Thematische Bibliographien / Comprehensive support of disadvantaged pupils

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Auswahl der wissenschaftlichen Literatur zum Thema „Comprehensive support of disadvantaged pupils“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Comprehensive support of disadvantaged pupils"

Smilansky, Moshe, und Moshe Israelashvili. „Intellectual Fostering of the More Gifted among Socially Disadvantaged Adolescents“. Gifted Education International 6, Nr. 2 (September 1989): 108–17. http://dx.doi.org/10.1177/026142948900600209.

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A new reality in the southern areas of Tel-Aviv was created by negative social mobility. As a result, the variance in pupils' qualifications within each class, at high schools, was enlarged. One implication was that teachers' ability to advance pupils, who were able to reach a high level of knowledge, was weakened. The project for fostering the more gifted among socially disadvantaged adolescents has four main components: (1) Mastery of Mathematics and English at the basic level required by the university; (2) developing excellence in selected areas, as a means to enhance self-esteem and become acquainted with advanced subject matters; (3) peer group, to support social matriculation; and (4) developing capacity for critical thinking. Identification of the gifted is made by La. test, teacher's evaluations and reported self motivation. The main goal of the project is to encourage pupils' willingness and capacity to continue in academically oriented high schools and universities. Aside from dilemmas about creating and maintaining such project, preliminary results of evaluation research are reported.

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Abdalla Yousif, Nagwa Babiker, und Shadia Abdel Rahim Mohammed. „The Risk for Boys from Poor Communities to Drop out from School: The Case of Khartoum, Sudan“. Space and Culture, India 8, Nr. 1 (29.06.2020): 187–97. http://dx.doi.org/10.20896/saci.v8i1.711.

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In the current world, poverty and education are interconnected. Low level of education is the cause of poverty, as extreme forms of poverty do not allow many children to get a good education. This study investigates the risk factors that significantly increase the likelihood of pupils dropping out of school in Khartoum, Sudan. To accomplish the research, two factors are selected, namely absenteeism and low performance of pupils from poor, disadvantaged communities. A comprehensive interviewing is used to collect the necessary primary data along with the Multidimensional Poverty Index (MPI) data. The life of pupils is characterised by multi-dimensional poverty apace with illiteracy, displacement and large family size, parents' engagement in low paid jobs. The pupils presented multiple reasons (related to poverty) for their absenteeism and low performance. The results indicate that pupils are not clear with their future perspectives whether to drop out of the school or to continue their studies. The study concludes that poverty is the main reason for absenteeism and low performance that increases the likelihood of pupils dropping out of school.

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Vámos, Ágnes, Gyongyi S. Foldesi und Tamas Doczi. „Effects of Regional Inequalities on the Sporting Activity of School Pupils: The Hungarian Case“. Physical Culture and Sport. Studies and Research 70, Nr. 1 (01.06.2016): 18–27. http://dx.doi.org/10.1515/pcssr-2016-0011.

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AbstractIn this study, the sporting activity of Hungarian school pupils is investigated with a focus on regional differences. The objective of the paper is to answer the following questions: Are there regional differences in pupils’ sporting activity, and, if yes, what is their relationship with the socio-cultural background of the pupils and the infrastructural and staffing conditions of schools? Has the 2012 introduction of daily physical education had a different effect on pupils’ leisure-time sporting activity in disadvantaged and affluent regions? Can the trends in the sporting activity of pupils be characterized as convergent or divergent since the introduction of daily physical education? The paper is based on an extensive study that relies on the most comprehensive database on physical education in schools, the National Assessment of Basic Competencies (NABC). The present study statistically analyzed eighth-grade pupil and school data from the 2010 and 2014 NABC. The results present the regional differences in pupils’ participation in sporting activity, their recent modification, and the main reasons behind the changes. In conclusion, the authors state that social, economic, and cultural inequalities are not clearly reflected in the sporting activity of students; however, certain data still call attention to the need to examine regional differences.

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Pavlov, Ivan, und Katarína Krejčíková. „THE CONCEPT OF ANDRAGOGICAL VOCATIONAL CONSULTANCY FOR MARGINALIZED TEACHERS“. CBU International Conference Proceedings 6 (27.09.2018): 697–701. http://dx.doi.org/10.12955/cbup.v6.1235.

