Relevant bibliographies by topics / Youth and Adults students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Youth and Adults students'

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

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Journal articles on the topic "Youth and Adults students"

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Taylor, Ronald D., and Gary A. Spiess. "Effect of Age on Congruence between Adults' and Youths' Ratings of Life Event Stressors." Psychological Reports 65, no. 3 (1989): 1017–18. http://dx.doi.org/10.2466/pr0.1989.65.3.1017.

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Life event stressors were rated by 60 sixth grade students from their personal points-of-view and by two adult samples ( ns = 11 and 17) on the basis of how they believed a typical 12- to 14-yr.-old today would rate events. Ratings of adults and sixth grade youth indicated strong congruence and were significantly different from the rating relationship previously reported between adults and ninth grade students. Adults' familiarity with youth strengthened but did not significantly improve congruence of ratings.
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Close, Carole, and Kathy Lechman. "Fostering youth leadership: Students train students and adults in conflict resolution." Theory Into Practice 36, no. 1 (1997): 11–16. http://dx.doi.org/10.1080/00405849709543739.

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Walls, Kayla N., and Gretchen A. Mosher. "Factors that Influence Farm Safety Decisions of Young Adults when Entering Agricultural Grain Bins." Journal of Agricultural Safety and Health 27, no. 3 (2021): 147–58. http://dx.doi.org/10.13031/jash.14450.

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Highlights A grain handling scenario-based survey was administered to college students studying agriculture. Participants chose an action after reading each scenario and ranked factors affecting their decision-making. Most participants chose a “safe” option and claimed to value their personal safety when making decisions. Parental authority and pressure had little influence on participants’ decisions to enter grain bins. Abstract. The approaches that parents take in the supervision of youth who perform hazardous tasks on family farms can affect youth safety outcomes. This research examines the most significant factors affecting youths’ decisions to enter agricultural grain storage facilities. Over 200 students attending a Midwestern land-grant university who had grain bin experience as youth completed a decision-making survey. Students chose from a list of actions in three realistic but hypothetical scenarios involving grain bin entry. Afterward, they ranked factors according to the level of importance in their decision. Although most participants chose options that emphasized safety when answering the scenario questions and held the “personal safety” factor in highest regard, some chose higher-risk options and valued “productivity.” The findings revealed that youth held little value in their parents’ authority and pressure when making decisions related to grain bin entry. The study’s limitations are addressed, as are the implications of these findings for youth safety outcomes on family farms. Keywords: Decision-making, External pressures, Farm youth safety, Grain bin safety.
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Junkes, Ana Paula, Grazieli Freitas Bordman, Mariana Fogar Lopes, et al. "PERCURSO DE UMA PESQUISA NA EDUCAÇÃO DE JOVENS E ADULTOS: RODA DE CONVERSA COM ESTUDANTES." Professare 9, no. 1 (2021): 40–58. http://dx.doi.org/10.33362/professare.v9i1.1922.

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Este estudo investigou as concepções de educação dos estudantes do Centro de Educação de Jovens e Adultos, a partir de suas trajetórias de vida. A modalidade de pesquisa adotada foi a pesquisa-ação. Foram realizados três encontros com os estudantes de um Centro de Educação de Jovens e Adultos – CEJA, da cidade de Joinville – SC, utilizando-se de rodas de conversas. Os dados coletados foram transcritos, categorizados e analisados sob o viés da análise de conteúdo. Os resultados foram discutidos a partir das seguintes temáticas: Educação: oportunidade ou direito?; Ruptura e retorno escolar: obstáculos enfrentados nesse processo; A mulher na educação de jovens e adultos; Vínculos, relações e troca de experiências no CEJA. Verificou-se que as trajetórias de vida incidem sobre as concepções de educação dos estudantes, assim como, o percurso escolar constitui tais trajetórias. Palavras-chave: Educação de Jovens e Adultos (EJA); Concepções de educação; Trajetórias de vida. ABSTRACT This study investigated the conceptions of education of the students of the Center of Education of Youths and Adults, from their life trajectories. The type of research adopted was intervention research. Three meetings were held with the students of a Youth and Adult Education Center - JSCA, in the city of Joinville - SC, using talk wheels. The data collected were transcribed, categorized and analyzed under the content analysis bias. The results were discussed from the following themes: Education: opportunity or right? Rupture and school return: obstacles faced in this process; The woman in the education of young people and adults; Links, relations and exchange of experiences in the JSCA. It has been verified that the life trajectories affect the conceptions of education of the students, as well as, the school course constitutes such trajectories. Keywords: Youth and Adult Education; Conceptions of education; Life trajectories.
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Linds, Warren, Alison Sammel, and Linda Goulet. "DANCING TOGETHER: A CONVERSATION ABOUT YOUTH AND ADULT RELATIONAL AUTHORITY IN THE CONTEXT OF EDUCATION." International Journal of Child, Youth and Family Studies 4, no. 3 (2013): 337. http://dx.doi.org/10.18357/ijcyfs43201312432.

