Relevant bibliographies by topics / School experience

Academic literature on the topic 'School experience'

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Published: 4 June 2021
Last updated: 7 July 2024

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Journal articles on the topic "School experience"

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Aulia, Farah. "Bullying experience in primary school children." SCHOULID: Indonesian Journal of School Counseling 1, no. 1 (December 31, 2016): 28. http://dx.doi.org/10.23916/schoulid.v1i1.37.28-32.

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Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnaires associated with feelings and experiences of bullying in schools both as perpetrators and victims. The result showed that students feel negative emotions associated with bullying at school and most children experience bullying at school with a variety of forms, ranging from physical, verbal and relational from peers at school. These findings have implications related to the effort to do the school to help students cope with the impact of bullying experienced.
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Green, Annette, and Erica Smith. "Foot in both camps." Australian and International Journal of Rural Education 12, no. 2 (July 1, 2002): 15–24. http://dx.doi.org/10.47381/aijre.v12i2.485.

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It is now uncommon for young people to leave school without having had experience in workplaces. Sometimes such experience is arranged by schools - through work experience, structured work placements or other programs. Increasingly young people are also getting workplace experience as part-time student workers. This experience may be quite extensive. A research project funded by the National Research and Evaluation Committee has been examining the different types of learning experienced by students in thedifferent modes of experiencing the workplace. The project also examined the question of whether certain students find access to such experiences more difficult than others do. These question are of vital importance because workplace experience assists young people in their transition from school to full-time work; and also because the foundations for lifelong learning through work may beset down in early workplace experiences. It is therefore essential to have some understanding of the nature, extent and methods of workplace learning for school students. This paper presents the findings related to the extentand nature of school students' learning in the workplace, a significant proportion of the project.
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Kurth, Jennifer A., Hailey Love, and Jody Pirtle. "Parent Perspectives of Their Involvement in IEP Development for Children With Autism." Focus on Autism and Other Developmental Disabilities 35, no. 1 (April 17, 2019): 36–46. http://dx.doi.org/10.1177/1088357619842858.

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The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.
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Elizabeth Akinyi Owino, HEZBORN NELLY KODERO, and ROSE RUTO KORIR. "EFFECT OF PRESCHOOL TEACHERS EXPERIENCE ON STRATEGIES TO SCAFFOLD SOCIOEMOTIONAL COMPETENCE AMONG PRESCHOOL CHILDREN." Kabarak Journal of Research & Innovation 5, no. 1 (October 22, 2017): 56–66. http://dx.doi.org/10.58216/kjri.v5i1.47.

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The learning process, mental health and well-being of children in the future are founded on their Pre-school experiences. Focal to this is the children’s Socio-Emotional Competencies (SEC) which help them recognize, understand and appropriately express their emotions as well as identify and appreciate others’ emotional expression. Children with poor SEC end up with deprived overall life outcomes. This paper examines the effect of pre-school teachers’ experience on the strategies they use to scaffold SEC in children. Teachers’ experience was categorized into: novice; fairly experienced and experienced while socio-emotional competence was examined in four areas including self-awareness, relationship management, social awareness and self-management. Using a mixed method research design 98 private and public pre-schools were sampled; 301 pre-school teachers purposively selected; 6 pre-school teachers interviewed and 2 pre-school classrooms observed. Data was collected using questionnaires, observation checklist and interview schedules. Results revealed a significant effect of pre-school teachers experience on strategies used to scaffold SEC in children at a p value = 0.003; with teachers’ strategies to scaffold SEC among children improving with experience. The identified strategies for experienced teachers were that they showed concern for one another as well as taking keen interest in the children’s individual differences. The study concluded that pre-school teachers’ experience influence scaffolding strategies to children’s SEC. The study recommends that efforts be made to control high turnover of pre-school teachers. Professional development and continuing education that focuses on non-cognitive skills in children should be encouraged among all pre-school teachers.
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Mahlangu, Pinky, Esnat Chirwa, Mercilene Machisa, Yandisa Sikweyiya, Nwabisa Shai, and Rachel Jewkes. "Prevalence and factors associated with experience of corporal punishment in public schools in South Africa." PLOS ONE 16, no. 8 (August 12, 2021): e0254503. http://dx.doi.org/10.1371/journal.pone.0254503.