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The article describes a proposal for the concept of andragogical vocational consultancy for teachers at schools with a high number of pupils from socially disadvantaged environments. The teachers themselves show almost no interest in supporting a solution for complex pedagogical-educational problems. The concept of andragogical vocational consultancy complements other educational services through highly individualized and personalized support reflecting the specific needs of these marginalized teachers directly in school conditions.

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Calderón López, Margarita. „Self-generated Literacy Practices in Disadvantaged Environments in Chile“. International Journal of Education and Literacy Studies 5, Nr. 1 (31.01.2017): 29. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.29.

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This study explores the role of literacy in disadvantaged environments and the interplay between self-generated literacy practices and their conceptualization of literacy in 7 to 10-year-old Chilean pupils from two different schools located in Santiago, Chile. The study was framed within a participatory approach focused on promoting the children’s agency and voice in the research. A range of second-level data materials were collected through interviews with parents, photographs and existing documents. Although at a resources-associated level the sociocultural context did not inhibit the emergence of literacy practices, the context did contribute to the children’s understanding of literacy. This study raises the need for considering how children’s understanding of literacy influence their involvement and learning about reading and writing as their experiences and perceptions have an important role in their learning process, particularly on how they develop their reading and writing practices. The findings implied that by raising the participants’ awareness of the relevance of everyday practices in relation with reading and writing, they are likelier to feel more comfortable and empowered towards their own literacy practices. Particularly, the empowerment of children coming from a disadvantaged background would give them more opportunities to support their learning. By making the children aware of the relevance of their own perceptions and practices, the pupils could gain in confidence, be agents of their learning processes, and have more resources to succeed on the demanding school environment.

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Markkanen, Pihla, Minna Anttila und Maritta Välimäki. „Knowledge, Skills, and Support Needed by Teaching Personnel for Managing Challenging Situations with Pupils“. International Journal of Environmental Research and Public Health 16, Nr. 19 (28.09.2019): 3646. http://dx.doi.org/10.3390/ijerph16193646.

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It is not uncommon for teachers to face challenging behavioral issues in their classrooms, including disruptive, aggressive, or insulting behavior toward peers or adults. In this paper, we describe what knowledge, skills, and support is needed among teaching personnel to manage challenging situations with pupils. This study was carried out in one comprehensive school in Southwest Finland. Two focus group interviews were conducted with teaching personnel (schoolteachers and classroom assistants, N = 16). The participants also wrote short texts about challenging situations they had experienced. The qualitative data were analyzed with inductive content analysis. According to the results, the teaching personnel needed better knowledge about the factors affecting pupils’ behavior and about good practices to apply with pupils in challenging situations. Moreover, the personnel lacked the skills needed to anticipate and recognize pupils’ moods and signs of mental distress, and expressed the desire for support from mental health professionals. Teachers with adequate knowledge about the factors linked to behavioral issues are more capable of promoting environments conducive to positive interactions with their pupils, thereby limiting challenging situations. When developing education and support for teaching personnel, collaboration between education and mental health professionals is essential.

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Lavecchia, Adam M., Philip Oreopoulos und Robert S. Brown. „Long-Run Effects from Comprehensive Student Support: Evidence from Pathways to Education“. American Economic Review: Insights 2, Nr. 2 (01.06.2020): 209–24. http://dx.doi.org/10.1257/aeri.20190114.

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Offering comprehensive education support services to disadvantaged students shows promise for improving academic attainment. We explore longer-term impacts of the Pathways to Education program, a set of coaching, tutoring, group activities, and financial incentives initially offered in 2001 to grade-nine students living in the largest public housing community in Toronto. Using a difference-in-difference methodology and matching school records to income tax data through age 28 for a sample of students living in public housing under similar circumstances, we find that Pathways eligibility increased adult annual earnings by 19 percent, employment by 14 percent, and reduced welfare receipt by more than 30 percent. (JEL I22, I23, I24, I26, I28, L31)

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Vasechko, Lubova. „Mentor – A Trustee for Disadvantaged Youth“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (17.05.2015): 424. http://dx.doi.org/10.17770/sie2015vol3.369.

