Relevant bibliographies by topics / Modules- Indian school students

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Academic literature on the topic 'Modules- Indian school students'

Author: Grafiati
Published: 6 September 2023

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Journal articles on the topic "Modules- Indian school students"

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Fernandes, Reona, Swathi Naik, Archana-Gururaj Bhat, Rashmi Shetty, Manjunatha-H. Hande, Abdul Ghafur, Mahadev Rao, Vijayanarayana Kunhikatta, and John-Preshanth-Kumar Pathiraj. "Knowledge Assessment of E-Bug Assisted Antimicrobial Resistance Education Module in Class VII School Students of South Indian Coastal Town of Manipal." Journal of Clinical Medicine 8, no. 1 (January 12, 2019): 84. http://dx.doi.org/10.3390/jcm8010084.

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Antimicrobial resistance (AMR) is a recognized public health threat today globally. Although many active and passive stewardship strategies are advocated to counter AMR clinically, educating school going children on AMR could be a cost-effective measure to minimize AMR development in the future. We implemented NICE’s e-bug as a module to educate class VII school students on AMR determinants. A prospective quasi-experimental study on 327 students from nine different schools of class VII around Manipal town, Udupi district, Karnataka state, India were included in the study. Ten questions on AMR determinants from the e-bug program were used in written pre-test. After an education intervention, a post-test was conducted. Descriptive statistics to estimate epidemiological characteristics, Wilcoxon Signed Ranks and Kruskal–Wallis tests were applied to analyze statistical significance of pre/post-test performance scores and between schools. Students had inadequate knowledge on seven AMR determinants (antimicrobial indication, its course, hand hygiene, fermentation, spread of infection, microbial multiplication and characteristics of microbe) as analyzed from the post-test performance (p < 0.05). Comparison of post-test performance between schools showed significant improvement in scores (p < 0.05) for three questions (definition on antimicrobial, cover while cough/sneezing and microbial characteristics). Although students exhibited sub-optimal knowledge on some AMR determinants, they showed keenness to learn, which was evident by their post-test performance. Our findings and previous similar studies from Europe are suggestive of early pedagogic interventions on AMR through inclusion of such education modules in the regular school curriculum could be a potential tool for AMR prevention.
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Sprague, D., K. Burgoyne, D. La Vallie, and D. Buchwald. "‘In Our Voice’: Lessons learned from a cardiovascular disease curriculum for American Indian students." Health Education Journal 71, no. 6 (November 2, 2011): 678–87. http://dx.doi.org/10.1177/0017896911422772.

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Background: American Indian children and adolescents are at risk for obesity, type 2 diabetes, hypertension, elevated cholesterol, and smoking, all of which are risk factors for cardiovascular disease. Objective: To address these health issues, we developed, implemented, and evaluated a culturally appropriate cardiovascular disease curriculum called ‘In Our Voice’ for American Indian students in grades 7 through 12. The curriculum consisted of 16 modules lasting 50 minutes each, and it was implemented as a pilot test at five sites in two western states. Results: We faced many challenges to success, including competing demands for instructional time and classrooms, which prevented two schools from completing the curriculum. Two notable findings emerged: students preferred a multicultural focus over a culturally tailored focus, and they desired more interactive educational materials. Conclusion: Recommendations for successfully implementing an innovative curriculum include ensuring the ongoing presence of researchers at school sites, funding an internal curriculum champion at every site, and maintaining student advisory boards to communicate student feedback to researchers.
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Sanders, Elmer, Leigh-Ann Cruz, Emily Speidell, Rose Schnabel, Adhitya Balaji, Elise Hogarth, Jade Miller, Sofia Vaides, and Matthew R. Allen. "11039 Indiana CTSI High-School STEM Summer Research Program: Future opportunities from a 2020 virtual program." Journal of Clinical and Translational Science 5, s1 (March 2021): 63. http://dx.doi.org/10.1017/cts.2021.565.

