Journal articles on the topic 'School experience'
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1
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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Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (May 17, 2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.
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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.
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Davidson, Josie. "Internship Experience." Australian and International Journal of Rural Education 21, no. 1 (March 1, 2011): 121–24. http://dx.doi.org/10.47381/aijre.v21i1.596.
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My name is Josie Davidson and I am in my final year of my double degree - Bachelor of Teaching (Secondary)/Bachelor of Arts at Charles Sturt University, Wagga Wagga. I have just completed my internship of 11 weeks, broken into a 5 week block in Term 2 and a 6 week block in Term 4, at Northern Plains High School. Northern Plains High school is located in the small rural town of Northern Plains in the Riverina Region of New South Wales. The 2006 census recorded the town of Northern Plains as having a population of just over 4000 and it is largely a farming and agricultural town. There are currently approximately 400 students enrolled at Northern Plains High School, which is less than it has been in previous years. The school believes this to be due to the drought, as opportunities for agriculture in the area have reduced and more families have moved away and so therefore student numbers have decreased. The school draws students from surrounding districts and is one of two schools in Northern Plains; the other is a private school. It has a well established reputation for sporting and academic excellence and contains special programs to cater for the needs of all students in the town and surrounding areas.
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McCullough, Ellen. "Project Experience." British Journal of Music Education 3, no. 2 (July 1986): 181–84. http://dx.doi.org/10.1017/s0265051700005325.
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Children, who otherwise would not have had music teachers, experienced music though ‘Project Experience’, a co-operative music education laboratory designed by the University of New Mexico Department of Music and the Albuquerque, New Mexico, Public School District. ‘Project Experience’ provided university music students with the opportunity to teach music to children prior to student teaching practice; raised the consciousness of parents, teachers, and students about the importance of music in the schools; and assisted in easing the pinch upon a school district forced to tighten its financial belt.
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Im, Myoung Hee. "A study on the demand for education to strengthen teaching competency in wide area innovation + school in Jeollabuk-do." Education Research Institute 21, no. 4 (November 30, 2023): 23–41. http://dx.doi.org/10.31352/jer.21.4.23.
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This study conducted a narrative study to reveal the experience and meaning of the growth and change of innovation schools of teachers working in wide-area innovation + schools. The Jeollabuk-do Office of Education selected five schools, including three elementary schools, one middle school, and one high school, for the purpose of researching and developing an innovative education base or a teacher curriculum based on true education. In this study, five teachers from the innovation department of these schools were selected as research participants, and in-depth interviews were conducted for each research participant. The analysis of the data was conducted with a narrative procedure proposed by Clandin and Connelly. The research question is, first, what are the various educational experiences experienced by innovation managers in the process of operating innovation schools? Second, what was the belief and empathy for the members in the operation of the innovative school? Third, what were the growth engines of innovative schools experienced by the innovation chiefs? And what are the things to overcome for the growth of innovative schools? This study is meaningful in providing measures and implications for the development of innovative schools based on the innovation education experience of the head of the innovation department.
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Butler, Jesse K., Ruth G. Kane, and Christopher E. Morshead. "“It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School." Urban Education 52, no. 7 (March 15, 2015): 889–916. http://dx.doi.org/10.1177/0042085915574530.
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White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to student voices through extended immersion in urban high schools enables teacher candidates to experience schools as uniquely situated spaces and disrupts the tendency to essentialize urban students and their schools.
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Cambria, Jenna. "Navigating Graduate School." International Journal of Adult Vocational Education and Technology 6, no. 4 (October 2015): 12–18. http://dx.doi.org/10.4018/ijavet.2015100102.
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Beginning graduate school can be an exciting experience; however, given the new social and intellectual experiences, there will be unique challenges that arise during your graduate program. Within this article, the author shares what was useful, helpful suggestions others have offered her, and pieces of advice she wishes she knew going in. In the author's experience, her lessons learned in graduate school fall under five main categories. These include planning for success, beginning a line of research, writing papers, focusing on learning during coursework, and becoming part of the academic community. In each of these sections she shares with you her experience, as well as the experiences of some peers, so you can learn from some who have already gone through this process. Many of these suggestions come from the author's experience preparing for an academic profession, but these suggestions can be stretched and edited to professional paths outside of academia as well.
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Nam, Mijoo, and Junghyo Kim. "A Qualitative Study on the Experience of Parental Involvement in Their Elementary School Children’s Remote Learning." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 21 (November 15, 2023): 665–86. http://dx.doi.org/10.22251/jlcci.2023.23.21.665.
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Objectives This study aims to research and find features of the experiences that the parents of elementary school students had in supporting their children’s remote classes.
Methods The phenomenological methodology was chosen by having in-depth research on what the parents had experienced while being involved in their children’s online classes and by turning it into a structure to define the meaning of the “experience.” For this study, ten primary caregivers of elementary school students in grades 3 and 4 who had experienced remote learning due to COVID-19 were selected as the research subject through criterion and snowball samplings.
