Bibliografías temáticas / Adult education teachers

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Literatura académica sobre el tema "Adult education teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de julio de 2024

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Artículos de revistas sobre el tema "Adult education teachers"

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Kurtts, Stephanie A., Jewell E. Cooper, and Carolyn Boyles. "Preparing Nontraditional Adult Teacher Education Candidates to Become Special Education Teachers." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 30, no. 4 (October 2007): 233–36. http://dx.doi.org/10.1177/088840640703000403.

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Başkan, Yusuf, and Mehmet Bars. "Opinions of Classroom Teachers Working in Public Education Centers on Adult Education." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 12, no. 1 (June 18, 2022): 275–304. http://dx.doi.org/10.31704/ijocis.2022.012.

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This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used
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Sytnyk, Olga. "ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 93–98. http://dx.doi.org/10.28925/1609-8595.2018(1-2)9398.

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The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted
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Dehkonovna, Isroilova Shohida. "TECHNOLOGICAL INNOVATIONS USED IN ADULT EDUCATION." IQRO 04, no. 01 (June 1, 2023): 22–25. http://dx.doi.org/10.37547/iqro-volume04-issue01-06.

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This article argues that as technology continues to evolve, it is critical for language teachers and institutions to stay abreast of the latest developments and leverage their opportunities to create inclusive, dynamic, and learner-centered language learning experiences for older adults. importance is said. It was also suggested that language teaching can be further improved through the use of technological advances, which will ensure that older students can fully enjoy the benefits and opportunities offered by technology in their language learning journeys.
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Thies-Sprinthall, Lois, and Norman A. Sprinthall. "Experienced Teachers: Agents for Revitalization and Renewal as Mentors and Teacher Educators." Journal of Education 169, no. 1 (January 1987): 65–79. http://dx.doi.org/10.1177/002205748716900106.

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After reviewing much recent research and theory, the article outlines the current status of developmental stage concepts as a basis for the teacher as an adult learner. There is substantial evidence to support the view that adults who process experience at higher and more complex levels of development perform more adequately in complex human helping roles. Using a developmental model, a system is then outlined for training both mentor teachers and educators of mentor teachers. Such new roles have substantial potential for revitalizing experienced teachers, promoting their developmental growth,
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McCaster, Antonette Lorraine. "Adult Education and Dialogue." Global Journal of Transformative Education 1, no. 1 (January 15, 2019): 46–51. http://dx.doi.org/10.14434/gjte.v1i1.25920.

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Knowledge is built upon personal experiences and the information to which we have access. My area of research is in communicating the language of business (accounting) to non-business learners. I’ve found that both communication and motivation are primary factors in transformational learning. To this end, research has shown that project-based education improves student skills, and transforms the traditional classroom for both teachers and students. Combining project-based education with adult dialogue education provides a transformative method of education that encourages student-driven, colla
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Van der Merwe-Muller, Lorna, and Nazreen Dasoo. "South African teachers’ experiences of continuous professional teacher development: Connections and disconnections." South African Journal of Education 41, no. 4 (November 30, 2021): 1–10. http://dx.doi.org/10.15700/saje.v41n4a1919.

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In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers’ learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles
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Harreveld, Bobby. "Adult Literacy in Central Queensland." Australian and International Journal of Rural Education 14, no. 2 (July 1, 2004): 39–53. http://dx.doi.org/10.47381/aijre.v14i2.504.

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The sociocultural markers of adult literacy teachers'. identities are significant for understanding the nature of teaching which is constructed through, and contingent upon, diverse geographical and systemic spaces - at once a dilemma and a strategy inpromoting education in regional areas. This article reports on one aspect of the work of a cohort of 23 adult literacy teachers living in regional, rural and remote areas of Central Queensland. Discourse theory is used to frame the conceptualisation of one particular teacher's discursive positioning of her work. The article concludes that the rel
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Matorevhu, Alois. "Teacher educators’ nature of understanding of adult learning theories application in pre-service teachers’ classes." Electronic Journal of Education, Social Economics and Technology 3, no. 1 (April 30, 2022): 24–32. http://dx.doi.org/10.33122/ejeset.v3i1.50.