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ABSTRACT IMPACT: o The Indiana Clinical and Translational Sciences Institute K-12 STEM Outreach Program’s pivoted to a virtual program in summer 2020 which yielded novel approaches that could be retained in future years to extend the reach/impact of our pipeline program. OBJECTIVES/GOALS: o Provide students with a meaningful and safe research experience during the COVID Pandemic. o Develop new modules and approaches that could be delivered virtually. o Engage students from communities that were not possible in previous years when in person meetings were required. METHODS/STUDY POPULATION: o The program has historically supported over 100 high school students per year in a summer research internship for the last 5 years. Students are placed with academic research mentors in various Schools and Departments across the IUPUI campus, and also with industry laboratories. o COVID-related restrictions required development of 100% virtual program. Key aspects of the virtual program included: cohort-based research mentor assignments with 1-4 mentees matched per research mentor, research projects that could be conducted virtually, heavy engagement of high-school teachers to facilitate the research experience with cohorts of mentees, a more rigorous virtual seminar series that included new modules such as COVID-specific programming and thus enhancing public education about COVID. RESULTS/ANTICIPATED RESULTS: o The program served 130 students in summer 2020. o We were able to recruit new faculty and industry mentors involved in data science research. As a result, we have now increased our mentor pool to serve more students in the future. o Because student participation was virtual, we were able to accept students from further distances (up to 120 miles away) across the state. We were also able to accept local economically disadvantaged students that may have not been able to participate because of lack of reliable transportation. o A positive unanticipated outcome was that mentees relationships with the mentors was established virtually thus increasing the potential for students to remain engaged in their research. DISCUSSION/SIGNIFICANCE OF FINDINGS: o Adapting to a virtual platform provided research experience to high school students during a time when traditional approaches were not possible. Given some research experiences do not require in-person activities, this newly established model could be used moving forward to allow more statewide engagement in research experiences.
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Tiwari, Akhilesh Kumar. "Robotics Module in Enhancing Interactive Stem Education." Journal of Ravishankar University (PART-B) 32, no. 1 (September 23, 2019): 34–37. http://dx.doi.org/10.52228/jrub.2019-32-1-7.

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Teaching robotics to young students can increase their ability to be creative, innovative thinkers and more productive members of society throughout their school years. Indian government have already recognized the importance of robotics in the classroom teaching and started ATAL tinkering lab to be included in school education system. By teaching the basics of robotics to the students, one can open up a whole new world for them and exciting opportunities which they wouldn't have access to. In traditional teaching methods of science and engineering, students lack experience in applying physical principles to the physical situation in real time. Students are not engaged in creating interest in interactive learning. To overcome above problem, this paper presents a new and versatile interactive learning tool using the Whizbrabo Robotic Education Module. This module describes the method of an educational tool based on robotics to study electrical component interfacing, pcb design, mechanical structure design and elementary programming skill. The module has been demonstrated to school students of higher secondary, and undergraduate student of various colleges. The key advantages of robotics in school education will enhance the level of programming, creativity and prepare them for the future, turn their frustration into innovation and promote inclusiveness. Robotics has a lot of educational potential.
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Misra, Shobha. "Integrated Learning Program for Third Year Professional Students at a Medical School of India." Healthline 13, no. 4 (December 31, 2022): 287–94. http://dx.doi.org/10.51957/healthline_415_2022.

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Introduction:Though, Medical Council of India had recommended introducing horizontal and vertical integration, an integrated approach to teaching medical subjects has not become popular in Medical Colleges in India.Objective: To develop, implement, and evaluate an Integrated Learning Program for the third-year professional students at a medical school in India.Method: The integrated learning programme (ILP) was conducted for the first time in 2016 for a batch of 181 third year professional students of a Medical School in Western India. It was an integrated module employing correlation and vertical integration. It incorporated Interactive Lectures, Videos, Self-study, Clinical Visits and Home Visits. Student assessment was formative using pre and post MCQ test and case presentation through checklists to assess clinical skills and home visit skills. Evaluation of the programme was based on feedback from the students and faculty members and report prepared by the students. Results: The mean score of students in the knowledge domain assessed through Multiple Choice Questions (MCQs)for ILP on Iron Deficiency Anemia conducted at the end of the ILP was statistically significantly (P=0.022). The feedback from faculty members and students was positive, highlighting benefits of ILP as; integrated learning of the basic sciences, their application to clinical cases and active student learning. Few challenges were also identified like higher input required from faculty members. Most of the faculty members and students recommended that the integrated programme should be continued and extended to other parts of the curriculum.Conclusion: The study findings conclude that an integrated learning programme is beneficial and is likely to improve quality of health care provided to the patients. It is feasible within a conventional medical curriculum of an Indian Medical School.
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Costouros, Teresa. "Jigsaw learning versus traditional lectures: Impact on student grades and learning experience." Teaching & Learning Inquiry 8, no. 1 (March 15, 2020): 154–72. http://dx.doi.org/10.20343/teachlearninqu.8.1.11.