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<p class="Normal1"><span style="font-family: Times New Roman; color: #000000; font-size: small;">Some ideas about authority in educational settings assume that authority is something that teachers possess and students don’t. Like others, the authors of this article conceive authority as shared. Shared authority occurs when the teacher recognizes students’ history and uses her or his authority to bring students’ knowledge, and thus their authority of knowing, to the learning. In this way, authority emerges in dialogical relationships between teachers and students. As three university educators in different contexts, we teach adults who will work with youth. Through dialogue and reflection of our attempts to implement the philosophies and practices that promote more meaningful interactions between adults and youth, we have come to recognize that each of us use authority differently at different times depending on the context. So we now use the term situational authority to describe how we seek to share authority. We invite those who work with youth to join us in these conversations and reflections as we investigate the sharing of authority within youth-adult interactions. We believe situational authority can transform </span><span style="font-family: 'Times New Roman'; font-size: small;">power relations between adults and youth, while encouraging the emergence of new emancipatory relationships within, and amongst, youth. Together we explore ways in which situational authority invites, and supports, emancipatory practice.</span></p>
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Angelim, Rebeca Coelho de Moura, Fátima Maria da Silva Abrão, Síngara Borba de Araújo Queiroz, Rafaela Marrise do Monte Freitas, and Luciana da Rocha Cabral. "Knowledge about HIV/AIDS program students of adults and youth education." Revista Enfermagem Digital Cuidado e Promoção da Saúde 1, no. 1 (2015): 47–52. http://dx.doi.org/10.5935/2446-5682.20150008.

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Bingham, Allison, and Patricia Christie. "Youth Action Research in Violence Prevention: The Youth Survey Project." Practicing Anthropology 26, no. 2 (2004): 35–39. http://dx.doi.org/10.17730/praa.26.2.064432l543257m37.

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Violent injury and death disproportionately affect children, adolescents, and young adults across communities of all sizes, localities, income levels, and racial makeup, and are a significant public health concern in the United States. Annual findings from the Youth Behavior Risk Survey based on a nationally representative sample of high school students in grades 9-12 have shown that in the past decade a significant number of young people were either involved in or exposed to violent behavior.
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Bertrand, Melanie. "Youth Participatory Action Research and Possibilities for Students of Color in Educational Leadership." Educational Administration Quarterly 54, no. 3 (2018): 366–95. http://dx.doi.org/10.1177/0013161x18761344.

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Background and Purpose: Students of Color hold intimate knowledge about institutional racism and White supremacy in schools—expertise that could be leveraged in school leadership. One approach that could mediate efforts to include Students of Color in leadership is youth participatory action research (YPAR), in which students and adult partners research school and community issues and take action. Guided by cultural historical activity theory, this article explores how YPAR may be a path to realizing the vision of including Students of Color in school decision making by sharing findings from a study of an after-school YPAR program for seventh and eighth graders. Research Methods/Approach: A range of data was collected, including videos of YPAR meetings and presentations and interviews with YPAR youth and school adults. Ethnographic and inductive approaches were used to analyze the data. Findings: Analysis of the data indicated that students within the YPAR program (re)positioned themselves as leaders through their production and presentation of intersectional, social justice research. School adults, however, positioned the students in contradictory ways. They verbalized support for student input without also positioning students as leaders while, in some cases, dismissing the students’ research and viewpoints. Implications: This article adds to the educational leadership field by indicating that YPAR and similar programs can act as mediators to increase the potential for Students of Color to expand their leadership at schools by shining light on existing leadership and opening up possibilities for students to further reposition themselves as leaders.
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Sabri, Mohamad Fazli, and Rusitha Wijekoon. "The Influence of Gender and Ethnicity on Young Adults’ Participation in Financial Education Programme." Journal of Management and Sustainability 9, no. 1 (2019): 159. http://dx.doi.org/10.5539/jms.v9n1p159.

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A major problem encountered by educationalists, community leaders and policy makers is to transfer financial literacy and consumer education successfully to their community. Delivering of financial education for youth of a country is one possible intervention to improve the financial capabilities of a population. Therefore, for an effective training we have to identify their financial needs. Further they need guidance and access for financial knowledge and money management tools. Therefore, the objectives of this study are to identify the training needs of youth by gender and ethnicity about money management and to determine their interest towards it. The sample was comprised of 220 secondary school students from five schools in Greater Klang Valley/Kuala Lumpur with 112 females and 108 males and the data collection was done using self-administered questionnaire. The results shown that about one third of female youths have preferred to participate on financial literacy programs than male youths (21.5%). In addition, most of the Malay respondents said that they need more information to take efficient decisions on saving, borrowing and insurance, followed by Indians (64%) and Chinese (61.5%). The findings of this study would be used to the development of financial empowerment program of youth in Malaysia in order to enhance their financial literacy.
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Perna, Laura, Erin Walsh, and Rachél Fester. "Promoting the Educational Attainment of Adults." Educational Policy 25, no. 6 (2010): 935–63. http://dx.doi.org/10.1177/0895904810386599.

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This study draws on data collected from case studies of four precollege outreach programs and a survey of program administrators to explore the ways that youth-oriented precollege outreach programs may promote the educational attainment of the parents of participating students. The results suggest that precollege outreach programs may expand the “worldview” of participating students’ parents to include enrollment in an educational program as a realistic option and provide parents with information required for this enrollment. The results also suggest that, despite the potential role of precollege outreach programs in promoting the educational attainment of participating students’ parents, low current educational attainment and insufficient financial resources are substantial deterrents to enrollment.
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Dissertations / Theses on the topic "Youth and Adults students"

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Jack, Andrew S. "Tassel flipping a portrait of the well-trained youth-ministry graduate /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0188.

