Relevant bibliographies by topics / Students at educational risk

Academic literature on the topic 'Students at educational risk'

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Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Students at educational risk"

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Sanders, Jackie, Robyn Munford, and Joseph Boden. "Improving educational outcomes for at-risk students." British Educational Research Journal 44, no. 5 (July 26, 2018): 763–80. http://dx.doi.org/10.1002/berj.3462.

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Mirza, Shazia. "Impact of Mentoring on At-Risk Youth." Research in Social Sciences and Technology 3, no. 1 (April 2, 2018): 36–53. http://dx.doi.org/10.46303/ressat.03.01.3.

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This study is a Qualitative case study which highlights the important role of an educational leader using mentoring and socio emotional techniques to save her student from extremist activities in name of religion. Educational leaders should be committed not only toward their students' academic enrichment but also focus on developing their student's socio emotional wellbeing. The educational leader plays a profound role toward promoting students wellbeing, giving them a message that yes we are here for you and by building in them confidence when they need it the most. Whenever at-risk youth is mentioned, it is assumed that they hide destructive layers under their body and mind. They need someone who knows how to read these signs and the educational leader plays a key role in this regard. This study will help educational leaders and managers to understand the aspects, importance and applicability of social emotional learning (cognitive affective) on student's behavior. Furthermore the study also shows how using some techniques of care, the teacher not only saved her students' life but also the lives of many students. This research accentuates the importance of creating a strong bonding with students. For curriculum developers, it is of key importance to inculcate religious content that emphasizes more on aspects related to care through animal rights in Islam and humanity on whole. Furthermore this research provides imperative guidelines to inculcate social emotional learning in Islamiat curriculum and shares the result on student's behavior towards general people. It also emphasizes the leaders' role of managing students on the basis of socio emotional learning.
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Safronova, Zh S., and D. S. Brazevich. "Objective and subjective factors of educational risks for students." Alma mater. Vestnik Vysshey Shkoly, no. 9 (September 2021): 23–27. http://dx.doi.org/10.20339/am.09-21.023.

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Analyzed is the concept of risk as an inevitable fact of our time. They researched conceptual approaches to risk of foreign and domestic scientists who substantiate risk as a way of mastering reality, a condition, and stimulus of activity. The article presents an understanding of risk as a new opportunity, which is provided by competent use of information, an ability to make high-quality decisions in society of risk. The article attempts to show some aspects of education not only through its involvement in the risk system, but also as product and risk generator. Attention is focused on the fact that the concept of “educational risk” has not finally formed in science; most scientists research it through factors that affect processes and outcomes of education. Educational risks exist in the sphere of interests and competences of the state, employers, and youth. The authors provide a classification of educational risk and substantiate the relationship of risk groups. The authors propose specific measures for educational risk management, which require systemic multi-level solutions involving participation in risk management of risk groups. It is concluded that students are able to manage educational risk due to a set of knowledge, awareness of the labor market, and understanding of state policies related to education.
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Johnson, Genevieve Marie. "Students at Risk." School Psychology International 19, no. 3 (August 1998): 221–37. http://dx.doi.org/10.1177/0143034398193003.

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Levin, Henry M. "Financing the Education of At-Risk Students." Educational Evaluation and Policy Analysis 11, no. 1 (March 1989): 47–60. http://dx.doi.org/10.3102/01623737011001041.

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Students who are considered to be at risk of educational failure because of their social and economic origins represent about one third of all elementary and secondary enrollments. This article explores the financial requirements for bringing these students into the educational mainstream so that they are academically able. First, it provides an elaboration on the rising demography of at-risk students and the deleterious consequences to the economy and society of failing to meet their educational needs. Second, it summarizes the evidence on the payoffs to educational investments in at-risk students and finds that benefits are well in excess of costs. Third, it evaluates criteria for determining the financial requirements for addressing educational needs of at-risk students and suggests that additional spending of about $21 billion a year (about 10% of present elementary and secondary expenditures) may be appropriate. Finally, it reviews the roles of federal, state, and local governments and the private sector in providing the additional financial and other resources needed to succeed.
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Bagley, Penelope L., Beau Grant Barnes, and Nancy L. Harp. "Evaluating Risk and Processing Integrity Controls over Spreadsheets: An Educational Case." Issues in Accounting Education 34, no. 3 (April 1, 2019): 21–40. http://dx.doi.org/10.2308/iace-52426.

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ABSTRACT This case requires students to create a spreadsheet inventory, assess the risk related to each spreadsheet inventoried, and perform internal control testing on the spreadsheet deemed to be of the highest risk. Completing the case will benefit students in many ways. First, the case will familiarize students with creating a spreadsheet inventory. Second, it will familiarize students with the risks associated with spreadsheet errors by requiring them to evaluate and consider such risks. Third, the case will provide students with practice in evaluating spreadsheet controls and detecting spreadsheet errors. Finally, the case will increase students' awareness of the pervasiveness and potentially negative impact that spreadsheet errors can have on financial reporting.
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Supplee, Patricia L. "Students at risk: The gifted underachiever." Roeper Review 11, no. 3 (March 1989): 163–66. http://dx.doi.org/10.1080/02783198909553196.