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Despite significant research supporting active learning, many professors continue to use traditional lectures as their primary teaching method, particularly in introductory level courses. This article explores whether jigsaw cooperative learning had a positive impact on student grades and enhanced their learning experience, as compared to the traditional lecture method. The question was answered by collecting data from an insurance and risk management introductory course in the business school. To answer the question on learning experience, students completed a validated survey on each pedagogy, consisting of 15 statements that they rated on a Likert scale of 1 to 5, strongly disagreeing or agreeing with the statements. The course content was taught using lectures for four learning modules and the jigsaw learning method for four learning modules. After each module, a quiz was written by each student, and these grades were compared to establish the impact of each teaching method on student grades. Data was analyzed using descriptive statistics and two-way ANOVA testing to determine significant differences. Data was collected from two student groups. One group was a traditional university group of diverse students and the other group consisted of international students from India. I compared the results of the two student groups to identify any differences. This research adds to the studies on active learning in insurance education, specifically jigsaw cooperative learning. It also contributes to literature on effective teaching strategies for international student groups.
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Trafzer, Clifford E. "Boarding School Voices: Carlisle Indian School Students Speak." Journal of American History 110, no. 1 (June 1, 2023): 147–48. http://dx.doi.org/10.1093/jahist/jaad122.

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Whalen, Kevin. "Indian School, Company Town." Pacific Historical Review 86, no. 2 (May 1, 2017): 290–321. http://dx.doi.org/10.1525/phr.2017.86.2.290.

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During the early twentieth century, administrators at Sherman Institute, a federal Indian boarding school in Riverside, California, sent hundreds of students to work at Fontana Farms, a Southern California mega-ranch. Such work, they argued, would inculcate students with values of thrift and hard work, making them more like white, Protestant Americans. At Fontana, students faced low pay, racial discrimination, and difficult working conditions. Yet, when wage labor proved scarce on home reservations, many engaged the outing system with alacrity. In doing so, they moved beyond the spatial boundaries of the boarding school as historians have imagined it, and they used a program designed to erase native identities in order to carry their cultures forward into the twentieth century.
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Pal, Ranabir, and Dechenla Tsering. "Tobacco use in Indian high-school students." International Journal of Green Pharmacy 3, no. 4 (2009): 319. http://dx.doi.org/10.4103/0973-8258.59740.

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WILSON, PEGGY. "Trauma of Sioux Indian High School Students." Anthropology & Education Quarterly 22, no. 4 (December 1991): 367–83. http://dx.doi.org/10.1525/aeq.1991.22.4.05x1194x.

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Dissertations / Theses on the topic "Modules- Indian school students"

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Dawley, Martina Michelle. "Indian Boarding School Tattoos among Female American Indian Students (1960s -1970s): Phoenix Indian School, Santa Rosa Boarding School, Fort Wingate Boarding School." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/193389.

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Tattooing in the federal Indian boarding school system appears to have been common among the student body, but the practice is not well documented. A search of the literature on Native education, focusing on boarding schools, yielded only fragments of references to tattooing because there has been no substantive or detailed research on Indian boarding school tattoos. One brief narrative from Celia Haig-Brown (1988), however, illustrates the commonality and the dangers of tattooing. This study examines tattoos among female students who attended Indian boarding schools in the Southwest during the 1960s-1970s. The personal accounts of my mother's experience in tattooing at the Phoenix Indian School provide a baseline for this study. My study explores an undocumented area of boarding school history and student experiences. Many students from various tribes tattooed. The tattoos most often included small initials and markings, and my analysis concludes that the meanings were mostly related to resistance.
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Buckley, Tianna Jeanne. "Academic Persistence Among Native American High School Students." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7257.

