Relevant bibliographies by topics / Away from home students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Away from home students'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Away from home students"

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Simpson, Ken, and Weihua (Steven) Tan. "A Home Away From Home?" Journal of Studies in International Education 13, no. 1 (February 20, 2008): 5–21. http://dx.doi.org/10.1177/1028315308317694.

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As the education of international students has developed into a key component of the economic mix for many Western democracies, approaches to the evaluation of success or failure have become increasingly based on the type of buyer—seller relationship that features strongly in the management and marketing literature. As a result, an activity that has historically been assessed in terms of its contribution to the public good is now more likely to be measured through application of the language of business. This article analyzes the comments of 160 Chinese students attending courses at a New Zealand institution and suggests that the criteria that contribute to a positive experience evaluation, when viewed through the eyes of students, may not entirely coincide with the “business language” criteria that education providers believe to be critical. The article concludes that significant changes in institutional philosophy are necessary if the true value of providing tertiary education to international students is to be optimally realized.
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Lashari, Sana Anwar, Amrita Kaur, and Rosna Awang-Hashim. "Home Away from Home - The Role of Social Support for International Students’ Adjustment." Malaysian Journal of Learning and Instruction 15, Number 2 (December 31, 2018): 33–54. http://dx.doi.org/10.32890/mjli2018.15.2.2.

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Purpose – Academic and psychological adjustment of international students is central to their success while pursuing their degrees abroad. However, acculturation stress is abundant and may pose as a challenge. Thus, in this study we examined whether social support mediates the association between acculturation stress and academic and psychological adjustment. Methodology – A cross sectional research design was employed. A total of 200 postgraduate international students from three Malaysian public universities were recruited to participate in the study. The Student Adjustment to College Questionnaire was employed to measure their academic adjustment and psychological adjustment. The Multidimensional Scale for Perceived Social Support and the Acculturative Stress Scale for International Students were used to collect data on social support and acculturation stress. Path analysis by AMOS 23 was used to test the hypothesized relationship. Findings – Results provided support for the proposed model, revealing that social support was associated with greater academic and psychological adjustment among international students. Significance – The present study has implications for university policies, counsellors, and student affairs departments on the need to take measures to facilitate healthy academic and psychological adjustment among international students.
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Gomes, Catherine, Marsha Berry, Basil Alzougool, and Shanton Chang. "Home Away from Home: International Students and their Identity-Based Social Networks in Australia." Journal of International Students 4, no. 1 (January 1, 2014): 2–15. http://dx.doi.org/10.32674/jis.v4i1.493.

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This paper explores the role of identity in helping international students form social networks at an Australian institution and how these networks contribute to creating a sense of home away. The findings suggest that international students form distinct social networks that are not necessarily solely made up of fellow students from their home countries. Rather, international students form a mixture of social networks that are based on the complex individual identities of each student centred on a variety of common factors, such as: course of study, place of work, neighbourhood, culture, religion and personal interests (hobbies). Hence many students are part of social groups that consist of international students from their specific region and beyond, as well as local (Anglo and non-Anglo) students. These locally based social networks complement existing home-based networks which are maintained virtually through social media to create a home away from home.
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Wiseman, Hadas. "Far Away from Home: The Loneliness Experience of Overseas Students." Journal of Social and Clinical Psychology 16, no. 3 (September 1997): 277–98. http://dx.doi.org/10.1521/jscp.1997.16.3.277.

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Zhou, Lihong, Yingying Han, and Ping Li. "Home Away from Home: Extending Library Services for International Students in China's Universities." Journal of Academic Librarianship 44, no. 1 (January 2018): 52–59. http://dx.doi.org/10.1016/j.acalib.2017.12.002.

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Adderley, Cecil, Mary Kennedy, and William Berz. "“A Home away from Home”: The World of the High School Music Classroom." Journal of Research in Music Education 51, no. 3 (October 2003): 190–205. http://dx.doi.org/10.2307/3345373.