Results Parents’ experiences with remote learning for elementary school students were categorized into two cases: the experience of direct involvement in and the adaptation process to remote learning. The experience of direct involvement was represented by an unprepared start to school and adapting to remote learning by parental struggles, “piling up of worries,” and a re-recognition of the school’s limitations and roles. The characteristics of parents' educational involvement in remote learning for their elementary school children are categorized into in-class support and out-of-class support. The in-class support is the role of a teaching assistant, whereas the out-of-class support is divided into academic support and non-academic support.
Conclusions Parents' direct experience of remote learning for elementary school children was bewilderment. However, through adaptation, it became an opportunity to rethink the roles of schools and parents. First, parents' educational involvement in distance learning for elementary school children was characterized by their role as learning facilitators in class. Second, the “cognitive involvement” of parents' educational engagement in remote learning for elementary school children increased slightly, suggesting that remote learning could potentially in-crease parents' “cognitive involvement.” Third, an intensification of “academic involvement,” in which parents were concerned about their children's “insufficient learning” and used tutoring to support early learning to get ahead. Lastly, in the out-of-class support, parents were “emotionally involved” by building “happy” time with their children, thus relieving stress.
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Vassallo, Jeannine, and Maria Pace. "Exploring Adolescents’ School Experience in Malta." Malta Journal of Education 4, no. 1 (May 5, 2024): 139–64. http://dx.doi.org/10.62695/qqhl8084.
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Adolescents who experience school as a nurturing and supportive environment have better educational outcomes, health and wellbeing (Currie et al., 2004; Rathmann et al., 2018; Coelho & Dell’Aglio, 2019; WHO, 2020). Hence, schools must consider their impact on adolescent wellbeing and development (Cefai et al., 2021). This paper delves into the school experience of secondary school students in Malta, specifically in Years 7, 9 and 11. It analyses some of the data collected as part of the 2022 Health Behaviour in School Children study (HBSC): school satisfaction and school-related pressure and stress, perceived academic performance, support from teachers and classmates; how these interrelate and whether they are underpinned by demographic factors (school year and biological sex). Keywords Adolescents, school satisfaction, school-related stress, schoolwork pressure, teacher support, classmate support, perceived academic performance
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Emerson, Matthew C. "Toward a Safe Archaeology Field School." Advances in Archaeological Practice 9, no. 1 (February 2021): 66–73. http://dx.doi.org/10.1017/aap.2020.44.
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AbstractArchaeology field schools provide unique opportunities for firsthand exposure, team-based learning, and pre-professional experience. A participant's decision to pursue a career in archaeology may reflect initial fieldwork group experiences and individual interactions with field school leaders and staff. Today, safety, security, and equity policies along with staff and operational procedures that support them are essential for instructing and inspiring all who wish to experience archaeological fieldwork. Drawing on three decades of field school participation and administration, the author describes specific examples of fieldwork learning contexts as well as insights into operating a safe, secure, and welcoming field school. Conclusions include general guidelines that are applicable and desirable for short-term, season-long, or special skills field schools.
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Kim, Na Yeong, and Kwang Byung Kim. "A Study on Approaches to Addressing Crises Experienced by Out-of-School Youth." Crisis and Emergency Management: Theory and Praxis 13, no. 6 (June 30, 2023): 31–37. http://dx.doi.org/10.14251/jscm.2023.6.31.
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This study focuses on the crises experienced by out-of-school youth, with attention to the recent increase in the number of out-of-school youth. Through a review of various previous studies, it was revealed that out-of-school youth not only experience psychological and emotional crises, but also addiction, delinquency, violence, and crises in the workplace. In order to address the crises experienced by out-of-school youth, the roles of the national and local government, educational authorities and schools, centers that support out-of-school youth, professionals, and local communities are presented. Based on this, it emphasizes the need for various collaborative support to overcome the crises that out-of-school youth may experience. Previous studies have not addressed the comprehensive crises experienced by out-of-school youth, and this study has significance and uniqueness in presenting various roles to address those crises.
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Kim, Sang-woo, and Ji-hyeon Kim. "The Relationship between the Victimized Experience and the Perpetrating Experience in School Violence among Middle School Students: The Longitudinal Mediation Effect of Perception of School Climate." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (November 15, 2022): 485–500. http://dx.doi.org/10.22251/jlcci.2022.22.21.485.