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Qualitative interviews with 12 Native American high school junior and senior students who grew up on reservations identified the following themes related to their persistence in college: (a) faculty support, (b) structured social support, (c) family support or the lack thereof, (d) motivation to be better, and (e) encountering racism. The results indicated a need for clear academic expectations between the school district and the tribal liaisons, multicultural training to foster positive relationships from the primary to secondary level, and structured college preparatory instruction designed for Native American students. Results also indicated a need for further research into the educational experiences of multiethnic students.
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Pike, Erica. "School Leaders' Perceptions of Caribbean Students' English Language Needs." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/94.

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Although British West Indian Caribbean (BWIC) immigrant students are considered to be English speaking students by U.S. public schools, many of them speak other languages. These students experience hardships and have unique remediation needs that many schools are not providing. The conceptual frameworks that guided this case study were sociocultural theory, acculturation theory, and leadership theory. These theories postulate that culture influences learning, second language acquisition is linked to adapting to a new culture, and leadership is important to implement system-wide changes. Qualitative data included interviews with 6 teachers and 3 administrators who work closely with BWIC students, New York City Department of Education English Language Test results of 512 students, and 26 BWIC student school enrollment forms. Data were analyzed through a coding process to determine emergent patterns and themes. Key findings indicated that participants identified the students' academic struggles with Standard English and that teachers experiment with various strategies to reach the students. Recommendations include development of identification and remediation programs for BWIC students and additional research on strategies to teach English to these students. Study findings may promote positive social change by encouraging school districts to work with the Caribbean-American community to help increase BWIC student retention rates.
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Golightly, Thomas R. "Defining the components of academic self-efficacy in Navajo American Indian high school students /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1592.pdf.

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Abdul, Ali Khan Subran. "Self-regulated learning and academic achievement of Hong Kong and Indian high school students." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24872647.

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Golightly, Thomas R. "Defining the Components of Academic Self-Efficacy in Navajo American Indian High School Students." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/817.

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The academic difficulties experienced by a majority of Navajo American Indian students are well documented. Past research has focused on a variety of internal and external factors which possibly explain some of these difficulties. Low levels of academic self-efficacy (ASE) has been identified as one of the factors possibly contributing to lower than expected rates of academic achievement and low post-secondary education retention rates in this population. This investigation sought to further define the component structures of ASE using theoretical structures postulated by Bandura (1977a, 1997), namely: past success, modeling, verbal persuasion, and emotional arousal. Information about grade point averages (GPA) and standardized achievement tests (IOWA Tests of Educational Development) were obtained for a sample of American Indian Students (N = 118) as a measure of past success. Three self-report measures were administered to the participants in the sample: The Career-Related Parental Support Scale-Verbal Encouragement scale (CRPSS-VE); and two measures created specifically for this study, The People I Know (to assess levels of exposure to appropriate academic models) and My feelings about School (to assess levels of emotional arousal centered on school). An additional pair of self-report measures was administered to this sample, the Self-in-School (SIS) and Academic Hardiness Scale (AHS), which sought to assess overall levels of ASE in each of the participants. Reliability and factor analyses were conducted to psychometrically examine the measures created for this study. Both were found to be highly reliable measures which load primarily onto one factor. Regression analyses were created to determine if the measures of the four components would predict totals on the two measures of overall ASE (the SIS and AHS). Results indicated that GPA, IOWA percentile rank scores, the CRPSS-VE and My Feelings about School were significant predictors of SIS totals in the regression models. Only The People I Know and My Feelings about School were significant predictors of AHS totals in the regression analyses. There was some evidence suggesting that the four components of ASE predicted overall reported levels of ASE. Implications of this study as well as possible future studies are outlined.
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Desroches, Julie Luce. "Aboriginal education programs in British Columbia's public school system and their relation to Aboriginal student school completion /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2131.

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Mathew, Subhas. "Asian and Asian Indian American Immigrant Students: Factors Influencing Their Academic Performance." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538646/.