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The purpose of the study was to investigate the world of the high school music classroom. Motivation to join music ensembles and to remain, perception of the musical groups by their members and by the school community as a whole, the meaning and value that music ensembles engender for their participants, and the social climate of the music classroom were explored. Structured interviews were conducted with 60 students—20 each from band, choir, and orchestra. Students joined ensembles for musical, social, academic, and family reasons. Insider views highlighted the importance of labels and identifiers and changing perceptions throughout one's school career, whereas outsider views included the opinion that musicians are talented, intelligent, and underappreciated. Ensemble participation yielded musical, academic, psychological, and social benefits. The social climate emerged as a pervasive element in the study as students noted the importance of relationships for their well-being and growth.
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Paquette, Jerald. "Supporting First Nations Secondary Students Studying Away From Home: A Case History of Policy Gone Awry." Journal of Canadian Studies 41, no. 2 (February 2007): 88–111. http://dx.doi.org/10.3138/jcs.41.2.88.

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Obeng-Odoom, Franklin. "Far away from home: the housing question and international students in Australia." Journal of Higher Education Policy and Management 34, no. 2 (April 2012): 201–16. http://dx.doi.org/10.1080/1360080x.2012.662744.

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Tachine, Amanda R., Nolan L. Cabrera, and Eliza Yellow Bird. "Home Away From Home: Native American Students’ Sense of Belonging During Their First Year in College." Journal of Higher Education 88, no. 5 (December 21, 2016): 785–807. http://dx.doi.org/10.1080/00221546.2016.1257322.

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Chen, Yajing, and Heidi Ross. "“Creating a Home away from Home”: Chinese Undergraduate Student Enclaves in US Higher Education." Journal of Current Chinese Affairs 44, no. 3 (September 2015): 155–81. http://dx.doi.org/10.1177/186810261504400307.

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This paper draws on the theory of ethnic enclaves to study Chinese international student communities and their role in constructing Chinese undergraduate student experiences on US campuses. Enclave theory has primarily been used by sociologists to study immigrant and diaspora populations, but it can also provide an important analytical tool for scholars examining the internationalisation of student populations in higher-education settings. Student interviews and participant observation at a representative research-intensive, doctoral-granting institution in the American Midwest indicate that institutional and media characterisations of Chinese international student communities as closed and segregated are far too simplistic. Chinese student enclaves provide their members with crucial information, support, and social spaces that help them adapt to – and in turn change – their host institutions. Chinese students are active participants in and creators of campus cultures that are often invisible to university administrators, faculty, and peers.
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Dissertations / Theses on the topic "Away from home students"

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Paynter, Christine, and n/a. "A profile of the away from home Year 12 college student in the A.C.T." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.

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Questionnaires were administered to 118 Secondary College students in the A.C.T. to obtain quantitative data about the students' self perception, about their friendship groups, their relationships with the other members of their family, their attitudes to their education and their employment experiences and expectations. The data also identified away from home students and at home students. The data obtained from these two student groups was analysed. The away from home group of students were then interviewed individually and qualitative data analysed for recurring themes and a profile of the away from home Year 12 student emerged. The away from home students in this A.C.T. study had been through periods of unstable accommodation, poverty, family distress, leaving school or changing schools and had made a conscious decision to complete their Year 12 Certificate to improve their employment opportunities. As a result of this study predictive indicators for an away from home student were generated. Following these findings an understanding of the specific issues and needs of away from home students can be encouraged among student welfare groups, parents and other educational/ welfare bodies. This in turn should assist the student achieve his or her educational outcomes and academic success.
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Williams, Sheila Y. Guinier Clarke. "ASIAN INDIAN SOJOURNERS: AN INQUIRY INTO THE PROBASHI–“AWAY FROM HOME” EXPERIENCE OF GRADUATE STUDENTS AT A MID-WESTERN UNIVERSITY." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1188314140.

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Baradaranfallahkheir, Navid. "Home Away from Home." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/64793.