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Zenisek, Joseph M. "How Do Youth and Adults at a Rural High School Conceptualize the Role of Student? An Investigation of the Student Role Identity Standard at the Intersection of Student and Teacher Perspectives." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1829.

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Over the past decade, engaging student voice has emerged as an approach to increasing meaningful student involvement in schools towards meeting adolescents' developmental needs for agency, efficacy, and sense of belonging. Central to student voice work is the re-creation of student-teacher and student-organization relationships, generating student identity roles that are fundamentally different from the roles traditionally allocated to students. Conventional concepts of student roles by both adults and youth can act as barriers to increasing student voice. The goal of this study was to develop a better understanding of student role identity. Applying a critical ethnography approach in the context of participatory action research, a situated description of the student role within the organizational context of a rural high school was developed from the perspectives of students and teachers through the use of an online software platform. Keeping with student voice values and participatory action research protocols, students took a central role in developing and piloting survey questions, interpreting and organizing responses, reviewing the results, and presenting them to the school community. The data revealed both the aspirations and limitations of the student and teacher conceptions of the student role. Conventional notions of student identity dominated the role descriptions, and were generally consistent across student and teacher responses. Significant areas of divergence between student and teacher constructs included the explicit temporal orientation toward the future exclusive to the student responses, the engagement in academics that dominated the teacher submissions and rankings, and the conception of the student as a citizen/community member that was found only in the teacher responses. The results suggested an inclination on the part of both students and teachers to increase opportunities for students to inform and influence policies and practices at all levels of the school organization. Presentations of the study results to the school community by the student researchers have induced some systemic reform toward promoting student voice.
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Povenmire-Kirk, Tiana Cadye. "Making way through the borderlands : Latino youth with disabilities in transition from school to adult life /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10295.

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Starfield, Amanda Louise. "Adult support for lesbian, gay, bisexual, transgender, queer and questioning (LGBTQQ) youth in high school : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5933.

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Moreira, Dayse Aline. "Migração, escolarização e os alunos de educação de jovens e adultos." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10626.

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Made available in DSpace on 2016-04-27T16:33:27Z (GMT). No. of bitstreams: 1 Dayse Aline Moreira.pdf: 304772 bytes, checksum: 5bc54d73d5f8a5398e17589a1ea82159 (MD5) Previous issue date: 2007-10-25<br>Secretaria da Educação do Estado de São Paulo<br>This work had the purpose of drawing a profile of students who are attending nowadays Youth and Adults Education module, contrasting the characteristics of those ones who are in the first level to the ones who are in the final level of the basic school. This search was concluded in 2006 at a municipal school from São Paulo city, situated in a suburb area at Anhanguera São Paulo city, situated in a suburb area at Anhanguera Road border. This study arose from the hypothesis that there are permanencies and changes in the student profile when compared to the ones of students who attended the Adult Education in the past. The data for outlining the profile of the investigated persons were taken by a questionnaire which had forty questions about socioeconomic aspects and scholar course aspects. Twenty three students from first level have answered the questions and thirty one from the last level of Basic School, this way totalizing fifty four individuals. The data analysis was done with base on the Pierre Bourdieu ´s sociologic contributions. A great number of migrants composes the investigated individual s profile due to this, another purpose of this work is was to investigate if the experience of migration influenced the way on how the individuals live the scholar learning. Another point of analysis was to do a comparison between the sexes for investigating if men and women experience the scholar learning in different ways. The data tabulation showed that the individuals wish to continue their studies. It demonstrates how much they are investing on the growth of their cultural capital through the diploma materialized form of the cultural capital in the institutionalized state. The data were tabulated according to each level and demonstrate that the individuals from the final level (8 series) are more critic when referring the school, once only in this group of students appeared negative evaluations. The data were also tabulated considering the sex genre and showed that women had disadvantages referring the period the were out of the school. Another analysis axis was the comparison between migrants and non-migrants. This revealed the existence of likeness and differences between this two groups. The difference which called more attention was about alphabetization aspects with the individuals and with their parents too. In these aspects, the rates of migrants individuals are worse than the ones of non migrants<br>O presente trabalho teve por finalidade realizar um perfil dos alunos que estão hoje freqüentando a modalidade de ensino Educação de Jovens e Adultos (EJA), confrontando as características daqueles que estão matriculados na série inicial e na final do ciclo II do Ensino Fundamental (5ª e 8ª séries). A pesquisa foi realizada em 2006 em uma escola da rede pública municipal de ensino da cidade de São Paulo, localizada em uma região periférica, às margens da rodovia Anhangüera. Partiu-se da hipótese de que existem tanto permanências quanto mudanças no perfil do aluno que está freqüentando a EJA, comparado com o perfil do aluno que freqüentou o supletivo no passado. Além disso, contando com um número expressivo de migrantes entre os sujeitos investigados, buscouse investigar se a experiência da migração influenciou a forma como os sujeitos vivenciam a escolarização. Também procurou-se verificar se homens e mulheres vivenciam a experiência da escolarização de formas diferentes. Os dados para traçar o perfil dos sujeitos investigados foram obtidos por meio da aplicação de um questionário que continha 40 perguntas que giravam em torno de aspectos socioeconômicos e aspectos ligados à trajetória escolar. O questionário foi respondido por 23 alunos da 5ª. série e 31 da 8ª. série, totalizando 54 sujeitos. A análise dos dados foi feita com base nas contribuições sociológicas de Pierre Bourdieu. A tabulação dos dados mostrou que todos os sujeitos têm o desejo de prosseguir os estudos no nível do Ensino Médio. Isso demonstra o quanto os sujeitos estão investindo no aumento do seu capital cultural por meio da obtenção do diploma - forma materializada do capital cultural no estado institucionalizado. Os dados foram tabulados por série e demonstraram que os sujeitos da 8ª são mais críticos em relação à escola uma vez que somente nessa série apareceram avaliações negativas. Os dados tabulados por sexo demonstraram que as mulheres apresentam desvantagens quando comparadas aos homens em relação ao tempo de afastamento da escola. A comparação entre migrantes e não-migrantes revelou existir tanto semelhanças quanto diferenças entre esses dois grupos, sendo que a diferença que mais chamou a atenção foi com relação aos aspectos relacionados à alfabetização, tanto dos sujeitos quanto dos seus pais. Em relação a esses aspectos, os índices dos sujeitos migrantes são piores que os índices dos não-migrantes
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Quintão, Altemar de Figueirêdo Bustorff. "A Geografia na educação de jovens e adultos trabalhadores em Mamanguape: percurso histórico e práticas atuais." Universidade Federal da Paraí­ba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/5793.