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The perception of oneself and the surrounding environment are developed during childhood. The behaviour of others directly influences the attitude towards oneself and decisions and observations about one`s value. One of the biggest deficiencies of institutional out-of-family care that significantly hinders the comprehensive development of children is the inability of children to form close bonds with adults. To come to a conclusion that you are not loved and worthless means the feel of deep disappointment. The child becomes shore that he has been deceived and abandoned. These thoughts evoke protests, depression, and insecurity. Due to these misconceptions the socioemotional development of children is hindered. The main goal of the mentor programme is to provide an emotional support and promote the well-being of the young people not having felt a real family environment and care. Youth mentoring in Latvia is a comparatively new concept, and there are only few non-governmental organisations providing this kind of support for young people in the high-risk group. It should be mentioned that there has not been a theoretical study about mentoring so far.

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Holtom, Duncan. „Narrowing the Gap: Lessons from RAISE Ten Years On“. Cylchgrawn Addysg Cymru / Wales Journal of Education 19, Nr. 2 (01.11.2017): 118–42. http://dx.doi.org/10.16922/wje.19.2.7.

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Breaking the link between poverty and poor educational attainment has been a long- standing goal of the Welsh Government. Progress has been made, but a large gap remains in Wales. This paper revisits RAISE, the Welsh Government's first major funding programme aimed at closing the gap. It considers the impact of RAISE upon pupils and schools and the lessons for contemporary interventions like the Pupil Deprivation Grant in Wales and Pupil Premium in England. The paper concludes that given the challenges many schools in disadvantaged areas face, integrating additional funding for schools (like that provided by the Pupil Deprivation Grant) with support and challenge, through programmes like School Challenge Cymru, and area- based programmes, like the proposed Children's Zones, is needed to maximise the impact of additional funding.

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Vīgante, Rasma. „Description of the Interim Peculiarities of Mental Developmental and Learning Disturbances“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (09.05.2015): 244. http://dx.doi.org/10.17770/sie2012vol2.138.

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More and more pupils with special needs, including those with learning disturbances and simple mental developmental disturbances, are attending general comprehensive educational institution. It is often difficult in practice to define clearly and differentiate these two kinds of disturbances, especially in borderline cases or in the interim stage because then the features and manifestations of learning disturbances and simple mental developmental disturbances partly overlap and change. The novelty of the article is the analysis of the interim peculiarities and manifestations of these two disturbances which will allow teachers to understand better the main learning difficulties of such pupils and to choose the corresponding kinds of pedagogical support and methods as well as the correction and compensation possibilities.

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Dissertationen zum Thema "Comprehensive support of disadvantaged pupils"

McKay, Euan S. „The role of study support for pupils from socially disadvantaged backgrounds“. Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501788.

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For a number of years it has been recognised that there is an association between social disadvantage and academic achievement, with young people from socially disadvantaged backgrounds achieving less than their peers. A range of initiatives and strategies has been adopted to address this. The belief that it would raise the academic achievement of young people was an important catalyst in the development of study support. This research explores the extent to which participation in study support benefits pupils from disadvantaged backgrounds and whether it could be adopted as a strategy for tackling the effects of disadvantage. The study used the dataset gathered for the National Evaluation of Study Support - a three-year longitudinal evaluation of the impact of study support on the attainment, attitudes and school attendance of 8,390 secondary school pupils. The study extended the National Evaluation by focusing on pupils from socially disadvantaged backgrounds, with entitlement to free school meals being used as the indicator of social disadvantage. In relation to these pupils it: 1. explored additional outcomes (the National Evaluation was limited to attainment and one of the five factors from the attitude questionnaire) 3. investigated school effects (the National Evalution explored school effects for the entire sample, but not for FSM pupils specifically).

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Buschtová, Gabriela. „Komplexní podpora znevýhodněných žáků hospitalizovaných na oddělení dětské a adolescentní psychiatrie“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-445718.