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This thesis looks at the interplay between neighborhood space and public space as they come together in the circles and squares of Washington D.C.. The outcome of the thesis is a designed landscape that would perform the same roles as traditional circles in serving both neighborhood and public needs, at the site of the former Truxton Circle, a place where there had been a traffic circle and a public space but where it is not possible to make a traffic circle today.
Master of Landscape Architecture
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Mishra, Krishna Mohan. "Away from Home." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591375230869503.

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Behlil, Melis. "Home away from home global directors of New Hollywood /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2007. http://dare.uva.nl/document/48664.

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Hart, Rebecca Marie. "Hart's Home Away From Home: An Integrative Approach to Dementia Care." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311203360.

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Brkanić, Anita E. "A home away from home : the drivers behind Croatian diaspora mobilisation." Thesis, London School of Economics and Political Science (University of London), 2016. http://etheses.lse.ac.uk/3363/.

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The aim of this study is to provide a framework for understanding the dynamics and motivations behind the mobilisation of diasporas. What shapes diaspora mobilisation? And when they do get involved in homeland politics, what determines the success of diaspora efforts? How is diaspora mobilisation shaped through human agency? The study will look at the Croatian diaspora in North America which, with a long history of active involvement in the politics of its homeland, brings forth a compelling case for the study of diaspora mobilisation. Are conflict–based arguments sufficient to explain diaspora mobilisation? Are there complementary, but potentially more covert, driving factors behind it? Other studies have identified homeland conflict as important for diaspora mobilisation, but have not shown yet in depth how framing processes work in the presence of charismatic leadership and their framing strategies. Aiming at filling this gap in the literature, this study provides a complementary argument to conflict–based arguments; it focuses on the role of collective action frames (CAF) used by goal–seeking elites in diaspora mobilisation and brings out the effects of agency. It states that while conflict provides important opportunities to mobilise, agents play a crucial role in framing and reframing these opportunities to advance their political goals. This thesis is the first one to give an in depth discussion of specific framing mechanism and how they interconnect with charismatic leadership. By employing the frame analysis approach this study intends to link the literature on collective action frames and framing processes with the research done in Diaspora Studies. In doing so, it will make use of the framing literature in relation to social movement processes that it tries to illuminate. The study identifies effective framing processes, diagnostic, prognostic, and motivational, as crucial for understanding the character, the course and the outcome of diaspora mobilisation and its consequent political influence. The study aims to expand framing theory by contributing to our understanding of how leaders motivate and mobilise resources, generate and identify opportunities, frame issues, plan and develop strategies, recruit support and create change. Human agency has been neglected by the recent emphasis on structures of opportunity and this study is a response to the growing demand for the examination of the numerous ways in which leaders generate social change and create the conditions for the agency of others. However favourable the ‘breeding ground’ presented by the opportunity structure, it only provides potential actors with options. It is ultimately always the parties themselves who must make the best of them. This study shall therefore focus on the leader in charge of the framing processes and his characteristics as one of the key factors explaining his success. In doing so, the study will address an existing gap in the framing literature and divert attention to the role of Franjo Tuđman, the first President of independent Croatia, in constructing diaspora collective action frames. In placing the focus on the leader, the study does not intend to minimise the role of other explanatory factors, e.g. effective resource mobilisation and political opportunity structures (POS), the right configuration of which is essential for the framing processes to be effective. Instead, when addressing these elements of diaspora mobilisation, the study does so through the lens of leadership.
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Gore, Mark Timothy. "Being distinctive : university market development strategies away from home." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723312.