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Made available in DSpace on 2015-05-14T12:16:57Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1238024 bytes, checksum: 5ee10a139204f8c456d41d7155818a3e (MD5) Previous issue date: 2011-08-15<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The objective of this study is to analyze the importance of geography to working students in youth and adults education (EJA) classes. The bibliographical research of relevant literature and documentations was jointly conducted with the department of education in the city of Mamanguape and in the estate of Paraiba in order to find sources that would allow us to understand the conception of municipal education for adult education in general and for geography classes in particular. Thus, we discuss how the geography has been treated in the type of education project. Our methodology included an investigation of the literature relevant to the empirical research. The group under study comprised 7th and 8th grade EJA classes in the Colonel José Castor do Rêgo Municipal Elementary School the city of Mamanguape. We selected five students, chosen because they are workers for whom we used a semi structured interviews focusing on particular geographic category of place and the crosscutting theme for labor in order to achieve our goal. After analyzing the results, we reached the conclusion that students recognize the importance of geography course for their civic education. However, there were some problems, regarding the implementation of adult education mode for this group. These issues are discussed throughout this dissertation.<br>Este trabalho tem por objetivo analisar a importância da Geografia para alunos trabalhadores de classes de Educação de Jovens e Adultos (EJA). Para tanto foi realizada uma pesquisa bibliográfica e documental junto às Secretarias de Educação do Município de Mamanguape e do Estado da Paraíba na busca de fontes que nos permitissem compreender como foi concebida a educação municipal na modalidade EJA de uma forma geral e, em especial, para a disciplina Geografia. Assim, discutimos como a Geografia foi tratada nos projetos destinados a essa modalidade de ensino. Nossa metodologia abrangeu uma pesquisa bibliográfica associada a uma empírica. Teve como universo a turma de 7ª e 8ª séries da EJA da Escola Municipal de Ensino Fundamental Coronel José Castor do Rêgo do município de Mamanguape. Foram selecionados cinco alunos, escolhidos por serem trabalhadores, para os quais utilizamos uma entrevista semiestruturada, abordando em especial a categoria geográfica lugar e o tema transversal trabalho para a obtenção do nosso objetivo. Após a análise dos resultados, chegamos à conclusão de que os alunos reconhecem a importância da disciplina Geografia para sua formação cidadã, porém, identificamos alguns problemas no que diz respeito à aplicação da modalidade EJA para esse grupo. Estas questões serão discutidas ao longo desta dissertação.
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Jesus, Filho Rubem Teixeira de. "Contrariando a sina - da educação de jovens e adultos ao ensino superior: escolaridades exitosas de alunas-trabalhadoras." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tde/2914.