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The diploma thesis deals with the comprehensive support of disadvantaged pupils in the department of child and adolescent psychiatry and primary school at the hospital. The aim of the research was to analyze the level of current pedagogical, health and therapeutic support for disadvantaged hospitalized pupils and to recommend measures to increase the effectiveness of provided care. In the theoretical part, support measures and the counseling system of pupils with special educational needs were generally described. In the practical part, partial goals of the research survey were set, which were to determine the degree of effectiveness of cooperation between medical and school staff providing the educational process of hospitalized pupils. The method of social research was used in this work. For the purpose of obtaining necessary information, a form of questioning a small research sample was used, which consisted of nurses and special pedagogues of this facility. The output of this work is a modification of the cooperation of all participants and their interpersonal and intrapersonal attitude to the care provided to hospitalized students.

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Wagnerová, Kateřina. „Speciálně pedagogická podpora dětí ze sociálně vyloučených lokalit při vzdělávání v mateřských a základních školách“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379456.

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The topic of the master thesis is Special education support for children from socially excluded localities in education in preschools and primary schools. The thesis deals with the topic of social disadvantage of children of pre-school and elementary school age. The theoretical part is focused on defining the terms social disadvantage and socially excluded area. Furthermore, the thesis deals with the influence of the families on social learning of children and the consequences of social disadvantage on the children's development and education. Two chapters of the thesis deal with the possibilities of support for socially disadvantaged children. One of them is devoted to the provision of support measures at schools, the other one defines some strategies and programs aimed at the development of the children. The practical part analyses the results of a research survey mapping the level of development of particular selected functions in children from socially excluded areas. The used research method was testing. The research involved testing of 10 children from socially excluded areas and their results were compared to the testing results of other 10 children who were not from socially excluded areas. The research survey confirmed that socially disadvantaged pupils show poorer results in tests....

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Bücher zum Thema "Comprehensive support of disadvantaged pupils"

Welch, Hilary. Evaluating support for pupils with specific learning difficulties in a secondary comprehensive school. Birmingham: University of Birmingham, 1994.

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Buchteile zum Thema "Comprehensive support of disadvantaged pupils"

Egan, David. „Poverty and education in Wales: enabling a national mission“. In Poverty in Education Across the UK, 87–114. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447327981.003.0005.

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In Wales there exists a strong association between coming from disadvantaged socio-economic backgrounds and doing less well in education. Whilst improvements are being made to this situation, progress is slow and is being impacted by changes in the composition of pupil populations in many secondary schools, which makes it more difficult for them to achieve high levels of success for their most disadvantaged pupils. This chapter, therefore, argues that if Wales is to achieve the ‘excellent and equitable’ education it aspires to create, these schools need to be re-fashioned as Community Partnership Schools which offer integrated support to pupils and their families and educational provision which is known to support more equitable outcomes.

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Iurea, Corina, und Cristina Georgiana Safta. „The Impact of Academic Stress on Students' Performance“. In Violence Prevention and Safety Promotion in Higher Education Settings, 128–53. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2960-6.ch008.

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Studies conducted in recent years throughout the world have shown that people are growingly more exposed to stress, its level increasing dramatically over time. Thus, stress has been identified as one of the major scourges of our modern era. It seems that not only adults but also children are affected; pupils and students are also experiencing stressful life situations that can be harmful to their overall condition and health. The transition from pre-academic to academic education, the need to adapt to independent living, to gain insight into new social networks, to comply with high academic requirements constitute potential stressors that may affect the performance of students. Considering all these issues a comprehensive assessment of stress is required, from the perspective of the authors in the field, from analyzing the views of students in the research group and from formulating a personal opinion which can support the effort to reduce stress using coping strategies so that the academic environment to become a pleasant place for students.

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Konferenzberichte zum Thema "Comprehensive support of disadvantaged pupils"

Motuz, Lyudmila. „INCLUSIVE EDUCATION: ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR PUPILS WITH HEARING IMPAIRED IN MATHEMATICS LESSONS IN COMPREHENSIVE SCHOOL“. In DÉBATS SCIENTIFIQUES ET ORIENTATIONS PROSPECTIVES DU DÉVELOPPEMENT SCIENTIFIQUE. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-05.02.2021.v4.34.

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