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British universities have become more strategic about their international market development work over the past two decades and have given considerable attention to the planning and implementation of effective international strategies to achieve this. This study considers the international strategies of a group of four of these universities. The study analyses the accounts of expert practitioners in a variety of roles within the international teams of these universities to uncover the rationales, objectives and methodologies within these strategies. The study uses the theoretical lens of Resource-Based Theory (RBT) and the dynamic capabilities approach to analyse these expert accounts and to make sense of the why and how of the strategic international work being undertaken by these teams within their universities. The why question is addressed in this study through RBT and the findings indicate that the four universities in this study all seek the same set of key resources. The how question is subsequently addressed through the dynamic capabilities approach and thus the study examines how the international teams prioritise several capabilities which allow them to effectively pursue these resources. The dispersed nature of a university means that a great proportion of the time and energy is taken up setting up efficient and effective processes and other internally focussed activities. The study suggests that there is an imbalance between the resources sought and the capabilities developed with considerable bias to the setting up of reliable internal processes which distracts from the externally focussed mission. The complexity of the capabilities developed and the considerable timescales and resource investment involved in major international projects such as campuses help explain the ultimate distinctiveness of each university’s approach. The study is undertaken from a theoretically-informed practitioner perspective and is intended to be of use to practitioners in their own strategic deliberations.
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Marwitz, Mary. "Moving Away from Home: A Map of Classroom Burnout." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1090.

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In this series of essays about professional burnout, a veteran teacher seeks a way to continue her work and enthusiasm in it, for the sake of both her and her students. To that end, she explores her relationships with her father and mother, and how the practices of teaching and learning she brought from home have affected her present classroom experiences. A complicating factor is the presence of chronic illness and its demands both primary and secondary: her father's Alzheimer's, her mother's bi-polar disorder, and the demands of eldercare for her mother. She also explores her own habitual practice of being a student, in a reflective inquiry into the mind and situation of students from inside her own experiences. Interleaved vignettes of student interaction illustrate the kinds of difficulty that the speaker has with her teaching. They appear chronologically to suggest a developmental movement.
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Al-Rawashdeh, Ahmad Bahjat. "Psychosocial Characteristics of Youth Who Run Away From Home." Case Western Reserve University School of Graduate Studies / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=case1145388181.

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Books on the topic "Away from home students"

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Porter, Frances. Away from home: The story of Victoria House. Wellington [N.Z.]: Bridget Williams Books, 2002.

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The college dorm survival guide: How to survive and thrive in your new home away from home. New York: Three Rivers Press, 2006.

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Alger, Sally. Off to university?: A student's guide to living and studying away from home. London: DP Publications, 1993.

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Home away from home. New York: St. Martin's Press, 2005.

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Woititz, Janet Geringer. Home away from home. Pompano Beach, Fla: Health Communications, 1987.

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Away from home. Columbus, OH: Wexner Center for the Arts, Ohio State University, 2003.

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White, Chas. Away from home. Carlisle: Carel Press, 1985.

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Away from home. [Ottawa]: Oberon Press, 1995.

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Away from home. New York: Greenwillow Books, 1994.

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Huggan, Isabel. Belonging: Home away from home. Toronto: Alfred A. Knopf Canada, 2003.

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Book chapters on the topic "Away from home students"

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Nguyen, Katherine Huyen, and Tracey Bretag. "Socio-cultural and Settlement Support Services for International Students: A ‘Home Away from Home’ Approach." In Student Support Services, 1–17. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_28-1.

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Schaeffer, Jonathan. "Home Away From Home." In One Jump Ahead, 1–17. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-76576-1_20.

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Schaeffer, Jonathan. "Home Away From Home." In One Jump Ahead, 364–83. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4757-2733-3_20.

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Chatterjee, Anindita. "Home away from home?" In Home, Belonging and Memory in Migration, 121–36. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003199120-8.

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Fermin, Alfons, and Frank Wassenberg. "A Home Away From Home." In The Routledge Handbook of Housing Policy and Planning, 23–34. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315642338-3.

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Venter, Gustav. "Playing away from home." In Sports in African History, Politics, and Identity Formation, 106–23. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429508110-8.

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Hanna, Adam. "Michael Longley’s Home Away from Home." In Northern Irish Poetry and Domestic Space, 57–85. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493705_3.

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Duru, Adaobi Vivian, and Ngozi Akinro. "Navigating Academia Away From Home." In Multidisciplinary Issues Surrounding African Diasporas, 80–102. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-5079-2.ch004.