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Asian American students have done well in school; they have had higher academic achievements, higher academic scores, lower dropout rates and higher college entrance rates as compared to other minorities and generally other students in the United States (U.S.). A possible explanation to the higher academic performance and achievement of the Asian American students is that they are more likely to have experienced an environment that is conducive to learning at home; their parents were involved and held higher expectations. Immigrant minorities have been found to do well in schools in many parts of the world. Similarly, here in the U.S. there has been increasing evidence that students of Asian ancestry, both immigrants and U.S. born, complete more years of education than most of the other ethnicities. Current research and data on the academic performance of Asian immigrants includes most Asian countries. This study reviewed the current literature regarding the factors that influence the academic performance of "Asian Indian Americans" who attended high schools in the U. S. This correlational study examined the relationship between various factors, such as parental participation, parental expectations and involvement, discipline, cultural beliefs, personal identity and values, language spoken at home, and the academic performance of the Asian Indian Americans.
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Joseph, Cynthia 1960. "Theorisations of identity and difference : ways of being Malay, Chinese and Indian schoolgirls in a Malaysian secondary school." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/8007.

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Timmons, Sara J. "Developing a plan to support mathematics students with advanced placement potential at Indian River High School." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 116 p, 2009. http://proquest.umi.com/pqdweb?did=1833621121&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Books on the topic "Modules- Indian school students"

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Haithcock, Richard L. Reservation and Indian boarding school students. Beavercreek, Ohio: Red-tail Publications, 2009.

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Gupta, Nirmala. Career maturity of Indian school students. Delhi: Anupama Publications, 1991.

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Strand, Joyce A. Nurturing resilience and school success in American Indian and Alaska Native students. [Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Strand, Joyce A. Nurturing resilience and school success in American Indian and Alaska Native students. [Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Strand, Joyce A. Nurturing resilience and school success in American Indian and Alaska Native students. [Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Witmer, Linda F. The Indian Industrial School, Carlisle, Pennsylvania, 1879-1918. Carlisle, Pa: Cumberland County Historical Society, 1993.

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Lloyd, Whited David, and Educational Resources Information Center (U.S.), eds. The Safe Futures Substance Abuse and violence Prevention Program at Chief Leschi Elementary School, 1996-1999. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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The Indian school on Magnolia Avenue: Voices and images from the Sherman Institute. Corvallis: Oregon State University Press, 2012.

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Pipestone: My life in an Indian boarding school. Norman: University of Oklahoma Press, 2010.

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Native Americans in the school system: Family, community, and academic achievement. Lanham, MD: AltaMira Press, 2004.

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Book chapters on the topic "Modules- Indian school students"

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d’Annuntiis, Marco, and Sara Cipolletti. "Child Friendly Architectures. Design Spaces for Children and Adolescents." In Makers at School, Educational Robotics and Innovative Learning Environments, 353–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_47.

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AbstractThis paper presents the educational and laboratory experience of the course entitled “Child Friendly Architectures”, taught during the 2019 academic year at the School of Architecture and Design (SAAD) of the University of Camerino, in collaboration with UNICEF Italia. The training course is the first in Italy to build a dialogue between the discipline of architecture and the protection and promotion of children and adolescents’ rights. The course was offered to the university’s students and was structured as two modules. In a series of training seminars, the first module, Teaching Activity, addressed the design of spaces for children and adolescents while looking closely at good practices and case studies. The second module, Application Activity, was a practical laboratory which guided students in a participatory process of planning. The students experimented with reading and planning a specific context in which they live, using specially structured tools and methods. The Child Friendly Architectures training course theorizes a way of thinking about the design of spaces for children and adolescents, taking into consideration their rights, and promoting the learning of tools, design techniques and new technologies. The competences involved in participatory planning—which can be learned—strengthen team work through important networking and listening opportunities. This helps young people to develop a critical awareness of children and adolescents’ rights, and the quality of the spaces dedicated to them.
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Vu, Kim-Phuong L., Chi-Ah Chun, Keisha Chin Goosby, Young-Hee Cho, Jesse Dillon, and Panadda Marayong. "Preparing Undergraduate Students for Summer Research Experiences and Graduate School Applications in a Pandemic Environment: Development and Implementation of Online Modules." In Lecture Notes in Computer Science, 156–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78361-7_13.