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Background Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school. Method 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners’ experience of CP at school. Results About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner’s mental health, directly associated with misbehavior. Conclusion CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.
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Akande, O. K., L. C, Obi George, D. O. Adeoye, O. A. Obakin, and E. M. ,Anikor. "TOWARDS ENHANCING POST-PRIMARY SCHOOL STUDENTS' LEARNING EXPERIENCE: THE CASE FOR NIGERIAN SCHOOL LANDSCAPE ENVIRONMENT." Journal of Research in Architecture & Planning 33, no. 1 (June 25, 2023): 1–16. http://dx.doi.org/10.53700/jrap3312023_1.

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Landscape elements have significant importance in school designs due to the contributions they can make to students' learning experience and well-being. Learning in an aesthetically pleasing environment has been established to add value to the learners’ experience as well as enhance their sense of well-being. In Nigeria, several public secondary schools mostly lack adequate landscape elements, which has caused a major strain on students' learning experiences and staff's productivity. This research explored the landscape environments of selected public secondary schools in Nigeria with a view to bringing to light the potential and value that landscape can add to the learning experience and wellbeing of the students. To investigate the precise roles of landscape components in enhancing student learning experiences, public secondary schools in Ilorin, Nigeria, were randomly selected for the study. Primary data was collected through questionnaires, case studies, and observation schedules. Findings reveal poor design quality in nature, with the result showing that the majority of public secondary schools were poorly landscaped. The study concludes that most students attending public schools in Nigeria are deprived of learning environments connected with nature's aesthetics and qualities. It recommends a holistic approach to public school management that goes beyond establishing schools and providing needed buildings but should give importance to good school landscaping to enhance not just the students’ learning experience but also the learners’ health and well-being, as well as nurture their ability to appreciate the beauty of nature right from school age. Keywords: Landscape Elements, Landscape Environment, Landscape Management, Post-Primary School, Physical Environment, School Environment
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Kustanti, Erin Ratna. "Bullying Experience in Elementary School Students." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1507–17. http://dx.doi.org/10.37200/ijpr/v24i1/pr200248.

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Handy, Teresa Leary, and Derrick Robinson. "A Group of Our Own." Journal of African American Women and Girls in Education 2, no. 1 (May 31, 2022): 8–26. http://dx.doi.org/10.21423/jaawge-v2i1a78.

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The schooling experience of Black girls in private schools is complex and nuanced. To explain this unique experience, a composite narrative was written by the first researcher based on the lived experiences of 12 Black female graduates of private schools. The composite narrative design entailed conducting semi-structured interviews. The criterion-based sample gathered using the snowball method included 12 participants who identified as Black female graduates of prekindergarten through grade 12 education (P-12) private schools in the United States. The literature suggests that Black female students need specific support in the school community, a critically conscious school culture, a strong school–home connection, a diverse faculty, and a culturally responsive curriculum that reinforces their identity to ensure a positive learning experience. Through exploration of the racialized schooling experience Black female students have in the classroom, the first author identified what racial cognitive dissonance, resilience, and resistance look like in these students. In consideration of participants’ academic experiences, the researcher explored what role a sense of belonging, support systems, and institutional connections had in their schooling experience. Private schools can use these findings as guidance not only to recruit students, but also to determine what they need to do to retain students and ensure their alumni return as future parents or donors. Finally, private schools that work to create a critically conscious school culture can craft positive learning experiences that produce confident students who feel seen in their school community.
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Shin, Eunyoung. "The Relationship between Early Adolescence School Violence Victimization, Peer Relationships, and the Moderating Effect of School Transfer Experience." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 19 (October 15, 2023): 149–58. http://dx.doi.org/10.22251/jlcci.2023.23.19.149.