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This study examined different adjustment challenges experienced by African-born faculty members in higher education in the United States. Using the critical race theory as a framework and in-depth interviews of a purposive sample of nine African-born academics selected from across the U.S., the authors explored the factors that militate against the smooth transition of these diaspora faculties in higher education in the country and offer insights into a better understanding of their needs and experiences. The findings show that African-born academics in U.S. higher education face challenges in communication, differences in academic systems, and culture, especially in the power distance between students and instructors. The authors offer recommendations for aspiring diaspora and African-born faculties and the policymakers in U.S. universities and colleges that hire these professionals.
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Tseng, Margaret, and Rebecca Magee Pluta. "Educating Students with Chronic Illness." In Advances in Early Childhood and K-12 Education, 227–46. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9452-1.ch011.

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Students with chronic illness have historically received an education via home and hospital instruction during their absences. This instruction is significantly inferior in both quality and quantity when compared with the educational experience of students able to attend school. This case study details the experiences of a middle school student in the mid-Atlantic Region of the United States whose chronic illness presented unique and multifaceted challenges that could not be met by her district's inflexible policies and disconnected resources. This case illuminates the need for schools to break away from the traditional administrative special education mold when responding to the challenges of educating frequently absent students with chronic illness. The educational Civil Rights of these students can be preserved, however, by utilizing affordable, available technology to minimize the impact of frequently missed classes, provide continuity of instruction and allow educational access regardless of a student's physical location during their absences from school.
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Tseng, Margaret, and Rebecca Magee Pluta. "Educating Students with Chronic Illness." In Accessibility and Diversity in Education, 578–97. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1213-5.ch029.

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Students with chronic illness have historically received an education via home and hospital instruction during their absences. This instruction is significantly inferior in both quality and quantity when compared with the educational experience of students able to attend school. This case study details the experiences of a middle school student in the mid-Atlantic Region of the United States whose chronic illness presented unique and multifaceted challenges that could not be met by her district's inflexible policies and disconnected resources. This case illuminates the need for schools to break away from the traditional administrative special education mold when responding to the challenges of educating frequently absent students with chronic illness. The educational Civil Rights of these students can be preserved, however, by utilizing affordable, available technology to minimize the impact of frequently missed classes, provide continuity of instruction and allow educational access regardless of a student's physical location during their absences from school.
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Conference papers on the topic "Away from home students"

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Thomas, Liz. "‘I use my time more wisely…’ The implications for learning and teaching in higher education of more ‘commuter students’." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8165.

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In the UK students have traditionally moved away from home to study in higher education, but this is changing as a consequence of greater participation, and the shift in responsibility for financing study from the State to individual students and their families. This research under took 60 qualitative interviews with students of all ages who defined themselves as ‘commuters’, who continue to live at home whilst studying. The study found that while the students largely viewed themselves as ‘good students’ aiming to engage fully in their academic studies, the stresses and strains – and cost and time – involved in travelling - resulted in students evaluating the utility of a trip to campus, considering whether their resources would be better spent studying at home. In addition, these students tended to be less engaged in ‘enhancement’ activities, and had very little social engagement with HE peers. Commuter students achieve less good outcomes: they are more likely to withdraw early, achieve lower attainment and are less likely to secure graduate employment on completion. This paper considers the implications for student engagement and teaching and learning in higher education of a larger commuter student population, in an effort to achieve greater equity in student outcomes.
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Seaton, Simon, Thomas Jelley, and Daphné Carthy. "Improving Employee Wellbeing through a Five-Phase Psychological Model to Reduce Risk and Improve Performance." In SPE/IADC International Drilling Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/204036-ms.