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Research publications show that they are many different theories which explain how adults learn, but none of them individually fully explains what happens when adults learn, hence cannot be applied universally. Each theory has its own merits and demerits, therefore to maximise learning, a combination of theories should be used. Adult teacher educators’ familiarity with this knowledge base of adult learning improves effectiveness in meeting adult learner needs, since implementation of the most effective ways for adult learning is made possible. The current study sought to find out the nature of
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Шарчевић, Иван, та Слађана Шарчевић. "СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 8, № 2 (13 лютого 2024): 87–98. http://dx.doi.org/10.46630/gped.2.2023.6.

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This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teac
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Tesis sobre el tema "Adult education teachers"

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Miller, Catherine Marie 1959. "Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.

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This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest th
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Fitzgerald, Andrew T. "Supporting teachers' integration of technology with e-learning." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603340.

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<p> Teachers need training to integrate technology into classroom curriculum, activities, and pedagogy. The adoption of the Common Core State Standards and statewide computer based assessments, coupled with technology&rsquo;s rapid rate of innovation and change, has only increased the need to help support teachers&rsquo; development of these necessary skills. The purpose of this project was to create an online-based e-learning professional development training module for teachers to develop their technological, pedagogical, and content knowledge (TPACK) and skills. The design of the trainin
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Floyd, Tuboise D. Witte James E. "An exploratory study of the philosophy and teaching styles of Georgia workforce educators and entrepreneurship instructors." Auburn, Ala, 2010. http://hdl.handle.net/10415/2046.

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Hallam, Teresa Alberte. "Sociocultural Influences on Computer Anxiety Among Preservice Teachers: An Exploratory Study." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207847227.

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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.

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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time
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Stewart, Heather M. "Perceived instructor effectiveness in Canadian prison adult basic education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29602.

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In the latter part of the 1980's, contracting by the Correctional Service of Canada with private and public institutions accelerated. This contracting included provision of educational programs. Therefore, as a result of a new emphasis upon Canadian literacy education during the same period, there arose a need to select numbers of contract personnel who would be effective in prison adult basic education teaching. Subsequently, eighteen teachers in the Ontario and Pacific Regions of the Correctional Service of Canada were subjects of a study that sought information about effectiveness criteria
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Serumola, Patrick Abednico. "Improving performance in higher education." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Pike, Freddie Raymond. "Designing a Bible teaching skills course for adult teachers." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Martin, Paul R. "Artists as teachers in contemporary adult education : a case study." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/843935/.

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This Inquiry focuses on the role of artist/teachers in contemporary Adult Education. It investigates the extent to which those artist/teachers who attempt to introduce adult learners to fine art, face ethical and practical dilemmas arising from the conflicting pressures of their roles. The initial focus arose from my personal observations and experience as an artist/teacher. Added to this were concerns from my perspective as a course leader and organiser in Adult Education (AE). It seemed that a combination of a consumer-led curriculum and government funding policies based on economic needs, w
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Hochstetler, Jay Jon. "A qualitative study of the self-reported beliefs and behaviors of graduates of three doctoral programs in adult education." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917828.

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This study consisted of qualitative interviews with eight recent graduates of doctoral programs in adult education from each of three different universities (a total of twenty-four respondents). The question that was addressed by this study is: "What are the shared beliefs and behaviors of those who have completed doctoral studies in adult education."The respondents to this study gave forceful support to the argument that adult education is a practice-oriented field. Their responses consistently focused around the practical. They were interested in research for the applications that it would g
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Libros sobre el tema "Adult education teachers"

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Rebecca, Rogers. Adult education teachers: Developing critical literacy education. New York: L. Erlbaum Associates, 2008.

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Mohanty, Sunil Behari. Lifelong and adult education. New Delhi: Ashish Pub. House, 1988.

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Pamela, Letourneau-Fallon, and Educational Resources Information Center (U.S.), eds. Reflections on workplace education: Teachers talking to teachers. Ruthland, Vt: Better Education Skills Training Program, Vermont Institute for Self-Reliance, 1996.

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Reddy, P. Adinarayana. Adult education programmes in India. Allahabad, India: Chugh Publications, 1990.

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United States. Dept. of Education, ed. Teachers leading the way: Voices from the National Teacher Forum. [Washington, D.C.]: U.S. Dept. of Education, 1998.

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Murray, Nancy. Thandeka's story: A book for literacy teachers. Cape Town, South Africa: Buchu Books, 1993.

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Madan, Singh. Companion to adult educators. New Delhi: National Literacy Mission, Directorate of Adult Education, 1999.

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John, Cummins, Groombridge Joy, and National Institute of Adult Continuing Education., eds. Adult learning strategies and approaches(ALSA): Resources for teachers of adults. Leicester: NIACE, 1987.