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Objectives This study selects the school violence victim experience, the perpetrator experience, and the perception of the school climate as major factors, and examines the longitudinal path from the middle school student's school violence victim experience to the perpetrator experience. Most of the studies so far have focused on cross-sectional studies, an aspect of simple change in the relationship between the victim experience and the perpetrator experience and the focus on personal factors. However, not only personal factors but also environmental factors are considered to be important factors in the experience of school violence victimization and the perpetrator experience. Therefore, in this study, the purpose of study was to examine the effect of school factors, in which students spend a relatively large amount of time, on school violence. To this end, we intend to verify the mediating effect of the school violence victimization experience leading to the school violence perpetrator experience through the perception of school climate through longitudinal study data. Methods For this purpose, data from 2013(middle school 1) to 2015(middle school 3) among panel 1 data of the Seoul Education Longitudinal Study 2010 were used. The total number of subjects was 2,411, and the data were analyzed using the autoregressive cross-delay model. Results The victimization experiences and perpetrating experiences of school violence at the previous point affects the victimization experiences and perpetrating experiences of school violence at the next point in time, respectively, and that the previous perception of school climate also affects the perception of next time. In addition, the victimization experience of school violence at the previous point (middle 1) affects the perception of the school climate at the next point (middle 2), and the perception of the school climate at the previous point (middle 2) affects the perpetrating experience of school violence at the next point (middle 3). In other words, the study confirmed that the perception of the school climate had a longitudinal mediating effect in the relationship between the victimization experience and the perpetrating experience. Conclusions These imply that the victimization experience of school violence at the previous point can lead to the perpetrating experience of school violence next time. Also, if a student perceives the school climate negatively in this path, the perpetrating experience of school violence in the future may increase.
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Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.
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The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual and aotonomous initiative of schools schools and the main prerequisite is the subject-linguistic competence of the CLIL teachers and the availability of subject materials in a foreign language. The reasons for the diversity of the subject-linguistic combination in the school, the ad-aptation of the CLIL models to the school type, the subject-language curriculum, the study group and the school situation are analysed. The concept of continuous education of teachers' colleges under the CLIL pro-gramme for teachers involved in the implementation of the cross-curricular approach is presented. Ensuring language/linguistic diversification through forms of correct application of a foreign language as the object of classical language education and as a language of instruction is seen as an advantage.
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Bertram-Troost, Gerdien, Inge Versteegt, Jacomijn van der Kooij, Inger van Nes, and Siebren Miedema. "Beyond the Split between Formal School Identity and Teachers’ Personal Worldviews: Towards an Inclusive (Christian) School Identity." Education Sciences 8, no. 4 (November 30, 2018): 208. http://dx.doi.org/10.3390/educsci8040208.
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Religious diversity within Dutch schools has greatly increased. We carried out an empirical study to offer insights into how secondary school teachers (try to) relate to the formal Protestant Christian identity of their school, the challenges they experience in relation to their own personal worldview, and the recommendations they have to overcome these challenges. In our qualitative study, we interviewed thirty-two teachers from eight different schools. In selecting the schools, we took into account the diversity of Protestant Christian secondary education in the Netherlands. The teachers teach different subjects in a variety of disciplines (languages, creative arts, sciences, et cetera). For many teachers, their personal worldview does not align neatly with the formal religious identity of the school. As a result, teachers experience challenges in relation to, for example, the act of daily worship and (Christian) celebrations. Teachers also experience tensions regarding the extent to which schools could or should be open towards (religious) others. Teachers’ advice, among other recommendations, is to create room for an open exchange of views, opinions, and experiences between teachers and principals. Some teachers recommend that their principal reconsider the formal Christian identity of the school and search for another, more inclusive school identity with which everyone involved can better identify.
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de Beaufort, Cunera M. C., Joep P. M. Derikx, Marijke E. Voskeuil, Josef Atay, Caroline F. Kuijper, Sjoerd A. de Beer, Justin R. de Jong, et al. "Children with an Anorectal Malformation Going to Primary School: The Parent’s Perspective." Children 10, no. 6 (May 24, 2023): 924. http://dx.doi.org/10.3390/children10060924.
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Background: Continence problems occur often in children with anorectal malformations (ARM). The aim of this study was to evaluate parental experiences with toilet facilities at Dutch primary schools and their experience with how schools deal with ARM children. Methods: This survey was developed in collaboration with the national patient advocacy group (PAG). Recruitment for participation was conducted by the PAG (email listing and social media) and one expertise center for ARM. Participants were parents of school-attending ARM children aged 3 to 12 years. Results: Sixty-one participants (31.9%) responded to the survey. The median age of the children was 7.0 years (IQR 5.0–9.0). Schools were often located in a village (63.9%) and encompassed 100–500 children (77.0%). In total, 14 parents (23.0%) experienced difficulties in finding a primary school. Experiences with the school were described as solely positive (37.7%), solely negative (9.8%), positive and negative (34.4%), and neither positive nor negative (16.4%). Regarding school toilet facilities, 65.6% of the toilets were reported clean and 78.7% were easily accessible. Conclusions: About 25% of parents reported difficulties in enrolling their children into primary school, and 45% reported negative experiences. This highlights the need for improved guidance and the optimization of education in schools when dealing with ARM children.
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English, Darlene, and Marilyn Marcontel. "A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting." Journal of School Nursing 17, no. 4 (August 2001): 213–17. http://dx.doi.org/10.1177/10598405010170040801.
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For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.
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Scogin, Stephen C., Christopher J. Kruger, Regan E. Jekkals, and Chelsea Steinfeldt. "Learning by Experience in a Standardized Testing Culture." Journal of Experiential Education 40, no. 1 (January 12, 2017): 39–57. http://dx.doi.org/10.1177/1053825916685737.