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Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-08-21T13:34:05Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação_Rubem Teixeira de Jesus Filho.pdf: 1062450 bytes, checksum: b2989f31376482855f106534a80e67cb (MD5)<br>Made available in DSpace on 2014-08-21T13:34:05Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação_Rubem Teixeira de Jesus Filho.pdf: 1062450 bytes, checksum: b2989f31376482855f106534a80e67cb (MD5) Previous issue date: 2013-09-28<br>This research, linked to the research line 'State and Education Policy', seeks to find explanations for cases of prolonged education of students who attended some stage of their academic career in the sport of Education Youth and Adults who managed to join a course Superior undergraduate at UFG. To use both the contributions of French authors such as Lahire (1997) and Forquin (1995), who conducted studies on extended schooling trajectories of individuals from grassroots level of society, and also in Brazilian literature, where the reflections on this issue are recent and still scarce, we use the contributions of Portes (2001), Viana (2007), Nogueira (2000), among others. Regarding methodology, our choice was the research case study, qualitative approach, believing that its characteristics enable a better understanding of the object of study. As methodological resources, beyond the relevant literatures, we sent questionnaires to 211 students over the age of 30 years enrolled in undergraduate UFG and semi-structured interviews with three students who met the research profile. It was found that for these trajectories successful academic requires a base structures we consider fundamental that will support this student in overcoming the difficulties that arise in their journey to higher education, including the support of family, a support economic, usually from work, interpersonal relations and a willingness and dedication to the importance of their education and in relation to its own time necessary to achieve their goals.<br>Esta pesquisa, vinculada à linha de pesquisa „Estado e Políticas Educacionais‟, procura encontrar explicações para casos de escolaridade prolongada de alunos que cursaram alguma etapa de sua trajetória acadêmica na modalidade de Educação de Jovens e Adultos e que conseguiram ingressar em algum curso superior de graduação presencial na UFG. Para tanto utilizamos as contribuições de autores franceses, como Lahire (1997) e Forquin (1995), que realizaram estudos sobre trajetórias estendidas de escolarização de indivíduos das camadas mais populares da sociedade, e também, na literatura brasileira, onde as reflexões sobre esta problemática são ainda recentes e escassas, utilizamos as contribuições de Portes (2001), Viana (2007), Nogueira (2000), entre outros. Em relação à metodologia, nossa opção foi pelo estudo de caso, de abordagem qualitativa, por acreditar que suas características permitem uma melhor apreensão do objeto de estudo. Como recursos metodológicos, além das literaturas pertinentes, enviamos questionários para 211 alunos com idade acima de 30 anos matriculados na graduação da UFG e entrevistas semi-estruturadas com as três alunas que se encaixaram no perfil da pesquisa. Constatou-se que, para estas trajetórias exitosas acadêmicas, é necessária uma base de estruturas que consideramos como fundamentais que vão apoiar este estudante na superação das dificuldades que se apresentam na sua caminhada ao ensino superior, entre elas, o apoio da família, um suporte econômico, geralmente advindo do trabalho, as relações interpessoais e uma disposição e dedicação em relação à importância de sua escolarização e em relação ao seu tempo próprio necessário para conquistar seus objetivos.
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FRIEDRICH, Marcia. "O Programa Nacional de Inclusão de Jovens PROJOVEM: Uma Análise Entre o Proposto e o Vivido em Goiânia." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/577.

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Made available in DSpace on 2014-07-29T15:00:27Z (GMT). No. of bitstreams: 1 dissertacao projovem.pdf: 1187895 bytes, checksum: d0fc6cd57ad47ee25cc75544d020ea39 (MD5) Previous issue date: 2009-04-17<br>The adult and youth education permeates the history of education, and this follows the rhythms of the history of society in its economic models, dictated by political and social power relations of groups ideologically dominant. Education and specifically in the EJA, significant issues arise in the pursuit of knowledge teachers need to be targeted this segment of education that follows the margin of history education. Once this work is the result of a search related to the Program for Master of Education in Science and Mathematics that aims to make reflections on the historical trajectory of the EJA in Brazil, the debate back to issues related to public policies, characterization of this group, contextualizing the proposals teaching directed to that. Some general considerations concerning the structure of scientific knowledge and the teaching of science and mathematics in the social context of the egress of the National Program for Inclusion of Youth: Education, Vocational Training and Community Action- PROJOVEM conclude our presentation of research results<br>A Educação de Jovens e Adultos permeia a história da educação, sendo que esta segue os ritmos da história da sociedade em seus modelos econômicos, políticos e sociais ditados por relações de poder de grupos ideologicamente dominantes. Na educação e especificamente na EJA, questões significativas emergem na busca de saberes docentes necessários direcionados a este segmento de ensino que segue a margem da história da educação. Assim este trabalho é fruto de uma pesquisa vinculada ao Programa de Mestrado em Educação em Ciências e Matemática que visa tecer reflexões sobre a trajetória histórica da EJA no Brasil, voltando o debate às questões relacionadas a políticas públicas, especificamente o PROJOVEM Goiânia, caracterização deste grupo social, contextualização das propostas pedagógicas direcionadas a este. Algumas considerações gerais, referentes à estruturação do conhecimento científico, bem como ao ensino de ciências e matemática no contexto social do egresso do Programa Nacional de Inclusão de Jovens: Educação, Qualificação Profissional e Ação Comunitária- ProJovem concluem nossa apresentação dos resultados da investigação
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Jeronimo, Bruna de Oliveira. "O Professor da EJA e a educa??o das rela??es ?tnico- raciais ? ERER?s." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1378.