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Objectives This study examines the relationship between early adolescence school violence victimization, peer relationships, and the moderating effect of school transfer experience. Methods Using panel data from the Korean Educational Development Institute's ongoing Korean Education Longitudinal Study, which has been conducted since 2013, we conducted an analysis of school violence victim-ization experiences, peer relationships, and transfer experiences from elementary 5th grade to high school graduation. For data preprocessing and identifying transfer experiences, we utilized SPSS 27, while for examining moderation effects (multigroup analysis) using structural equation modeling, we employed Mplus 8.3. Results Firstly, experiences of school violence during early adolescence have a negative impact on subsequent peer relationships during the adolescent period. Secondly, transfer experiences moderate the effects of school violence victimization during early adolescence on later peer relationships in adolescence. Conclusions Experiencing school violence during early adolescence had a negative impact on the formation of peer relationships during subsequent schooling. However, it was found that when students transfered schools and joined a new peer group, they experienced less difficulty in forming peer relationships. Therefore, policy alter-natives that allow school violence victims to choose school transfers are needed.
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Roede, Katy M., and John R. Slate. "Principal Experience and Texas Elementary School Accountability Ratings: A Statewide Investigation." Research and Advances in Education 2, no. 2 (February 2023): 39–47. http://dx.doi.org/10.56397/rae.2023.02.05.

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In this statewide, multiyear analysis, the extent to which differences were present in school accountability ratings of elementary schools by principal experience was determined. Specifically examined was the relationship of principals’ years of experience and the accountability ratings of elementary schools in the 2017-2018 and 2018-2019 school years. Inferential statistical analyses revealed the presence of statistically significant differences in school accountability ratings as a function of the principals’ years of experience. In every instance, schools that were led by Inexperienced or Moderately Experienced principals were outperformed by schools led by Experienced principals. Considering the growing numbers of principals who are leaving the profession and the greater emphasis on meeting state and federal accountability measures, these findings are of great concern. Implications of these findings and recommendations for future research are discussed.
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Dissertations / Theses on the topic "School experience"

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Price, Suzanne Phillips. "The black student medical school experience /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106299x.

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Thesis (Ed.D)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (p. 113-117).
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Tate, Monique. "Investigating How Families Experience School Criminalization." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2695.

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Public school students across the United States have been criminalized for minor youth behavior issues such as truancy, defiance, and minor fighting incidents. The presence of law enforcement is expanding in school spaces, increasing the likelihood of young students facing court systems for minor offenses. Criminalization of students is counterproductive considering schools are designed to promote student growth and development. Little is known about how students and parents experience school criminalization. The purpose of this multi-case study, based on Freire's conceptual framework of critical consciousness, was to investigate how a small group of families experienced school criminalization. Three families of youths who had been criminalized for minor school offences were recruited using community partners as referral sources. Interviews were conducted with parents using a semi-structured protocol, and data were also obtained from school and court records provided by parents. Data were triangulated, summarized as case descriptions, member checked, and then cross-theme analyzed based on Gibbs and Taylor's approach for emergent themes. Study results demonstrated that these families felt trapped between two institutions and experienced fear and frustration trying to deal with both systems. Participants also recommended ways parents and schools might improve discipline for minor offences. This study will influence social change by informing school and juvenile justice discipline policy reform about working with two systems in managing student behavior concerns. In addition, the interview protocol can be used by human services professionals to help improve understanding of clients faced with school criminalization issues.
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McQuillan, Paul, and res cand@acu edu au. "The “limit” experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of “limit experience” among some Catholic High School students in their final year at selected secondary colleges in Brisbane. “Limit” experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life.” The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term “religious”, although individuals might indeed interpret them as “religious”. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a “limit” experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of “limit” experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for “spiritual sensitivity” and the context of “relational consciousness”, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
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House, Valerie. "School to work transition experience of Year 12 school leavers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/990.