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Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students with opportunities to connect content with authentic experiences at the middle school level. Using a convergent-parallel mixed methods design, researchers investigated the program and discovered (a) students in the experiential program perceived school as more enjoyable, (b) learning to successfully collaborate was a key factor leading to positive experiences for students, (c) students showed evidence of noncognitive skill growth, and (d) students in the experiential program progressed appropriately on standardized tests and did not differ significantly from their counterparts in traditional classes.
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Beran, Tanya, and Qing Li. "The Relationship between Cyberbullying and School Bullying." Journal of Student Wellbeing 1, no. 2 (January 31, 2008): 16. http://dx.doi.org/10.21913/jsw.v1i2.172.
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Many children are likely to experience aggression in their relationships with schoolmates. With the advent of modern forms of communication, children are now able to harass their peers with mobile phones and e-mails, a behaviour known as cyberbullying. To determine the relationship between school bullying and cyberbullying, 432 students from grades 7–9 in Canadian schools were surveyed about their experiences of bullying. The results indicated that students who were bullied in cyberspace were also likely to bully their peers in cyberspace (r = 0.46, p < 0.001) and be bullied at school (56%). In addition, students who were bullied in cyberspace only, and students bullied both in cyberspace and at school, experienced difficulties at school such as low marks, poor concentration, and absenteeism. These results suggest that bullying that occurs either at or outside school can have an impact on school learning.
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Shintaku, Hazuki, Hiromi Kawasaki, Satoko Yamasaki, Yoshihiro Murata, Luoming Huang, and Masayuki Kakehashi. "Investigation of the Relationship Between Disaster Experiences and Disaster Measures: Potential for Specific Measures Against Disasters." Prehospital and Disaster Medicine 34, s1 (May 2019): s143. http://dx.doi.org/10.1017/s1049023x19003170.
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Introduction:Japan is known worldwide as an earthquake-prone country, and large-scale landslide disasters have occurred frequently in recent years. Early preparation is essential for taking precise action in case of an emergency. People with disaster experience are often discussed in the importance of evacuation drills. However, most people have no disaster experience, so awareness of disaster countermeasures is desirable for non-experienced people.Aim:To clarify the concerns of non-experienced people and consider how to strengthen disaster measures as an evacuation drill host or educator.Methods:From February to March 2018, we enrolled teachers and parents whose children attend Hiroshima City Elementary School. Based on disaster experiences, we divided them into two groups, non-experienced and experienced, and a comparison of measures was performed between them. We used SPSS ver.22 and did a chi-square test.Results:There were 1,702 valid responses (145 teachers and 1,557 parents); 1,406 were non-experienced, and 289 were experienced. The issues both groups were most concerned about were “children’s safety at school” (non-experienced 61.7%, experienced 57.3%), “securing food and drink at school” (39.0%, 3.3.9%), “acceptance and distribution of relief supplies” (28.1%, 2.6.6%), and “resident evacuation” (25.4%, 2.4.0%). The experienced were most concerned with “children’s mental care” (60.2%), and the non-experienced were most concerned with “children’s safety at school” (61.7%).Discussion:Regardless of experience, parents tend to be deeply concerned about all things pertaining to their children. Physical safety, as well as psychological needs, were of high importance. For non-experienced, we should develop interest by focusing on children’s needs when writing manuals for disaster measures and evacuation drills. Therefore, future projects to strengthen awareness of disaster prevention for the non-experienced should focus on three key issues: “step-by-step approaches for children,” “physiological needs,” and “safety of schools and shelters.”
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Kruglov, Vladimir. "Experience of Soviet school." Rossiiskaia istoriia, no. 6 (2020): 174. http://dx.doi.org/10.31857/s086956870012948-3.
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Hiesinger, Meg. "A Field School Experience." Anthropology News 42, no. 4 (April 2001): 36. http://dx.doi.org/10.1111/an.2001.42.4.36.
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Spring, Lizzie, and Nick Duffell. "The Boarding School Experience." Self & Society 19, no. 3 (May 1991): 2–11. http://dx.doi.org/10.1080/03060497.1991.11085173.
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Repetto, Jeanne B., Susan P. McGorray, Hua Wang, Mary Podmostko, W. Drew Andrews, Joyce Lubbers, and Sheila Gritz. "The High School Experience." Career Development for Exceptional Individuals 34, no. 3 (July 22, 2011): 142–52. http://dx.doi.org/10.1177/0885728811414699.
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Janumpally, Ravi. "The Boarding School Experience." Imagine 6, no. 4 (1999): 19. http://dx.doi.org/10.1353/imag.2003.0219.
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Sakolsatayadorn, Piyasakol. "Experience before Medical School." Journal of the Royal Society of Medicine 94, no. 6 (June 2001): 317–18. http://dx.doi.org/10.1177/014107680109400634.