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Azukas, M. Elizabeth, and Jason R. Kluk. "Simulated Teaching: An Exploration of Virtual Classroom Simulation for Pre-service Teachers During the COVID-19 Pandemic." In Global Perspectives on Educational Innovations for Emergency Situations, 57–65. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_6.

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AbstractThe COVID-19 pandemic complicated the field experience component of teacher preparation because of K-12 school closures. To address these challenges, South Mountain University adopted a virtual classroom simulation, simSchool, in which students take on the role of teachers and interact with virtual students. The purpose of this self-study was to explore both the teacher and student perspectives in the initial implementation of simSchool in a secondary education methods course. Data collected for the study include simSchool performance reports, professor and student journals, student reflections, and student focus groups. Findings indicated that students required a more comprehensive introduction to and rationale for the use of the virtual simulation, more chunking of the training materials, and additional debriefing time after each of the modules. Students needed perseverance and resilience to make the sim work meaningful and had to be open to receiving feedback. Technology was initially a barrier but became less so as students spent more time in the sim. Ultimately the students perceived the sim as beneficial to their growth and development as teachers.
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Torremorell, Maria Carme Boqué, Montserrat Alguacil de Nicolás, and Mercè Pañellas Valls. "Integrated Design of Basic Training, Practicum and End-of-Course Assignment Modules in the Teacher Training Degree: Perception of University Teachers, Students, and School Teachers." In Communications in Computer and Information Science, 654–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13166-0_91.

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, and Dieter Dohmen. "Four Models of Higher Education in 2030." In Higher Education Landscape 2030, 25–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_3.

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Abstract This chapter provides four models of higher education for the year 2030, namely the Tamagotchi, Jenga, Lego Set, and Transformer models. The Tamagotchi model represents the classic approach to higher education, starting right after secondary school and leading up to a bachelor’s or master’s degree and then transitioning into employment, finishing the path of higher education. The Jenga model, while similar to Tamagotchi, appeals to nontraditional students because of its shorter learning span and focuses on later phases of self-learning and -organization. The Lego Set model is fittingly named after the individually combined modules of different sizes, making for a self-reliant and non-standardized learning path rather than one compact unit. The Transformer model represents learners whose initial phase of education may have long passed, but who return to higher education to acquire new basic knowledge or upskill their formal education. It relies on the idea that everyone must have opportunities to leave their current professional paths and change course.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Bağcı, Cahit. "The Impacts of Online Education on Ecology of Learning and Social Learning Processes." In Educational Theory in the 21st Century, 51–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_3.

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AbstractDevelopments in the IT sector and technological advancements around the world have forced educational systems to also change accordingly. Radically affecting the usual flow and order of economic and social life around the world, the global COVID-19 pandemic and social isolation have generated rapid changes. The ongoing process has revealed no previous preparations to have occurred or principles to have been designed for dealing with unforeseen circumstances in terms of matters ranging from internet infrastructure to technological equipment, digital educational tools, access to content, education managers, educators, students, and parents, digital literacy, and social learning environments. A future remodeling of social learning processes, particularly the role of school, ecology, and models of learning is predicted. Education is expected to become a hybrid system composed of face-to-face and online learning processes paralleling one another, whereas teaching is predicted to take place over digital platforms through different modules and software programs. Evaluation, accreditation, and certification are fully expected to take place digitally. Schools will be reshaped with a functional mission in mind, paying special attention to behavior, ethics, consciousness, values, culture, civilization, history, art, and sports; the development of skills, socialization, group work, and teamwork; social and psychological development; and analytical thinking. Rather than engaging in theoretical discussions, this article will tackle the predomination of digitalization and the effect of online education policies and applications on social learning processes as well as the ecology of learning. This article will present solutions, analyzing these matters regarding their pedagogical as well as problematic dimensions.
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"Culturally Responsive Teaching for American Indian Students." In Pathways To Success in School, 116–33. Routledge, 1999. http://dx.doi.org/10.4324/9781410601438-13.

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Roth, Jeffrey C. "The Importance of Consultation in Supporting Bereaved Students." In Supporting Bereaved Students at School, 52–69. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190606893.003.0005.