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Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-19T10:42:52Z No. of bitstreams: 1 2016 - Bruna de Oliveira Jeronimo.pdf: 758898 bytes, checksum: 7ee60418a7d9001ba9e3e3c0a15123cd (MD5)<br>Made available in DSpace on 2017-01-19T10:42:52Z (GMT). No. of bitstreams: 1 2016 - Bruna de Oliveira Jeronimo.pdf: 758898 bytes, checksum: 7ee60418a7d9001ba9e3e3c0a15123cd (MD5) Previous issue date: 2016-02-29<br>This research is about teacher training for Youth and Adults studentes and the need to identify and analyze if the teachers who work with this modality at a given school in Volta Redonda carry out their teaching activities from the perspectives of law 10.639/2003 and the Curricular Guidelines for the Education of Racial-Ethnic Relations. For this purpose, I dedicated myself to historicizing the implementation of adult education, identifying and characterizing the skills and competencies required for a teacher of adult education, characterizing the relationship between the students, their teachers and ERERs and understanding how important teachers in this type of education grant to the Curriculum Guidelines for the Education of Racial-Ethnic Relations and how it manifests on the "ground of the school". From these actions, I sought to identify if there are political strategies for teaching qualification at SME in Volta Redonda focused on the implementation of Law 10.639/2003 in that city<br>Nesta pesquisa, abordo a forma??o docente para a Educa??o de jovens e Adultos (EJA) e discuto sobre a necessidade de identificar e analisar se os professores que trabalham com esta modalidade em determinada escola do munic?pio de Volta Redonda exercem suas atividades docentes nas perspectivas da Lei 10.639/2003 e das Diretrizes Curriculares Para a Educa??o das Rela??es ?tnico-Raciais. Para este fim, dediquei-me a historicizar a implanta??o da EJA, identificar e caracterizar as habilidades e compet?ncias exigidas para um professor do EJA, caracterizar as rela??es existentes entre a EJA, seus professores e as ERERs e entender qual a import?ncia que os professores dessa modalidade de ensino concedem ?s Diretrizes Curriculares para a Educa??o das Rela??es ?tnico-Raciais e como ela se manifesta no ?ch?o da escola?. A partir dessas a??es, busquei identificar se h? ou n?o estrat?gias pol?ticas de qualifica??o docente na SME de Volta Redonda voltadas para a implanta??o da Lei 10.639/2003 naquele munic?pio
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Reis, Jose Antonio Padilha dos. "As trajetórias de vida dos estudantes-trabalhadores da educação de jovens e adultos : os significados da Educação Física um estudo em uma escola da rede Municipal deEnsino de Porto Alegre." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/48995.

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Trata-se de um estudo em uma escola da Rede Municipal de Ensino de Porto Alegre que busca compreender os significados da Educação Física nas trajetórias de vida dos estudantes-trabalhadores da Educação de Jovens e Adultos (EJA). O estudo contou com a colaboração de oito estudantes-trabalhadores, em que se procurou compreender a Educação Física escolar na perspectiva destes sujeitos, tanto na escola regular como na EJA, através de suas histórias de vida. Os instrumentos de coleta de informações foram a observação participante, diário de campo, análise de documentos, entrevista semiestruturada que, triangulados com a literatura especializada da EJA e da Educação Física possibilitaram interpretar os significados da Educação Física para estes sujeitos. Os significados referidos pelos estudantes-trabalhadores, quando na escola regular, revelam uma disciplina apoiada no esporte e na aptidão física (mas sem exigência de rendimento), a repetição dos mesmos conteúdos em diferentes espaços escolares, a ausência de aprendizagens significativas, o que faz com que os estudantes deem pouco valor a esta disciplina, embora, eventualmente, gostem de uma ou outra atividade. Na EJA se percebe outro tratamento da Educação Física por parte dos colaboradores, quando eles dizem que é uma matéria que têm que estudar, diferente da situação anterior. Embora se perceba um tratamento instrumental-informativo dessa disciplina, a abordagem pedagógica através das aulas teóricas na EJA é valorizada pelos estudantes. A necessidade de escrever, ir ao quadro, responder perguntas, fazer provas, faz com que a disciplina, na perspectiva dos colaboradores, se torne uma matéria que seja necessário estudar, diferente da situação anterior em que se abandona ou desiste quando não se gosta. Isso sugere a necessidade de outros enfoques da Educação Física escolar, em que outras possibilidades educativo-formativas sejam exploradas.<br>It’s a study realized in a public school of Porto Alegre that aims to comprehend the meanings of Physical Education in the life course of the students-workers of Youth and Adult Education (YAE). The study counted with participation of eight students-workers and intended to understand the Physical Education in the perspectives of these individuals, in regular school and in YAE by their life stories. The instruments of data collection were the observation of the participant, field diary, document analysis and semi-structured interview that associated with the literature of YAE and Physical Education enabled the interpretation of Physical Education meanings for these individuals. The significances for these student-workers, while in regular school, reveal a discipline supported in sports and physical ability (but with no performance required), the repeating of the same content in different school spaces, the absence of meaningful learning, which makes that students give little value to this discipline, though, eventually, enjoy some activities. In YAE, the participants perceive another treatment for Physical Education, when they say that it’s a discipline that requires study, differently from the previous situation. Although noticed an instrumental-informative treatment of this subject, the pedagogical approach through theoretical classes is valorized by the students. The need to write, go to the blackboard, answer questions, take tests, makes the discipline, as perceived by the subjects, become a discipline that necessities study, unlike the previous situation in which they abandon or give up when they don’t like. This suggests the need for other approaches to Physical Education in school, where other educational opportunities are explored.
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Books on the topic "Youth and Adults students"

1

Johnston, Lloyd. Drug use among American high school students, college students, and other young adults: National trends through 1985. National Institute on Drug Abuse, U.S. Dept. of Health and Human Services, Public Health Service, Alcohol, Drug Abuse, and Mental Health Administration, 1986.