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Alalawi, Fakhriya, Hind Alnour, Amna Al Hadari, and Mona Al Rukhaimi. "Renal school: Dubai experience." Saudi Journal of Kidney Diseases and Transplantation 24, no. 2 (2013): 379. http://dx.doi.org/10.4103/1319-2442.109612.
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Anderman, Eric M. "The Middle School Experience." Journal of Learning Disabilities 31, no. 2 (March 1998): 128–38. http://dx.doi.org/10.1177/002221949803100203.
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Kim, Yang Ja. "A study on communication characteristics experienced by parents in innovation elementary school." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (June 30, 2022): 711–35. http://dx.doi.org/10.22251/jlcci.2022.22.12.711.
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Objectives The purpose of this study is to explore the characteristics of communication experienced by parents in order to find the possibility of rational communication in innovation elementary schools.
Methods This study used a case study method and analyzed how parents of Deulkkot Elementary School, an innovation plus school, experienced communication with teachers. Seven parents were interviewed in-depth with semi-structured questionnaires on experience in innovative schools, communication experience with homeroom teachers, communication experience in school management, general conversation, and school participation consciousness. The collected data were derived from three topics and six categories by applying sequential and cyclical method of Merriam(2009).
Results First, Deulkkot Elementary School strived for reasonable communication between teachers and parents through online and offline information opening and sharing, participation in equal relationships, and bottom-up communication. Second, the teacher tried to communicate with parents with truthfulness through an unauthorized attitude, a mind of consideration and respect, and a reasonable explanation. Third, parents actively supported schools and teachers through expectations for schools, understanding of schools, and mutual exchange activities between parents. The limitations revealed in rational communication were the inconvenience and disappointment that parents felt from some teachers, and internal confrontation and dissatisfaction in parent interaction.
Conclusions In order to realize a democratic autonomous community through rational communication in innovative schools, efforts such as the appropriate size of schools that can communicate, sincere attitudes of teacher, parents' communication skills through parent training, and participation of graduated parents in schools are necessary.
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Kim, Yang Ja. "A study on communication characteristics experienced by parents in innovation elementary school." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (June 30, 2022): 723–47. http://dx.doi.org/10.22251/jlcci.2022.22.12.723.
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Objectives The purpose of this study is to explore the characteristics of communication experienced by parents in order to find the possibility of rational communication in innovation elementary schools.
Methods This study used a case study method and analyzed how parents of Deulkkot Elementary School, an innovation plus school, experienced communication with teachers. Seven parents were interviewed in-depth with semi-structured questionnaires on experience in innovative schools, communication experience with homeroom teachers, communication experience in school management, general conversation, and school participation consciousness. The collected data were derived from three topics and six categories by applying sequential and cyclical method of Merriam(2009).
Results First, Deulkkot Elementary School strived for reasonable communication between teachers and parents through online and offline information opening and sharing, participation in equal relationships, and bottom-up communication. Second, the teacher tried to communicate with parents with truthfulness through an unauthorized attitude, a mind of consideration and respect, and a reasonable explanation. Third, parents actively supported schools and teachers through expectations for schools, understanding of schools, and mutual exchange activities between parents. The limitations revealed in rational communication were the inconvenience and disappointment that parents felt from some teachers, and internal confrontation and dissatisfaction in parent interaction.
Conclusions In order to realize a democratic autonomous community through rational communication in innovative schools, efforts such as the appropriate size of schools that can communicate, sincere attitudes of teacher, parents' communication skills through parent training, and participation of graduated parents in schools are necessary.
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Mutale Mulenga, Innocent, and Katongo Bwalya. "Student Teachers School Experience in Zambia: Experiences and Challenges." March to April 2022 3, no. 2 (April 30, 2022): 78–90. http://dx.doi.org/10.46606/eajess2022v03i02.0162.
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The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.
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Khakimov, Nazar Kh, Najmidin N. Kadyrov, Anvar K. Sadikov, and Gulnora G. Jamalova. "SCHOOL EDUCATION: EXPERIENCE OF UZBEKISTAN IN A NEW STAGE OF DEVELOPMENТ." Journal of Social Research in Uzbekistan 02, no. 02 (May 1, 2022): 51–68. http://dx.doi.org/10.37547/supsci-jsru-02-02-07.
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The authors of the article investigated the innovative aspects of reforming school education in the context of a new stage in the development of the Republic of Uzbekistan. The article emphasizes the role of school education in the successful implementation of democratic reforms and the development of civil society. The authors of the article made an attempt to reveal the mission of school education in society, the tasks of secondary schools, in the upbringing of the younger generation and the importance of the activities of teachers in the process of modernization of education. The formation and development of private schools and the increase in the number of specialized schools, where individual subjects are studied according to an in-depth program, has become a form of an innovative approach in the process of improving lifelong education and teaching children.
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Spratt, Evelyn Lyn, and Daphne Hewson. "School experience of adolescents with chronic fatigue syndrome." Australian Journal of Guidance and Counselling 6, no. 1 (November 1996): 73–86. http://dx.doi.org/10.1017/s1037291100001515.