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As a consequence of increased retention rates in post compulsory schooling, educational systems have attempted to expand their curricular offerings. The aims of this study were twofold. The first was to examine a process of transition from school to work and the second considered the implications for improvement of the post compulsory school curriculum in facilitating transition. A semi structured, open ended interview was developed to gain information about the transition experience of seven Year 12 students. Interviews, recorded by audio tape, and the coded transcripts were the major data source. Results indicated that students coped well with the transition from school to work, enjoying the increased responsibilities and being treated as grown up by employers and parents. Part time work, school based work experience, and through Work Studies learning job search skills, self-responsibility and self-confidence were seen as of value. This suggests post compulsory education should make learning relevant to students by linking work based learning with classroom education and creating educational pathways that prepare all students to navigate their way through the changing job market.
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Parker, Jeanne D. "The African-American student experience in the independent school /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168262.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).
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Hartline, Stephanie Kane. "The H.G.A. experience an overview of Holy Guardian Angels School /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1988.
Source: Masters Abstracts International, Volume: 45-06, page: 2770. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaf 31).
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Leary, Riley. "Understanding the Hybrid High School Student Experience." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.

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Hybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.

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Trees, Sue. "Pre-school children s experience of place." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.

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The experience of place has been the subject of attention by researchers from a variety of disciplines. However, despite a growing interest in the geographies of children there have been very few empirical studies investigating pre-school children’s experience of place. To address this issue, this thesis seeks to gather understandings of this phenomenon that may inform educational research. This study investigates the individual experiences of place of 12 pre-school children in 3 locations - Durham City, England; Drumlithie a village in Aberdeenshire, Scotland, and Fraserburgh a town also in Aberdeenshire. The empirical work is set within an interpretive approach that is sensitive to the competencies of the children and which is in line with the author's philosophical assumptions. The strategies employed to generate data include an affective activity, research conversations, walking expeditions with cameras, semi-structured interviews and artwork. The theoretical framework for this research is based on an extensive inter-disciplinary review of the literature and is informed by ecological and developmental psychology theories and recent concepts of childhood. It assumes a holistic approach to understanding the complex, multifaceted concept of place as experienced by pre-school children who are themselves viewed as active learners and experts in their own lives. The analysis suggests that the pre-school children in this research experience place on highly personal and individual bases. It appears that the children employ the strategy of breaking a place down into component parts and use these components to structure their understandings. A tentative model is devised to show the workings of this process. The implications of the findings are discussed in relation to current understandings of pre-school children's learning, and suggestions are made for further research.
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stjernstrom, anna-karin. "Students´Experience of School Support in Dyslexia." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29293.