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Teaching stress management: Activities for children and young adults. Human Kinetics, 2011.

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Mitra, Dana L. Student voice in school reform: Building youth-adult partnerships that strengthen schools and empower youth. State University of New York Press, 2007.

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A, Kujawa-Holbrook Sheryl, and Rowthorn Anne W, eds. God works: Youth and young adult ministry models-- evangelism at work with young people. Morehouse Pub., 1997.

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1956-, Schwartzwald Susan, ed. Get real!: A student's guide to money & other practical matters. Harcourt Brace Jovanovich, 1992.

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Johnston, Lloyd. National trends in drug use and related factors among American high school students and young adults, 1975-1986. National Institute on Drug Abuse, U.S. Dept. of Health and Human Services, Public Health Service, Alcohol, Drug Abuse, and Mental Health Administration, 1987.

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Johnston, Lloyd. National trends in drug use and related factors among American high school students and young adults, 1975-1986. National Institute on Drug Abuse, U.S. Dept. of Health and Human Services, Public Health Service, Alcohol, Drug Abuse, and Mental Health Administration, 1987.

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Linda, Pickett, ed. Youth literature for peace education. Palgrave Macmillan, 2014.

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Arabinda. 1974 Bihāra chātra āndolana evaṃ sampūrṇa krānti, eka viśvāsaghāta. Bhāratīya Saṃskr̥ti Cetanā Samiti, 2006.

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Dwivedi, R. N. Glimpses of the J.P. movement. Vijay Prakashan Mandir, 1988.

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Book chapters on the topic "Youth and Adults students"

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Kearney, Judith, Lesley Wood, and Richard Teare. "Youth Development." In Designing Inclusive Pathways with Young Adults. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-157-1_3.

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Wangu, Zoon, and Katherine K. Hsu. "Youth." In Sexually Transmitted Infections in HIV-Infected Adults and Special Populations. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56694-8_14.

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Braysmith, Hilary A. "Turning Students into Social Practitioners and Neighborhood Youths and Young Adults into Project Assistants: Arts-Driven, Heritage-Based, Urban Revitalization, and Social Practice (Part 2)." In Socially Engaged Art History and Beyond. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-43609-4_19.

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Schwartz, Karen D. "Conceptualizing Students with “Significant Intellectual Disabilities”." In Youth: Responding to Lives. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-431-4_18.

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Nagai, Hayato, and Sho Kashiwagi. "Japanese Students on Educational Tourism: Current Trends and Challenges." In Asian Youth Travellers. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8539-0_7.

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Torres, Rosa Maria. "Youth and Adult Education and Lifelong Learning in Latin America and the Caribbean." In Learning with Adults. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-335-5_3.

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Anastopoulos, Arthur D., Joshua M. Langberg, Laura Hennis Besecker, and Laura D. Eddy. "ADHD in Emerging Adults Attending College." In CBT for College Students with ADHD. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33169-6_1.

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Blount, Jackie M., and Sine Anahita. "The Historical Regulation of Sexuality and Gender of Students and Teachers." In Youth and Sexualities. Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403981912_4.

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Kotek, Jöel. "The World Youth Festival of Berlin, 1951." In Students and the Cold War. Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_11.

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Kotek, Jöel. "The World Youth Festival in Prague, 1947." In Students and the Cold War. Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_7.

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Conference papers on the topic "Youth and Adults students"

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Ortiz, Júlia Dos Santos Bathke, and Roberto Pereira. "Computational Thinking for Youth and Adults Education: Towards a Socially Aware Model." In Workshops do Congresso Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.wcbie.2020.52.

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Research on Computational Thinking has been growing over the last years, mainly focusing on Elementary and High School students. Challenging audiences, such as Youth and Adults Education, are rarely addressed or even cited in current literature. This Master's research investigates Computational Thinking as a way to promote digital inclusion and proposes a model to design and conduct initiatives for Youth and Adults Education taking into account the characteristics and particularities of this public. The model, with a set of principles and practices, was applied and analyzed in an exploratory case study inside a public school. Results suggest the model is promising to inspire practices to develop Computational Thinking for inclusion. As additional contributions, activities applied in a real setting and lessons learned from their application are presented to support and inform further initiatives.
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Botelho Paz, Giovanni Scataglia, and Solange Wagner Locatelli. "METACOGNITIVE INCIDENTS MANIFESTED BY STUDENTS OF YOUTH AND ADULT EDUCATION IN AN INVESTIGATIVE ACTIVITY." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.158.

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Practices that take into account youth and adult education (YAE) are still rare in the literature. The present work applied an investigative activity with YAE students from the last year of middle education, in the discipline of sciences, about the methods of construction of science and tests of variables. From the categorization of metacognitive incidents used, it was verified that the stimulus to the argumentation that the investigative activity potentiated was fundamental for the students to conclude the activity successfully. Keywords: adult education, investigative activities, youth education, metacognitive incidents.
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A. Buzzetto-More, Nicole, Robert Johnson, and Muna Elobaid. "Communicating and Sharing in the Semantic Web: An Examination of Social Media Risks, Consequences, and Attitudinal Awareness." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2150.