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The purpose of this study was to document the school experience of adolescents (n = 20) with chronic fatigue syndrome (CFS) and to identify ways in which they could be better assisted to cope with school. Only half the schools assisted students via organisational changes or individual programs. Parents and school liaison people were seen to be the most helpful and Principals and School Counsellors the least helpful. Impaired memory and concentration negatively affected school experience to a large degree. The results indicated five major needs for schools to address: (1) emotional support and validation, (2) development of individual educational programs to reduce work pressure, (3) administrative flexibility, (4) active maintenance of social involvement with peer group and extracurricular activities, and (5) practical help. These can be facilitated by the appointment of a ‘school liaison person’ to individually assist a student with CFS.
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Ham, HyungIn. "A Qualitative Research on Technology Teachers’ Experience with High School Credit System." Korean Technology Education Association 23, no. 3 (December 31, 2023): 1–26. http://dx.doi.org/10.34138/kjte.2023.23.3.1.
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The study aims to provide implications, based on the experience of technology teachers, regarding the direction for technology instruction in high schools in view of the high school credit system. To this end, in-depth interviews were conducted with seven technology teachers, experienced in the research and preparation of the high school credit system, and field data were collected. Additionally, some of their classes were observed. The collected data were analyzed and categorized through the process of emic coding and structural coding. According to the analysis, the participants faced limitations because of a high school culture that is oriented towards college entrance, since technology is not covered in South Korea’s national college entrance exam. The teachers experienced “difficulty in securing class time,” “burden of teaching multiple subjects,” “difficulty in teaching unfamiliar subjects,” and “difficulty in conducting classes” due to the introduction of the high school credit system. The analysis reveals that this system caused the following changes in the attitude towards the technology class: ‘avoidance,’ ‘survival,’ and ‘opportunity.’ Based on these findings, the pedagogical implications of technology teachers’ experiences, due to the introduction of the high school credit system, may be interpreted as ‘establishing firm values for the subject matter' and ‘thinking from the students’ perspective.’ The following steps are proposed based on the analysis outcomes: an experiential study for students who undertook technology instruction under the high school credit system, development of a program to enhance the expertise of technology teachers at high schools, and action research on “delivering good technology instruction” in high schools. This study is meaningful as it interprets and analyzes not only the changes in the technology instruction due to the introduction of the high school credit system, but also their significance, thereby deriving the aforementioned implications. The findings of the study may serve as useful data for offering implications regarding the direction for technology as a subject in high schools.
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Ventura, Stephanie P., and Antonio R. Yango. "Leading from within: Understanding the lived experience of Gen X school heads in a digitalized world." Technium Social Sciences Journal 44 (June 9, 2023): 508–20. http://dx.doi.org/10.47577/tssj.v44i1.8948.
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The issue that schools and school systems are dealing with nowadays is how to find, nurture, and maintain talented and committed leadership. For systemic change to occur, the leaders of tomorrow must be identified and developed. There is a need to change structures and redefine boundaries in order to fully utilize the leadership potential in schools (Beach, 2020). However, according to Werde (2023) Gen Xers have experienced difficulties in their quest for leadership roles due to a few major issues. First off, with only 20% of the workforce made up of members of their generation, they are the least represented. They are frequently referred to as "the forgotten middle child" in the workplace because of their smaller proportion and lack of majority, and the second obstacle to their ascent to top positions in organizations is their commitment to work-life balance.
This study aimed at determining and understanding the leading from within: the lived experience of gen x school heads in a digitalized world. Specifically, this study determined the lived experiences of Gen X school heads in private schools in a digitalized world and to understand how Gen X being school heads in private schools face the demands and challenges in a digitalized world.
The researcher employed the phenomenological research design to understand and describe the lived experience of Gen X school heads in a digitalized world. Phenomenological research focuses on describing what all the participants have in common as they face the demands and challenges brought by the digitalized world. The basic purpose is to reduce individual experiences with a phenomenon to a description of the over-all essence.
The salient findings of the study are: as to the lived experiences of Gen X school in a digitalized world: Three themes emerged with regards to their experiences as Gen X school heads in a digitalized world. It was revealed in their experiences that open communication and shared responsibility are evident in their school through their leadership. Being open with suggestions and willing to accept criticisms are some of the helpful and vital characteristics that they have to ensure communication among the teachers. It was noted that they also emphasize the significance of collaboration through open discussion in resolving issues or problems and understanding others’ sentiments. Moreover, some of the challenges that most of the participants’ encounter includes negative attitudes of teachers and students; digital divide since not all have the same level of technological skills, generation gaps considering the diversity of learners and the gap between them and the teachers and the slow internet connection and availability of teaching resources that affect the delivery of quality education. In addition, they also experience ways on how to keep up with the technological advancement, with this they have peer tutoring, programs that develop their own and the teachers’ digital skills, and being up-to-date with the latest technological advancements.