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This chapter describes how models, concepts, and skills of consultation play an important role in supporting bereaved students. Consultation by school-based mental health providers is emphasized as a means of developing the knowledge and skills of teachers, administrators, staff, peers, and family caregivers to foster resilience and build capacity for early intervention, coping, and recovery through problem-solving processes and systems-level interventions. The availability of and access to consultation is examined. Such consultation can include indirect service to school and family caregivers, workshops and training modules with consultative follow-up, and use of the Internet and online interactive communities. Ways to overcome barriers are explored, including systems-level approaches that create opportunities for primary prevention and universal interventions that can reach many students and expand the capacity to support mental health.
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Conference papers on the topic "Modules- Indian school students"

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Fuehne, Joseph P., Julie Phillips, and Anji McKinney. "The Boiler Tech Challenge: A Fun Competition and Recruiting Tool for Engineering Technology Programs." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38967.

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Project Lead The Way, a pre-engineering curriculum for secondary students, has gained in popularity and importance at secondary institutions in the Region 9 workforce area in south central Indiana. The Purdue College of Technology in Columbus, Indiana stands to benefit from this effort by attracting these students to its programs, which have been enrollment-challenged in recent years. One possible recruiting tool instituted by the College of Technology in Columbus is the “Boiler Tech Challenge” for Project Lead the Way students throughout the region. Nearly 200 students from high schools around the region assembled at the Purdue College of Technology site in Columbus. There were teams of 4 students who needed to solve one of five possible challenges. With a space theme, the teams needed to design and build a space station tower to withstand a certain weight, build and assemble a spacesuit for one of the team members to wear, use a CAD tool to design a space station, design and build a pneumatic lift system to assist in the production of hydroponic vegetables in the space station, and design and build a carbon dioxide scrubber/filter to clean the air on a command module. This last challenge is similar to the situation encountered by the astronauts of Apollo 13. A maximum of 10 teams (no more than 4 team members per team) do each challenge and are given two hours to complete the challenge. Prizes are given to the winners. Other sessions throughout the day-long event include information sessions about the College of Technology in Columbus, a presentation by an engineer associated with the space program, and lunch. This work provides more details about the event and includes survey results of the participants. The initial event brought approximately 160 high school students to the Purdue College of Technology campus in Columbus and was a great recruiting tool.
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Bisht, Aanchal, Shreya Vashisth, Muskan Gupta, and Ena Jain. "Stress Prediction in Indian School Students Using Machine Learning." In 2022 3rd International Conference on Intelligent Engineering and Management (ICIEM). IEEE, 2022. http://dx.doi.org/10.1109/iciem54221.2022.9853200.

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Peker, Yesem, Lydia Ray, and Stephanie da Silva. "Online Cybersecurity Awareness Modules for College and High School Students." In 2018 National Cyber Summit (NCS). IEEE, 2018. http://dx.doi.org/10.1109/ncs.2018.00009.

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Palupi, Indah Nur, Lilik Bintartik, and Arda Purnama Putra. "Development of Guided Inquiry-Based Science Modules for Elementary School Students." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.053.

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Halder, Pradipta. "A Structural Equation Modeling to explain school students' intentions to use bioenergy: An Indian case." In 2016 International Conference on Energy Efficient Technologies for Sustainability (ICEETS). IEEE, 2016. http://dx.doi.org/10.1109/iceets.2016.7582924.

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Singh, Dr Rajni. "TEACHING ORAL PRESENTATION SKILLS TO PETROLEUM ENGINEERING STUDENTS AT INDIAN SCHOOL OF MINES: A STUDY." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312129.

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Kustija, Jaja, and Reni Oktadianingsih. "Creating E-Modules Basic Electricity And Electronic Courses Based On Wordpress For Vocational School Students." In 2021 3rd International Symposium on Material and Electrical Engineering Conference (ISMEE). IEEE, 2021. http://dx.doi.org/10.1109/ismee54273.2021.9774144.

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Parabhoi, Lambodara, and Neetu Kumari. "Awareness and Use of Academic Social Networking Sites by Faculty and Students of Indian Institute of Technology (Indian School of Mines), Dhanbad : A Case Study." In 2018 5th International Symposium on Emerging Trends and Technologies in Libraries and Information Services (ETTLIS). IEEE, 2018. http://dx.doi.org/10.1109/ettlis.2018.8485201.