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The purpose of this study was to research the experience of support in school for five students with dyslexia. Based on the above, the type of support the students received was examined, their individual experience with their learning difficulties, digital technology and their views about themselves and their individual learning. The study was based on a special educational and socio-cultural perspective.Support in the form of individualized teaching of special educators or specialist teachers has been the method that has historically been used the longest and all students testified to such support in the earlier years. Recently, digital tools have begun to be used more and the studies conducted in this field show that the effect is positive.The study was conducted using qualitative method based on personal interviews of five students in age 14 and 15. The results of this study showed that a majority of the students were positive about the support they received in school for their dyslexic difficulties. The teacher was an important factor in having the dyslexic student’s learning to be most effective. It appears that support for their dyslexic difficulties can contribute to the students feeling more involved in the school, which leads to increased motivation. However, detailed requirements for implementation and support are required for digital learning support to work most effectively. The teacher and their competencies are of great importance when working with students with dyslexia related to the use of digital technology.The school is facing a dilemma as special support can be perceived as a stigma and at the same time it is the prerequisite for the student’s experience of inclusion at the school. It also became clear that several students experienced the level of technology support inadequate.In a future study, the school should review the organizational structure and the specialist teacher’s role as the one who has the key responsibility and assists in the implementation of digital tools in the continuous support for their students.
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TEPEDINO, CRISTINA AZEREDO LOPES. "SCHOOL, SOCIO-CULTURAL TRANSFORMATION THE EXPERIENCE OF THE STELLA MARIS SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10741@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Inserida no contexto dos estudos sobre diversidade cultural e educação, esta pesquisa focaliza o processo de mudança que o Colégio Stella Maris passou nos últimos anos. Esta instituição de ensino, uma tradicional escola confessional da cidade do Rio de Janeiro, ao longo dos seus 65 anos atendeu às classes média e alta do Rio de Janeiro. No ano 2000, devido a diferentes circunstâncias e a uma opção da congregação religiosa responsável pela escola, passou a atender prioritariamente à população de seu entorno geográfico, os moradores da favela do Vidigal. O objetivo central da investigação foi identificar as implicações da mudança de clientela na instituição escolar e na prática cotidiana dos professores e professoras. As principais estratégias utilizadas na pesquisa de campo foram: análise documental, observação e entrevistas com os principais atores. Na análise dos dados, especial atenção foi dada às implicações das questões estudadas à diversidade sociocultural na dinâmica pedagógica da escola.
The present research is inserted in the context of Cultural Diversity and Education studies and intends to focus on the changing process which the Colégio Stella Maris, in Rio de Janeiro has been through these last years. This teaching institution, a traditional and confessional school, educated Rio de Janeiro´s high and middle classes for 65 years. In 2000, the school experienced a transforming process, due to different circumstances and also to a choice made by the religious congregation responsible for the school. It began to assist primarily the low class population living in the neighborhood, the inhabitants of the Vidigal favela. The main purpose of this investigation was to identify the implications of this clientele change to the school itself and the differences in the teachers´ behaviour and in their pedagogical practices, not only theoretically but also when facing daily life problems. The strategies used in the field research were: document analysis, observation and interviews with the main subjects. In the data analysis, special attention was given to the implications of the studied questions to the social and cultural diversity in the pedagogical dynamic of the educational institution.
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Books on the topic "School experience"

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Billett, Stephen, Greer Johnson, Sue Thomas, Cheryl Sim, Stephen Hay, and Jill Ryan, eds. Experience of School Transitions. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0.

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Bitz, Michael, ed. The Charter School Experience. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3.

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Cookson, Peter W. Recent experience with urban school choice plans. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1997.

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Heiter, Celeste. American boarding schools: The American boarding school experience. 2nd ed. San Francisco, Calif: ThingsAsian Press, 2009.

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Tuah, Adi Badiozaman. School supervision: A Sarawak experience. Kuching, Sarawak: Persatuan Perkembangan Profesionalisme Pendidikan Sarawak, 2004.

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McWilliams, Alexandra I. School experience in teacher education. [s.l: The Author], 1989.

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Sweeney, Mary Ellen. Planning a charter school: One Colorado group's experience. Denver, CO: Angel Press, 1994.

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College, Westhill. Guidelines for school experience: College and school staff handbook. Birmingham: Westhill College, 1986.

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Lass, William E. A South Dakota Country School Experience. Mankato, MN: Minnesota Heritage Publishing, 2014.

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Ewing, Chalen. Childhood lost: The residential school experience. Saskatoon: Saskatchewan Indian Cultural Centre, 2001.

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Book chapters on the topic "School experience"

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King, Ronald. "Organisation and experience." In School and College, 173–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003296799-11.

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Fitzpatrick, Michael. "My Charter School Experience." In The Charter School Experience, 119–24. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_10.

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Fazio, Xavier, and Louis Volante. "Practicum/School Experience/Fieldwork." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_401-3.