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Reddy, P. Adinarayana. Determinants of adult education instructor effectiveness. New Delhi: Uppal Pub. House, 1992.

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F, Pappalardo Michele, Gonzalez Manuela, and Educational Resources Information Center (U.S.), eds. Workforce Education Institute: Final report, 1998-1999. Bethlehem, PA: Northampton Community College, 1999.

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Capítulos de libros sobre el tema "Adult education teachers"

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Minton, David. "Observing Other Teachers." In Teaching Skills in Further & Adult Education, 19–22. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_4.

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McGriff, Mary, and George E. Jackson. "Adult Learners of Color as Aspiring Teachers." In Global Citizenship for Adult Education, 20–29. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003050421-5.

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Brown, Lindsey. "Developing Cultural Pluralism in Adult English Language Learning Education." In Empowering Teachers for Equitable and Sustainable Education, 231–50. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032699295-14.

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Simmons, Holiday. "Literacy Education as Activism." In Adult Education Teachers, 135–46. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-12.

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Simmons, Holiday. "Literacy Education as Activism." In Adult Education Teachers, 135–46. Routledge, 2020. http://dx.doi.org/10.4324/9781003064534-12.

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Campbell, Sarajane. "Disrupting Cultural Models of Education." In Adult Education Teachers, 189–201. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-17.

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Campbell, Sarajane. "Disrupting Cultural Models of Education." In Adult Education Teachers, 189–201. Routledge, 2020. http://dx.doi.org/10.4324/9781003064534-17.

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Walker, Dorothy F. "Teaching the Codes of Power." In Adult Education Teachers, 119–33. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-11.

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Omurtag, Janet. "Ethics and English Teaching." In Adult Education Teachers, 147–58. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-13.

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Dorothy, Holiday, and Janet. "Recognizing and Valuing Multiple Literacies." In Adult Education Teachers, 159–71. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-14.

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Actas de conferencias sobre el tema "Adult education teachers"

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Dementieva, T. G. "FOREIGN LANGUAGE ENVIRONMENTAL EDUCATION FOR SPECIALISTS AS A FACTOR OF SUCCESSFUL PREPARATION TOWARDS INTERCULTURAL COMMUNICATION." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-53-56.

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The purpose of additional adult education is the personal development of students as subjects of intercultural communication. Foreign language environmental education of specialists is one of the conditions for successful preparation for intercultural communication. To achieve this goal, teachers use various pedagogical technologies for teaching adults, which helps to increase the communicative motivation of adult students, increases their activity, and contributes to the intensification of the educational process. The article presents the experience of working with the educational material of
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Silvestru, Catalin ionut, Virgil Ion, Marianernut Lupescu, Camelia ramona Silvestru (bere), and Vasilica cristina Icociu. "EPALE FOR ONLINE ADULT EDUCATION IN ROMANIA." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-247.

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Taking into account the growing importance of online platforms for education, the current case study focuses the viability and high effectiveness of online adult education and training of EPALE in Romania. EPALE (Electronic Platform for Adult Learning in Europe) represents a multilingual community for teachers, trainers, academics, policymakers and anyone else with a professional role in adult learning across Europe. The case study is based on a quantitative analysis, focusing on the various reasons why online adult education and training represents a good step in lifelong education. The prese
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Fahimah, Nurul, Ace Suryadi, and Asep Saepudin. "Andragogy Based E-learning Model for Early Childhood Teachers in West Java." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.005.

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Gould, Robert, and Roxy Peck. "Preparing Secondary Mathematics Educators to Teach Statistics." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04404.

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In this paper, we address two Roundtable topics: distance education and developing teachers' statistical knowledge. We describe a new professional development program for secondary school mathematics teachers who are preparing to teach statistics. We also discuss what we have learned in our efforts to design a course that has a significant online component and that is relevant and useful from a teacher’s perspective. We describe the ways in which our online environment incorporates group work, self-study, concept exploration, and assessments. We also discuss the challenges associated with deli
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G S, Padmashree, and Mamatha H K. "TRANSFERENCE OF TEACHERS’ EMOTIONAL INTELLIGENCE TO STUDENTS DURING ADOLESCENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end088.