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Abstract In its latest US Oil & Gas workplace safety report, the American Petroleum Institute (API) noted that the industry's incidence rate has decreased by 41% since 2008 due to an increased focus on the industry-wide goal of zero incidents (American Petroleum Institute, 2020). However, there continues to be a significant number of serious incidents directly related to human behaviours rather than a lack of control or processes. In a high-risk environment such as Oil & Gas sites, onshore or offshore, it is imperative to have a healthy workforce - both physically and mentally - and there is a link between worker wellbeing, stress, overall performance, and safety attitudes. Many segments of the Oil & Gas industry require workers to leave home and family for extended periods, and this can have a significant impact on an employee's psychological wellbeing. This paper aims to inform individuals and organisations so they can better understand the effects of the experience of being away and increase the chances of maintaining their workers’ psychological wellbeing. A five-phase model - from preparing to leave home through to being back at home - has been developed in consultation with academics, trade unions, expert insight from oil and gas, military and education sector perspectives. This model offers a new and practical way to think about and manage potential adverse impacts on psychological wellbeing while away in order to reduce risk. It was first set out by Seaton and Jelley (2015) and additional research has since been completed with new data that demonstrates the impact of the five-phase model. The five-phase model has been tested among international students at universities in the UK (Smith, Smith and Jelley 2018) and in 2019 among foreign workers at an on-shore location in the United Arab Emirates (UAE). Consistent with findings in the university context, the results of the latest field research suggest that greater use of strategies to cope with working away from home is associated with (a) greater positive wellbeing (happiness, life satisfaction) in life generally (b) a better quality of working life (c) more efficient operational performance.
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Merciai, Ilaria, and Ruth Kerr. "MOOCS AS A TOOL FOR VIRTUAL UNIVERSITY ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end139.

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The Covid-19 era, and its enforced transition of all teaching and learning activity to the online space, is potentially leading to reduced university enrolment rates. International student enrolments are predictably down due to travel restrictions and concerns about student safety, but even at home the same trends are being observed. One of the conversations around this issue is the value-for-money question in relation to a perceived reduction in the quality of the overall student experience when the networking opportunities of on-campus life and study are taken away. A further question is the level of digital readiness of staff and school-leaver students, and whether they are able to deal successfully with preparation for final-year school exams, university choice, and for university entrance tests in remote learning. Federica Web Learning, the University Centre for Research Innovation and Dissemination of multimedia and distance learning, has long been making the case for MOOCs as a valid tool for virtual orientation. In the current climate, MOOCs can provide chunks of ready-made quality learning content for use as the asynchronous component in today’s hybrid online courses, meaning that the time teacher and class spend in plenary, in video-conferencing, can be devoted to discussion and more in-depth analysis of the learning objectives. The MOOCs can be specially chosen from the growing range on offer from university providers around the world: some provide remedial content in problem subjects and topics; some offer specific exam preparation content and others offer university orientation, or study skills.
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Mohler, Richard. "Transforming Single-Family Neighborhoods: A Climate Action and Social Equity Mandate." In AIA/ACSA Intersections Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.inter.20.2.

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In many fast-growing cities around the country, up to three- quarters of the land zoned for residential use is reserved for detached, single-family dwellings at suburban densities. This is both a climate justice and racial justice issue as it has the doubly negative impact of artificially constraining housing supply and driving up costs, forcing many lower and middle income families farther away from job centers and imposing on them long, costly, and carbon-intensive com- mutes. Single-family zoning was also used as an explicit tool to segregate the U.S. by race starting in the 1920s and, in the process, denied countless people of color access to home- ownership, the most powerful wealth-building tool available to U.S. families. This is a significant factor in the stark racial disparities in household wealth that we see today.This paper outlines the findings of a nationally cited report on single-family zoning released by the Seattle Planning Commission, which advises the City Council and Mayor on land use and housing policy and of which the author is a member. It also reviews a collaboration between the com- mission and a graduate research-based architectural design studio and seminar co-taught by the author. This collabo- ration re-envisions urban, single-family neighborhoods to be more equitable, sustainable and livable while engaging students in a national policy dialogue in the process. The results of the studio will advance the commission’s efforts to advise Seattle’s elected officials in revising public policy to be more aligned with the city’s climate and racial justice goals.
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Seaton, Simon, and Thomas Jelley. "Managing Psychological Wellbeing While Away From Home Through a Five-Phase Model." In SPE E&P Health, Safety, Security and Environmental Conference-Americas. Society of Petroleum Engineers, 2015. http://dx.doi.org/10.2118/173559-ms.