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Fazio, Xavier, and Louis Volante. "Practicum/School Experience/Fieldwork." In Encyclopedia of Science Education, 764–66. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_401.

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Faerm, Steven. "The Design School Experience." In Introduction to Design Education, 68–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003049166-8.

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Belton, Curt. "A Canadian School Experience." In Schooling for Sustainable Development in Canada and the United States, 305–15. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4273-4_22.

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Johnson, Davon. "School in a Computer." In The Charter School Experience, 131–37. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_12.

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Smith, Barbara. "The DCCAS Experience." In A Charter School Principal’s Story, 105–9. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_24.

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Ng, Thomas. "Teaching in the City." In The Charter School Experience, 3–15. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_1.

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Richards, Tanisha. "Getting the Blend Right." In The Charter School Experience, 125–30. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_11.

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Conference papers on the topic "School experience"

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McMinn, Melissa, Igor Maksimov, Paora Mepham, Kirsten Price, Vanessa Madhar, and Lynne Brice. "School-Based Learning in Initial Teacher Education: An Authentic Partnership." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302006.

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While practicum experiences are a part of most initial teacher education programmes, Open Polytechnic | Te Pūkenga recognises successful entry into the profession lies in authentic partnerships between the initial teacher education provider and schools. Our programmes enable partner schools to contribute to the delivery of initial teacher education through school-based learning experiences, while enabling pre-service teachers to contribute to their school community. This partnership model is responsive to a strong sector drive to ensure beginning teachers enter the profession ‘work-ready’ with extensive practical experience alongside theoretical knowledge, and offers benefits to pre-service teachers and schools. This practice paper describes an authentic partner-driven co-construction of the development and delivery of a fundamental element of the new programmes. School-based learning experiences provide opportunities to observe and critique theoretical knowledge in authentic and situated practice.
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Lucia Marçal Mazza Sundefeld, Maria. "A successful experience of database employment." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03314.

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Dental School students usually take the biostatistics course for granted. In Brazil, some Schools of Dentistry do not offer Biostatistics as a course in the curriculum, but at the Dental School of Araçatuba, São Paulo State, Brazil, Biostatistics is a three-hour-per-week course. Objective: To motivate the students to learn Biostatistics by using the databases of different dental fields. Methodology: To teach Biostatistics using the databases of different fields of dentistry. After 2 years using dentistry databases, an opinion survey was applied to all professors and students from the 2nd through the last year. After 3 years, an opinion survey was applied to all professors. Result and Discussion: 88.8% of the students and 94.1% of the professors felt that it is very important to learn Biostatistics in a Dental School. In the last two years, the students have been asking for extra-class training positions at the Biostatistics section. Conclusion: This methodology makes learning easier and more interesting.
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L. Mari, J., S. Boyer, C. Laffont, and D. Sfez. "The IFP School Blended-Learning Experience." In 66th EAGE Conference & Exhibition. European Association of Geoscientists & Engineers, 2004. http://dx.doi.org/10.3997/2214-4609.201405679.

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Paz-Albo Prieto, Jesús, and Aránzazu Hervás Escobar. "THE ETWINNING EXPERIENCE: BEYOND SCHOOL CLASSROOMS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2445.

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Tsybrova, Irina Olegovna. "Project making experience in primary school." In VII International Research and Practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112620.

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Madanih, Rahmawati. "How inclusive schools work: an experience from Lazuardi Global Islamic school." In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.33.

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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15
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Allen, Thomas, Javier Cañada Pérez-Sala, Constantina Coureas, Grace Porter, Javier Sánchez Fernández, Estelle Schurer, Moisés Eugenio Batres Alvarenga, and Óscar Ernesto Rodríguez Flores. "Footbridge for the School of El Yomo in El Salvador." In Footbridge 2022 (Madrid): Creating Experience. Madrid, Spain: Asociación Española de Ingeniería Estructural, 2021. http://dx.doi.org/10.24904/footbridge2022.055.