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Wang, Letong. "Comparison study of rural school layout adjustment policies in China and the United States." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 113–19. http://dx.doi.org/10.54097/ehss.v8i.4235.
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The adjustment of rural school layout is an important topic facing promoting educational equity At present, China's rural primary and secondary schools have experienced extensive and lasting adjustment of school layout, and achieved remarkable results, but the adjustment process of rural school layout in China has also produced a series of problems and negative effects. Through the analysis of the rural school layout adjustment policy in China and the United States, this paper can further understand the whole development process of the rural school layout adjustment in the United States, learn from their successful experience, draw lessons from their failure, and have important enlightenment significance and guidance for the improvement of China's school layout adjustment policy. This article mainly analyzes the adjustment policy of rural school layout in China and the United States, the impact of the layout adjustment of rural schools in China and the United States, and the problems faced by China is tweaking the layout of rural schools and the advanced experience of the United States.
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Kim, Ka Young, and Hye Young Shin. "Factors associated with adolescents’ sexual experience based on the biopsychosocial model: a cross-sectional study using the Korea Youth Risk Behavior Web-based Survey (KYRBS)." BMJ Open 12, no. 11 (November 2022): e066307. http://dx.doi.org/10.1136/bmjopen-2022-066307.
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ObjectivesSexual activity is an important integrative behaviour that interacts with biological, psychological and social factors among various changes in adolescence. However, starting sex at an early age is associated with adverse outcomes. Thus, this study aimed to investigate the factors associated with adolescents’ sexual experience based on the biopsychosocial model.DesignA cross-sectional study.SettingThe participants were selceted through a complex sample design at high schools and middle schools nationwide in Korea.ParticipantsWe employed 4-year data (2017–2020) of the cross-sectional Korea Youth Risk Behavior Web-based Survey. In total, 234567 participants attending middle school and high school were analysed. Sexual experience was defined as having had sexual intercourse (oral, anal or vaginal) in their lifetime. To identify variables associated with adolescents’ sexual experiences, we used a biopsychosocial model. Logistic regression analysis was performed to identify the variables associated with sexual experience.Results3.4% of boys and 1.6% of girls attending middle school had sexual experiences, showing a significant difference. A total of 10.4% of boys and 5.1% of girls attending high school had sexual experiences (p<0.001). Among the biological factors of the biopsychosocial model, age and gender were significantly associated with sexual experiences in adolescents. Regarding the psychological factors, suicidal thoughts were a significant risk factor associated with sexual experience. Furthermore, social factors including drinking, smoking and family structure were associated with sexual experience in adolescents. Particularly, a significantly higher sexual experience was found in the three groups living with a single parent, step-parents and no parents compared with the group living with both parents in family structure.ConclusionsThis study demonstrated the factors associated with adolescents’ sexual experience based on the biopsychosocial model. Further research and policy strategies that consider supporting family communication and mental health and preventing substance use are required to prevent adolescents’ sexual health.
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Grinnell, Frederick, Simon Dalley, and Joan Reisch. "High school science fair: School location trends in student participation and experience." PLOS ONE 18, no. 9 (September 11, 2023): e0291049. http://dx.doi.org/10.1371/journal.pone.0291049.
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The findings reported in this paper are based on surveys of U.S. high school students who registered and managed their science and engineering fair (SEF) projects through the online Scienteer website over the three years 2019/20, 2020/21, and 2021/22. Almost 2500 students completed surveys after finishing all their SEF competitions. We added a new question in 2019/20 to our on-going surveys asking the students whether their high school location was urban, suburban, or rural. We learned that overall, 74% of students participating in SEFs indicated that they were from suburban schools. Unexpectedly, very few SEF participants, less than 4%, indicated that they were from rural schools, even though national data show that more than 20% of high school students attend rural schools. Consistent with previous findings, Asian and Hispanic students indicated more successful SEF outcomes than Black and White students. However, whereas Asian students had the highest percentage of SEF participants from suburban vs. urban schools– 81% vs. 18%, Hispanic students had the most balanced representation of participants from suburban vs. urban schools– 55% vs. 39%. Differences in students’ SEF experiences based on gender and ethnicity showed the same patterns regardless of school location. In the few items where we observed statistically significant (probability < .05) differences based on school location, students from suburban schools were marginally favored by only a few percentage points compared to students from urban schools. In conclusion, based on our surveys results most students participating in SEFs come from suburban schools, but students participating in SEFs and coming from urban schools have equivalent SEF experiences, and very few students participating in SEFs come from rural schools.
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Kim, Ji Eun. "Korean Teachers' Bereavement Experience Following Student Suicide." Crisis 40, no. 4 (July 2019): 287–93. http://dx.doi.org/10.1027/0227-5910/a000578.