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"Introduction. This study explores the impact of teachers’ emotional intelligence on the emotional intelligence of students aged between 14 to 16 yrs. studying in the 9th and 10th grade. The study is interested to understand the level of transference of teachers’ emotional intelligence to the students through the teacher-student interactions that happen at schools. This is the age where the students are highly vulnerable to their surroundings and need highest support from teachers and teachers’ way of behavior has huge impact is the hypothesis. Background. Adolescence is a very vulnerable age
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O'Lawrence, Henry. "A Review of Distance Learning Influences on Adult Learners: Advantages and Disadvantages." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2876.

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This paper discussed the advantages and disadvantages of distance learning influences on adult learners. Distance learning has become popular in higher institutions because of its flexibility and availability to learners and teachers at anytime, regardless of geographic location. With so many definitions and phases of distance education, this paper only focuses on the delivery mode of distance education (the use of information technology), background, and its disadvantages and advantages for today’s adult learners. Overall, distance learning is increasingly becoming an alternative in education
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Bodescu, Alin. "DISRUPTING ADULT LEARNING IN MILITARY STAFF TRAINING AND EDUCATION." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-004.

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In adult education we hear less and less references to teaching/ teacher or training/ trainer and more and more to learning/ learner and learning facilitator. What does that mean? If 50 years ago the learner's education was entirely dependent on highly skilled teachers, nowadays the learner is immersed and virtually surrounded by knowledge expressed in an incredible broad array of manifestation: written, spoken, illustrated, broadcasted and virtually shared (almost) for free. The way people have connected to each other over decades made the difference. From this perspective, generation X has b
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Stefan, Iulia, Lia Pop, Teodora Praja, and Nicolae Costea. "Virtual Reality for Adult Training." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004441.

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In many different industries including IT, business, medicine, engineering, and many more, technology refers to a collection of methods and information that are used to develop, produce, and improve services and products. Technology has evolved quickly in recent years, and innovations have completely changed how we work, live, and interact with the world. For instance, the Internet has made it possible to access a vast quantity of information and quick communication through a variety of applications like Facebook and Instagram, and being able to swiftly access it on our phones enables us to be
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Jekabsone, Inga, and Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

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The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to a
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Petruta, Coman, and Liliana Ezechil. "STUDY REGARDING THE USE OF COMPUTER IN ADULTS’ EDUCATION." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-020.

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This paper presents a study having as its purpose the investigation of the trainees’ satisfaction degree regarding the use of computer by adult trainers in the teaching-learning-evaluation process. In the first part, it makes a descriptive analysis of adult trainers’ and trainees’ perceptions on the use of computer in didactic actions. The study goes on by highlighting the existence of significant differences between the perceptions of adult trainers regarding the use of computer in the didactical process and the trainees’ perceptions regarding the acquirement of professional behaviors when ad
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Informes sobre el tema "Adult education teachers"

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes betw
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Iqbal, Sania, and Wahid bin Ahsan. Environmental Education and Recycling Practices Among Underprivileged Children in Bangladesh. Userhub, May 2024. http://dx.doi.org/10.58947/tkql-nfhb.

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This study explores the awareness and practices of reuse and recycling among underprivileged children in Bangladesh, aiming to enhance environmental sustainability through educational strategies. Interviews with children, parents, teachers, NGO workers, community leaders, and government officials reveal significant gaps in understanding and practicing waste management. While children show creativity in repurposing materials, challenges such as limited adult awareness and insufficient government initiatives persist. The study recommends integrating environmental education into school curricula,
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video material
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the
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Kenya: Communities support adolescent reproductive health education. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1004.

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Young people in Kenya have limited knowledge of reproductive health (RH) and face many challenges in their transition to adulthood. Chief among these challenges is the high prevalence of HIV/AIDS among adults and its increasing incidence among rural youth. In 1999, FRONTIERS initiated a three-year project in Kenya to test the feasibility, effectiveness, and cost of interventions to improve adolescent RH. The project, implemented jointly with the Kenyan government and the Program for Appropriate Technology in Health (PATH), was part of a four-country study that examined ways to improve knowledg
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Senegal: Involve community networks in adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1006.

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Senegal is undergoing rapid urbanization, leading to changes in traditional social and family structure. With these changes there is a rise in early sexual activity among young adults, and increased exposure to unwanted pregnancy and sexually transmitted infections (STIs). In Senegal, where 28 percent of the population is 10–19 years of age, a renewed focus on reproductive health (RH) services appears timely. In 1999, FRONTIERS began testing the feasibility, effectiveness, and cost of several interventions to improve the RH of youth. The study took place in three urban communities in northern
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