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<p>The El Salvador Project is a student-led initiative born in 2001 at Imperial College London that provides simple and effective engineering solutions to rural communities in El Salvador. The projects are developed in close collaboration with the Salvadorian NGO REDES and the UK-based charity Engage for Development. This paper presents the work developed over the summer 2019, when a footbridge was constructed for the School of the community of El Yomo, in the town of Alegría. The footbridge was intended to restore the path connecting the main settlement with the local school, which heavy rainfall had eroded in the previous years forming an impassable ravine. The footbridge was designed as a 15 m long steel truss beam supported on masonry walls. The construction was a collective effort. The main challenges faced during construction were the unexpected conditions of the site, the unreliable supply of materials and the lack of means for excavation, lifting and auxiliary constructions. The success of the project relied considerably on the knowledge of the local workers. The involvement of the community helped develop a feeling of ownership over the project which has resulted in a strong commitment in its maintenance since the opening. The footbridge was enthusiastically inaugurated by the community and has provided the children of El Yomo with a safer and faster route to their school, based on a comprehensive risk management approach.</p>
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Nawaz, Muneebullah, Khaled Alsharif, Athar Hanif, and Qadeer Ahmed. "Efficient Electric School Bus Operations: Simulation-Based Auxiliary Load Analysis." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2024. http://dx.doi.org/10.4271/2024-01-2404.

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<div class="section abstract"><div class="htmlview paragraph">The study emphasizes transitioning school buses from diesel to electric to mitigate their environmental impact, addressing challenges like limited driving range through predictive models. This research introduces a comprehensive control-oriented model for estimating auxiliary loads in electric school buses. It begins by developing a transient thermal model capturing cabin behavior, divided into passenger and driver zones. Integrated with a control-oriented HVAC model, it estimates heating and cooling loads for desired cabin temperatures under various conditions. Real-world operational data from school bus specifications enhance the model’s practicality. The models are calibrated using experimental cabin-HVAC data, resulting in a remarkable overall Root Mean Square Error (RMSE) of 2.35°C and 1.88°C between experimental and simulated cabin temperatures. A lateral powertrain model has been developed that encompasses vehicle dynamics, electric machinery, transmission, and electrical loads, crucial for holistic analysis. The model also estimates the battery pack’s state-of-charge (SOC), vital for e-bus operations. The paper demonstrates the powertrain model with and without thermal load characterization to precisely estimate the battery SOC. This implies a foundational tool for thermal load management by accurately characterizing load peaks and enhancing the drive range through different control-oriented strategies. This research is pivotal for advancing sustainable transportation through optimized e-bus emissions, enhanced vehicle performance, and improved public transit quality.</div></div>
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Walters, Barbara, and Vicki Jones. "Middle school experience with visual programming environments." In 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond). IEEE, 2015. http://dx.doi.org/10.1109/blocks.2015.7369022.

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Reports on the topic "School experience"

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Gruber, Samuel H. The Bimini Research Experience for ONR Science High School Students. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada628274.

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Amdahl-Mason, Ameena. The Lived Experience of High School Policy Debate in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.531.

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Williams, Thomas, Caroline Erolin, and Muireann McMahon. Cell Survival Deluxe: School Version. University of Dundee, July 2023. http://dx.doi.org/10.20933/100001284.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. This Cell Survival Game has been adapted for use in the classroom and contains new and improved artwork. Accompanying videos and activity sheets complete the learning experience. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work). Accompanying videos and activity sheets (available at https://dx.doi.org/10.20933/100001270) complete the learning experience.
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Summers, Aeylin. Characteristics of Marginally Achieving Secondary Students and the Nature of their School Experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1383.

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Carlana, Michela, Gaia Gaudenzi, and Eliana La Ferrara. Italy: Tutoring Online Program (TOP): A Successful Gobal Experience. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005113.

