING APPROACH WHEN WORKING WITH STUDENTS- CONCERTMASTERS." Manuscript, no. 11 (November 2019): 265–69. http://dx.doi.org/10.30853/manuscript.2019.11.49.

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32

Adams, Anne-Marie, and Kim Guillot. "Working Memory and Writing in Bilingual Students." ITL - International Journal of Applied Linguistics 156 (2008): 13–28. http://dx.doi.org/10.2143/itl.156.0.2034417.

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Abstract The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.

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33

Gorgulho, Bartira, Dirce Maria Lobo Marchioni, Adriana Balian da Conceição, Josiane Steluti, Marina Hurga Mussi, Roberta Nagai-Manelli, Liliane Reis Teixeira, Andréa Aparecida da Luz, and Frida Marina Fischer. "Quality of diet of working college students." Work 41 (2012): 5806–9. http://dx.doi.org/10.3233/wor-2012-0958-5806.

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34

Parinova, A. O. "PECULIARITIES OF LABOR RELATIONS OF WORKING STUDENTS." Comparative-analytical law 4 (2019): 200–203. http://dx.doi.org/10.32782/2524-0390/2019.4.54.

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35

Griffith, Marlene, Bruce Jacobs, Smokey Wilson, and Margot Dashiell. "CHANGING THE MODEL: WORKING WITH UNDERPREPARED STUDENTS." Community Junior College Research Quarterly of Research and Practice 12, no. 4 (January 1988): 287–303. http://dx.doi.org/10.1080/0361697880120402.

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36

Schoffstall, Donald G., and Susan W. Arendt. "Benefits and Challenges Encountered by Working Students." Journal of Hospitality & Tourism Education 26, no. 1 (February 20, 2014): 10–20. http://dx.doi.org/10.1080/10963758.2014.880614.

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37

Parsh, Bridget, and Kasie Gee. "10 tips for working with nursing students." Nursing Critical Care 6, no. 1 (January 2011): 48. http://dx.doi.org/10.1097/01.ccn.0000390634.88000.e2.

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38

Lucas, Matthew D. "Working with Students with Traumatic Brain Injury." Strategies 23, no. 6 (July 2010): 10–13. http://dx.doi.org/10.1080/08924562.2010.10590897.

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39

McLaren, W., and L. Parrott. "Do dental students have acceptable working posture?" British Dental Journal 225, no. 1 (July 2018): 59–67. http://dx.doi.org/10.1038/sj.bdj.2018.520.

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40

Pewewardy, Cornel, and Michael Fitzpatrick. "Working With American Indian Students and Families." Intervention in School and Clinic 45, no. 2 (September 10, 2009): 91–98. http://dx.doi.org/10.1177/1053451209340223.

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41

Blicblau, Aaron Simon, Tracey Louise Nelson, and Kourosh Dini. "Effects on students of working in industry." International Journal of Advanced Corporate Learning (iJAC) 8, no. 4 (December 30, 2015): 32. http://dx.doi.org/10.3991/ijac.v8i4.5120.

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This study investigated the impact of two arrangements of work experiences; short term (over 12 weeks, STIE) and long- term (over 52 weeks, LTIE) on both final academic grades and capstone project grades. The results from this work will inform future approaches of determining the benefits to students of the usefulness of industry placed learning experiences (short or long term) as both an indicator of academic performance, and success in capstone project work. Outcomes have shown that engineering graduates without substantial industrial experience often find employment difficult to find in the short time after completing their studies.

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42

Nur, I. R. D., T. Herman, and S. Ningsih. "Working Memory in Students with Mathematical Difficulties." IOP Conference Series: Materials Science and Engineering 335 (April 2018): 012114. http://dx.doi.org/10.1088/1757-899x/335/1/012114.

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43

Adams, Anne-Marie, and Kim Guillot. "Working Memory and Writing in Bilingual Students." ITL - International Journal of Applied Linguistics 156 (2008): 13–28. http://dx.doi.org/10.1075/itl.156.02ada.

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The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.

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44

Westby, Carol. "Interventions for Students With Working Memory Deficits." Word of Mouth 23, no. 2 (October 7, 2011): 7–10. http://dx.doi.org/10.1177/1048395011420821b.

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45

Soria, Krista, and Mark Bultmann. "Supporting Working-Class Students in Higher Education." NACADA Journal 34, no. 2 (December 1, 2014): 51–62. http://dx.doi.org/10.12930/nacada-13-017.

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Utilizing data from the multi-institutional Student Experience in the Research University survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social engagements than their peers who self-identify as middle/upper-class. Specific suggestions direct academic advisors to promote working-class students' success.

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46

Parsh, Bridget, and Kasie Gee. "10 tips for working with nursing students." Nursing 39, no. 6 (June 2009): 56hn1. http://dx.doi.org/10.1097/01.nurse.0000352343.05890.74.

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47

McKee, William A. "Enhancing Learning by Working." Industry and Higher Education 14, no. 2 (April 2000): 109–12. http://dx.doi.org/10.5367/000000000101294940.

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It has been noted that nominally ‘full-time’ degree programmes are being undertaken by students who are also choosing to take concurrent employment, often with such a quantity of hours that their job should also be described as full-time. This tendency is generally regarded as a ‘problem’, which implies damage to students' academic efforts. This paper looks at the reasons behind the trend and discusses a range of mechanisms that can not only alleviate problems caused, but may in fact produce a positive outcome for students, staff, and prospective employers.

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48

Doe, Raymond, Matthew S. Castillo, and Andrené B. McKinney. "Work Personality and Decision Making Styles among Working and Non-Working Students." Open Journal of Social Sciences 05, no. 06 (2017): 286–97. http://dx.doi.org/10.4236/jss.2017.56024.

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49

Krokfors, Leena, Riitta Jyrhämä, Heikki Kynäslahti, Auli Toom, Katriina Maaranen, and Pertti Kansanen. "Working while teaching, learning while working: students teaching in their own class." Journal of Education for Teaching 32, no. 1 (February 2006): 21–36. http://dx.doi.org/10.1080/02607470500510928.

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50

Teixeira, Liliane Reis, Arne Lowden, Samantha Lemos Turte, Roberta Nagai, Claudia Roberta de Castro Moreno, Maria do Rosário Dias de Oliveira Latorre, and Frida Marina Fischer. "Sleep and Sleepiness among Working and Non‐Working High School Evening Students." Chronobiology International 24, no. 1 (January 2007): 99–113. http://dx.doi.org/10.1080/07420520601139763.

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