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Santoso, Harry B., Russell Weeks, Oenardi Lawanto, Stephanie Kawamura, and Jens Trauntvein. "Computer self-efficacy, cognitive, and metacognitive strategies of high school students while engaged in interactive learning modules." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685078.

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Fiteriani, Ida, Happy Komikesari, Yulia Sabita, Baharudin, Henita Rahmayanti, Ilmi Zajuli Ichsan, and Maricar H. Sison. "E-Modules with flip builder based on natural science process skills for Islamic elementary school students (Madrasah Ibtidaiyah)." In IWOSP 2021, INTERNATIONAL WORKSHOP ON STATISTICAL PHYSICS. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0141398.

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Reports on the topic "Modules- Indian school students"

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Mathur, Chhavi, Sara Ahmed, Aakriti Parasha, Darab Nagarwalla, Sanskriti Menon, Bhageerath Swaraj, Rifa Meddapil, et al. Development of Water Classrooms for Middle School Students. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1206.2023.

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Water, recognised by United Nations’ Sustainable Development Goal 6, is essential to sustain all life. It intersects with various aspects of our civilisation, heritage, health, and survival. In this project, we developed pedagogical tools using place-based, multidisciplinary, imaginal, and interactive content for middle school students. The expected outcome of this pedagogy is to equip students with knowledge and core competencies such as critical transdisciplinary analysis, systems thinking, and collaborative decision-making that are essential to reimagine just, resilient, and equitable water futures. We called this curriculum the “Water Classrooms”. The core partners in this work included Living Waters Museum, Centre for Water Research, Science Activity Centre at Indian Institute of Science Education and Research (IISER Pune), and the Centre for Environment Education (Pune).
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Jurecka, Kathleen, and Stacey Lyle. Bridging the Gap: Connecting High School Students to Advanced STEM Education through Online Learning Modules. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317452.

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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Cordero, Eugene, and Kiana Luong. Promoting Interest in Transportation Careers Among Young Women. Mineta Transportation Institute, November 2021. http://dx.doi.org/10.31979/mti.2021.2028.

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Transportation remains the largest source of U.S.-based carbon emissions, and reducing emissions from this source continues to challenge experts. Addressing challenging problems requires diverse modes of thinking—and at present the transportation workforce is not diverse in terms of gender, with women occupying only about 14% of the transportation workforce. This research developed and tested a school-based intervention that uses pro-environmental framing and exposure to women transportation role models to help attract more women to transportation careers. To investigate the efficacy of the intervention, the research team studied control and treatment groups of university students using pre- and post-surveys to measure changes in student understanding and interest in transportation fields and careers. Students in both groups were enrolled in a climate change course, and students in the treatment group completed an additional transportation learning module designed to stimulate interest in transportation careers. The results showed that by the end of the semester, student awareness that the transportation industry can provide green and sustainable careers increased by 39.7% in the treatment group compared to no change in the control group. In addition, student openness to working in a transportation related career increased by 17.5% for females in the treatment group compared to no change in the male treatment group and no change in the control group. Given the success of this intervention, similar educational modules at various educational levels could increase the number of women working in transportation. Should such approaches be successful, society will be better prepared to respond to environmental challenges like climate change.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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Defining Computational Thinking for a District: Inclusive Computing Pathways in Indian Prairie School District. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/131.

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This district overview highlights the work Indian Prairie School District (IPSD) did over the course of three years to plan, build, and implement computing pathways. IPSD is a suburban school district serving 28,000 students in the Naperville, Aurora, Bolingbrook, and Plainfield communities outside of Chicago. As a member of Digital Promise’s League of Innovative Schools, IPSD applied to participate in the National Science Foundation-funded Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools (CT Pathways) project to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. Specifically, IPSD set an equity goal of focusing on a cluster of 5 Title I elementary schools within the district; IPSD sought to increase computing opportunities within these schools to ensure that computing was not only occurring in specific schools or parts of the district but rather reaching all students in the district.
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