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The "Tutoring Online Program" (TOP), launched in Italy in 2020, is an online educational reinforcement tutoring program that offered support to high school students affected by the pandemic. The program's inaugural edition took place between April and June of 2020, engaging 1,059 participants. Over the course of its four editions from 2020 to 2023, it has impacted nearly 3,000 middle school students. The sessions, lasting between 3 to 6 hours each week, were customized to meet the unique needs of each student and facilitated by volunteer university students. The evaluation of the program through a "Randomized Controlled Trial" (RCT) showed a significant increase in academic performance (0.26 SD) and improvements in socio-emotional skills and well-being. The impacts were particularly notable among students from low socioeconomic statuses and immigrant children.
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Frisancho, Verónica, Alejandro Herrera, and Eduardo Nakasone. Does Gender and Sexual Diversity Lead to Greater Conflict in the School? Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004451.

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This paper analyzes the relationship between the presence of LGBTQI students in the class-room and the prevalence of violence in the school setting. We rely on a representative sample of secondary schools in Uruguay and exploit variation in the share of LGBTQI students across classrooms to study how their presence affects the individual experience of violence. Our results show little support for the contact hypothesis: a larger share of LGBTQI students in the classroom has no impact on the individual experience of violence. On the contrary, a greater share of female LGBTQI students in the classroom is associated with greater psychological and physical violence among girls, irrespective of their gender identity or sexual orientation.
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Gortazar, Lúcas, Claudia Hupkau, and Antonio Roldan. Spain: A Succesful Experience of Remote Tutoring. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005077.

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In 2021, EsadeEcPol, in collaboration with the "Empieza Por Educar" Foundation (ExE), launched "Menttores", an online educational reinforcement program aimed at students from vulnerable backgrounds in response to the challenges posed by COVID-19. Over 8 weeks, 356 students aged 12-15 from 18 educational centers in Madrid and Catalonia benefited from three weekly tutoring sessions, each 50 minutes long, taught by paid-for, qualified math teachers who passed a rigorous selection and training process. Through a "Randomized Controlled Trial" (RCT), it was shown that the program achieved a significant increase in math grades, reduced the likelihood of repeating the school year, and additionally, fostered the aspirations and commitment of the students.
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Mboup, Massene. Perceptions of Students of Color About Their Experience in an Alternative High School: A Phenomenological Inquiry. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7334.

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Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic, and Carolina Méndez. COVID-19 Exodus: Parent preferences for public schools in Peru. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005095.

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In 2020 in Peru, the Ministry of Education (MINEDU), in response to the COVID-19 pandemic, organized a centralized assignment mechanism that allowed thousands of students at multiple levels of education to move from the private sector to the public sector due to an unprecedented rise in demand. Exploiting the randomness in the assignment of students to their new schools, we causally estimate which public school characteristics families that had decided to study in the private sector before COVID-19 value the most and how preferences for school attributes change after parents experience public schools. We find that families care about the distance to the assigned school and the relative academic and peer quality with respect to their school of origin. Parents weigh features such as distance to school and peer demographics differently when deciding whether or not to remain at the assigned school. These findings provide insights into how governments can strengthen the supply of public schooling.
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Frisancho, Verónica. Spillover Effects of Financial Education: The Impact of School-Based Programs on Parents. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004736.

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This paper studies whether school-based financial education has spillover effects from children to parents. Leveraging data from a large-scale experiment with public high schools in Peru and credit bureau records on the parents of the youth targeted, this study measures the impact of providing personal finance lessons during secondary school on parental financial behavior. Financial education lessons in the school yield limited average spillover effects, but lead to sizable effects on parental financial behavior within disadvantaged households. Among parents from poorer households, the treatment reduces default probability by 26%, increases credit scores by 5%, and increases current debt levels by 40%. The treatment has stronger effects among the parents of daughters, who experience a significant 6.7% increase in their credit score and a 28% reduction in their loan portfolio in arrears. Among the parents of boys, most of the spillover effects are muted.
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