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Empowered by, and tethered to, ubiquitous technologies, the current generation of youth yearns for opportunities to engage in self-expression and information sharing online with personal disclosure no longer governed by concepts of propriety and privacy. This raises issues about the unsafe activities of teens and young adults. The following paper presents the findings of a study examining the social networking activities of undergraduate students and also highlights a program to increase awareness of the dangers of, and safe practices using, social media. According to the survey results, young adults practice risky social networking site (SNS) behaviors with most having experienced at least one negative consequence. Further, females were more likely than males to engage in oversharing as well as to have experienced negative consequences. Finally, results of a post-treatment survey found that a targeted program that includes flyers, posters, YouTube videos, handouts, and in-class information sessions conducted at a Mid-Atlantic HBCU increased student awareness of the dangers of social media as well as positively influenced students to practice more prudent online behaviors. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015 as "Communicating and Sharing in the Semantic Web: An Examination of Social Media Risks, Consequences, and Attitudinal Awareness"
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Prevett, Pauline Suzanne. "“Walking a tight rope”- a risky narrative of transition to University." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5490.

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The study of the transition of young people to university necessarily confronts the semi-dependency of the lives of contemporary youth: on the one hand they remain largely economically dependent and on the other they are becoming socially independent. We therefore seek to illuminate engagement with learning as situated in the midst of semi-dependency typical of adolescence, at a time in the life-cycle when typically young people experience a strong “pull” to socialise with peers, but have not yet become fully economically and socially adult. The paper examines the consequences of this contradiction on students’ transition to university, from the subjective experience of students as they transition to university. We suggest disengagement and even drop out from studies can arise from a contradiction between the students’ social and study (economic) domains. The dependency is not only economic, but is culturally mediated and may therefore be experienced by some students in more acute forms. Cultural aspirations and family expectations and ties can provide the impetus to succeed and so overcome the emotional challenges encountered, and these ties may help them walk a tight rope to success. Finally, we explore the consequences for policy and practice.
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Gorbat, Olga. "Media and information culture of the young adults." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-65-67.

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Sibagatullina, Gulfira Raufovna. "Municipal youth policy. Development problems and opportunities." In International Research-to-practice Conference for students, chair Ildar Rinatovich Aminov. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-115226.

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Reynolds, Rebecca J., and Marjenah Gilpatrick. "DIFFERENTIATION: ADDRESSING BIAS INVOLVED IN TEACHER CONFLICT WITH STUDENTS." In World Conference on Child and Youth. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/26731037.2020.2102.

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Vallone, Donna. "Abstract ED05-02: Building a tobacco-free world: Engaging youth and young adults." In Abstracts: AACR International Conference on Frontiers in Cancer Prevention Research‐‐ Oct 22-25, 2011; Boston, MA. American Association for Cancer Research, 2011. http://dx.doi.org/10.1158/1940-6207.prev-11-ed05-02.

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Afanasenko, Irina Andreevna. "Students-volunteers' role in teaching computer knowledge to adults." In IX International students' applied research conference, chair Irina Anatolyevna Marsenich. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80834.

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Chu, Gabriel, and Samuel Ang. "Entrepreneurial Mindset and Motivations of Youth Students in Singapore." In Annual International Conference on Innovation and Entrepreneurship (IE 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-2039_ie17.8.

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Reports on the topic "Youth and Adults students"

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Zenisek, Joseph. How Do Youth and Adults at a Rural High School Conceptualize the Role of Student? An Investigation of the Student Role Identity Standard at the Intersection of Student and Teacher Perspectives. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1828.

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Barry Goldenberg, Barry Goldenberg. Creating Youth Historians: How Can History Increase Urban Students' Academic Literacies? Experiment, 2013. http://dx.doi.org/10.18258/1289.

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Leonetti, Shannon. Adults as Students: Ego Development and the Influence of the Academic Environment. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1390.

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Gilbert, Kara. Youth Voices of Bounty and Opportunity: High School Students' Experiences With Food and Community. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.302.

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Krummel, Michael. Perception of stressors by 9th and 12th grade students utilizing the Youth adaptation rating scale. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6225.

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Sokolowski, Susan L., and Tom Bonamici. Adults in Custody: How Partnering with a State Correctional Facility Apparel Factory Fosters a Unique Learning Environment for Design Students. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.9466.

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Schulenberg, John, Lloyd Johnston, Patrick O'Malley, Jerald Bachman, Richard Miech, and Megan Patrick. Monitoring the Future national survey results on drug use, 1975-2018: Volume II, college students and adults ages 19-60. University of Michigan Institute for Social Research, 2019. http://dx.doi.org/10.3998/2027.42/150623.

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Schulenberg, John, and Lloyd Johnston. Monitoring the Future national survey results on drug use, 1975-2019: Volume II, college students and adults ages 19-60. Institute for Social Research, 2020. http://dx.doi.org/10.3998/2027.42/162576.

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Denison, Julie, Virginia Burke, Sam Miti, et al. Project YES! Youth Engaging for Success: A randomized controlled trial testing a peer mentoring approach among HIV-positive adolescents and young adults in Ndola, Zambia. Population Council, 2021. http://dx.doi.org/10.31899/hiv12.1020.

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