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Aliuddin, Atif M., AbdulAziz S. Alhamoud, and Samir Mekid. "System Level Design and Simulation of PV/Diesel/Battery Hybrid Power Systems for Portable Classrooms." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62128.

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This paper discusses a system level design and simulation of a portable solar powered classroom for rural areas that are not connected to the national grid. This constitutes a serious handicap to support general public utilities such as lack of proper schools and usual daily utilities. The lack of schools in such areas has lead to a lower level of educational standard as compared to urban schools. These regions are often isolated and far away from any major cities and thus have limited educational resources. Often these areas lack proper teaching facilities, which in turn discourage students from seriously pursuing education. Coincidentally these areas are exposed to a large amount of solar energy over the course of a year. This paper focuses on the utilization of this captured solar energy transformed into electricity to serve all electrical devices that equip a portable solar classroom. The load profile for this classroom was selected based on the power requirements of an average classroom and basic educational technologies. A parametric study was done using software that specializes in simulating renewable energy solutions (HOMER). Various alternatives for the same load profile are compared and a cost analysis and comparison between alternatives is presented. The practicality of the project is evaluated and a suitable Hybrid power system is presented.
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Smith, Emily M., Martin M. Stein, and Natasha G. Holmes. "Surprise! Shifting students away from model-verifying frames in physics labs." In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.smith.

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Herlina, Yuni, Muhammad Kristiawan, and Dwi Anggraini. "Learning From Home in Early Childhood Education Students." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.090.

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Cocking, Caroline, and J. Baker. "P29 Take away points: what do final year medical students and junior doctors take-away from advanced simulation." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.113.

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Adams, Wendy K., Zachary Armstrong, and Cynthia Galovich. "Can students learn from PhET sims at home, alone?" In 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.001.

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Reports on the topic "Away from home students"

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Juhász, Réka, Mara Squicciarini, and Nico Voigtländer. Away from Home and Back: Coordinating (Remote) Workers in 1800 and 2020. Cambridge, MA: National Bureau of Economic Research, December 2020. http://dx.doi.org/10.3386/w28251.

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Francfort, James E. How Do The EV Project Participants Feel About Charging Their EV Away From Home? Office of Scientific and Technical Information (OSTI), February 2015. http://dx.doi.org/10.2172/1183500.

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Francfort, Jim. Characterize Plug-In Electric Vehicle Driver Away-From-Home Parking Behavior in The EV Project. Office of Scientific and Technical Information (OSTI), September 2015. http://dx.doi.org/10.2172/1483605.

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Rector, Shiela. An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6267.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Bakaç, Cafer, Jetmir Zyberaj, and James C. Barela. Predicting telecommuting preferences and job outcomes amid COVID-19 pandemic : A latent profile analysis. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49214.

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Telecommuting is defined as “a work practice that involves members of an organization substituting a portion of their typical work hours (ranging from a few hours per week to nearly full-time) to work away from a central workplace—typically principally from home —using technology to interact with others as needed to conduct work tasks”(Allen, Golden, & Shockley, 2015: 44). This kind of practice substantially differs from the regular and ordinary modes of work because employees perform their usual work in different settings, usually from home (Allen et al., 2015). Although research has been conducted on telecommuting since the 1970s, it has recently become critical when life incidents, like the COVID-19 pandemic has forced many to work from home. Such events offer rare opportunities, for a wide range of researchers and from various fields, to study important questions that would not typically be able to be asked, such as about telecommuting experiences. We took this opportunity and conducted two studies regarding telecommuting, basing our rationale on the fact that many on-site employees were forced to work from home, across a wide range of occupations as a direct result of the pandemic(Kramer & Kramer, 2020). The aim of our study, thus, was to investigate the preferences of employees who were forced to work from home. Specifically, bycreating latent profiles from important work and personality related constructs, we aimed at predicting employees’ preference for working from home or working on-site based on these profiles, and further investigate the relationship of these latent profiles to perceived productivity, job satisfaction, and job engagement.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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