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Abstract. Background: Suicide is the leading cause of death in Korean adolescents and it exposes school teachers to the impact of student suicide. Aims: This study aimed to explore the bereavement experience of teachers following student suicide. Method: Using semistructured questions, five female teachers working at secondary schools in Korea were interviewed on their bereavement experiences. Data were analyzed using a phenomenological approach. Results: Participants described their experiences in dimensions of individuals and professions, yielding four major themes and 11 subthemes. They made efforts to learn about the suicide as a first step toward understanding. Participants suspended their grief in public owing to the atmosphere in their workplace. They aimed to tolerate the suicide and recognized their role anew in preventing student suicide. Conclusion: Following student suicide, bereaved teachers experience a variety of effects, dysfunctions, and adjustments as individuals and professionals. Their experience should be understood in both individual and collective ways in school settings and in the cultural context. The findings encourage school health providers to develop programs and policies to help teachers bereaved by student suicide.
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Juškienė, Vaiva, and Viktorija Voidogaitė. "An Encounter between a Teacher and Child with ASD in a Pre-School Environment." Acta Paedagogica Vilnensia 47 (December 30, 2021): 143–55. http://dx.doi.org/10.15388/actpaed.2021.47.10.
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The article focuses on the phenomenon of the first meeting between an educator and a child on the autism spectrum and the an educator’s experiences during the encounter. An analysis of the scientific literature shows that the number of autistic children in Lithuania is increasing. The text describes a meeting between a pre-school and a pre-primary school educator and a child with autism spectrum disorders. The analysis unfolds the experience of particular educators when they meet a child with ASD in an ordinary pre-school group. During a hermeneutical phenomenological analysis, the experience of the educators are based on two existential subjects: experienced relationship and experienced body. During the first meeting with a child with ASD, educators attempted to establish a relationship with the child. Although each participant of the analysis experienced this beginning individually, all of them were confronted with a challenge in communication while establishing these relationships. Autistic children avoided the methods of relation contracting that were usual to educators. When educators contacted with the autistic children, their experience unfolded through the children’s bodily experience (appearance and behaviour).
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Grimes, Tameka, Jennifer Kirsch, Shannon Roosma, and Amanda Walters. "Understanding the Experiences of Rural School Counselors Implementing Trauma-Informed Practices." Theory & Practice in Rural Education 13, no. 2 (October 27, 2023): 76–103. http://dx.doi.org/10.3776/tpre.2023.v13n2p76-103.
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School counselors are trained to address a wide range of student needs, including academic progress, college and career readiness, and social emotional wellness. Recent public health issues such as the COVID-19 pandemic, the opioid crisis, and racial violence have created an increased need for and focus on the social emotional work of school counselors. Trauma-informed practices (TIP) have become key strategies for school counselors interested in addressing student trauma within a school context. Per the American School Counselor Association (ASCA), school counselors are ethically responsible for utilizing evidence-based methods to address the holistic needs of students, especially when implementing trauma-informed care. Previous research indicates that rural schools, and by extension the school counselors within, generally feel unprepared and under-resourced to address crises or trauma. However, little is known about the implementation of TIP within rural school settings or by rural school counselors. Given that approximately one-fifth of the United States’ child population occupies rural schools, and rural communities have been found to experience more intense, frequent and specialized forms of trauma, it is critical to understand the experiences of rural school counselors addressing trauma within their schools. Therefore, this phenomenological investigation focused on exploring the lived experience of implementing TIP for eight rural school counselors across the United States. Three themes emerged: emotional experience of implementing TIP, support for implementing TIP, and practical logistics for implementing TIP. Considerations for enhancing the supports and addressing the challenges of TIP implementation for rural school counselors are discussed, as well as suggestions for future research.
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Pan, Yung-Yi Diana. "To work or not to work... Before law school: apprehension, confidence, and cynicism among law students." International Journal of Clinical Legal Education 23, no. 3 (July 12, 2016): 5. http://dx.doi.org/10.19164/ijcle.v23i3.530.
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<p style="margin: 0cm 0cm 10pt; text-align: justify; line-height: 200%; -ms-text-justify: inter-ideograph;"> </p><p>Most socio-legal scholarship does not examine pre-law school preparation, more specifically, work experience. The recent American economic recession brought many working adults back into the fold of school. With regard to legal education in particular, how might work experience before law school affect students’ perceptions of the profession, themselves, and their career trajectories? And, how do these experiences vary between law schools, and among law students? Drawing on an ethnographic study at two divergently-ranked American law schools between 2009-2011 (the beginnings of the economic crisis), I argue that student work experiences (or lack thereof) before law school matter for their own perceptions of their school and overall career outlook. I typologize those students who transitioned immediately from undergraduate to law school as "conventionals," and those with work experience prior to commencing legal education as "returnees." I find that overall, returnees are more confident about completing law school, yet cynical about legal education, while their conventional counterparts respect the pedagogy but remain apprehensive regarding their career outlook. In this respect, work experience provides a form of "capital." Notably, most immigrant students in this study are conventionals, and I provide some suggestions to better incorporate these students who already feel as if they are posturing in an unfamiliar cultural and professional environment.</p><p style="margin: 0cm 0cm 10pt; text-align: justify; line-height: 200%; -ms-text-justify: inter-ideograph;"> </p>