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Hayes, Marnell L., and Robert S. Sloat. "Gifted students at risk for suicide." Roeper Review 12, no. 2 (December 1989): 102–7. http://dx.doi.org/10.1080/02783198909553245.

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Rhodes, Robert L., Janice D. Whitten, and Ellis P. Copeland. "Early Intervention With At-Risk Hispanic Students." Journal of Experimental Education 65, no. 4 (July 1997): 318–28. http://dx.doi.org/10.1080/00220973.1997.10806607.

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G. Dolinina, Irina, Lyubov K. Geykhman, Oksana V. Kushnaryova, and Vyacheslav I. Kazarenkov. "Engineering Education for Forming Students' Risk-Oriented Consciousness." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 118. http://dx.doi.org/10.14419/ijet.v7i4.38.24335.

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The paper outlines the research on educational processes aimed at forming risk-oriented consciousness in students as an essential component of life safety culture. Risk-oriented consciousness formation in students attending a technical university is advisable in view of them getting ready for future professional activities and its advisability is the core idea of all the work done. The paper contains an authors' interpretation of "risk-oriented consciousness of students attending a technical university" concept. To achieve the research goal, the authors applied a design technique. As a result, an educational technology for forming risk-oriented consciousness in students was developed. The authors also highlight obvious prospects and necessity to get further insights into the problem under consideration.
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Dissertations / Theses on the topic "Students at educational risk"

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Williams, Judith Eaton. "Student Engagement among At-Risk Middle School Students with and without Disabilities." Thesis, Dallas Baptist University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428248.

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Every year millions of students drop out of school. Research indicates that student engagement is a major indicator of whether a student will or will not complete high school (Jackson, 2015). A student’s decision to drop out is not an instantaneous event, but one that occurs because of a developmental process of withdrawal (Finn, 1989). Student engagement is a student’s feelings of connectedness, belongingness, and valuing of school, developed early in a student’s academic career (Voelkl, 1997). Increased student engagement offers students a chance to increase their achievement in school. One measure of student engagement is increased participation in school (Finn, 1989). Staff members who take the time to build relationships foster a greater sense of connectedness to the school for the student. A greater sense of connectedness may increase the levels of participation in the school thus resulting in greater achievement. The current study found that the engagement levels of at-risk middle school students in grades six through eight with and without disabilities increased after a staff-led mentoring program. The current study used the Identification with School Questionnaire (Voelkl, 1996) to measure student engagement. In addition, the current study analyzed the staff-mentor perceptions of the mentoring program and found that the staff-mentors valued the relationships with the students, that they wanted to meet periodically to collaborate on ways to better reach the students, and that most of the staff contacted parents as a natural part of the mentoring process.

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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Williams, Glenda Guenther. "A Comparison of At-Risk Students Receiving an Academic Support Program with At-Risk Students Receiving no Academic Support Program." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278636/.

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The problem of this study was to determine if at-risk students who were enrolled in an educational support class for one hour a day would have an improvement on the four at-risk indicators being measured over students not enrolled in the academic support program. The four at-risk indicators are grade point average, self-concept, days absent from school, and discipline referrals. The hypothesis formulated for this study predicted no significant difference in mean scores of the four measured indicators between groups. These indicators were measured by the Piers-Harris Children's Self-Concept Scale, official school attendance records, official school transcripts, and the school's discipline records book. The at-risk population was identified from the use of an at-risk indicator scale. After random placement into either the control or experimental groups the samples were divided and analyzed according to grade and gender. The study was conducted over a 12 week period and included students from the Memphis, Michigan School District in grades six through nine. Data were analyzed by the independent means t test at the .05 level. The experimental group means were further analyzed for practical significance and for directional improvement. A series of tables provides a comparison of scores for all students participating in the study. For students participating in the experimental group three of the four indicators, self-esteem, days absent from school, and grade point average had a statistically significant difference in mean scores. The majority of mean scores moved in a direction of improvement indicating enrollment in the treatment had a positive influence on the at-risk indicators. Most scores that did not show a statistically significant difference in means did report a high level of practical significance that was a result of being enrolled in the academic support program.
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James, Nicole E. "The Lack of Help Seeking Among At-Risk Undergraduate Students." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/34507.

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Large classes are becoming inevitable at large research Universities. The sociology department at Virginia Tech University routinely offers a course with approximately 600 students. Each year approximately a sixth of those students fail the first exam. To increase the performance of at-risk students a mentoring program was created, but many did not participate. The purpose of this study is to identify factors that contribute to at-risk students choosing not to take advantage of the academic mentoring program offered in their class. A survey was received from sixty-eight students who failed the first exam, in which only thirty-seven students participated in the tutorial program. The analysis will focus on eight domains and nineteen hypotheses that might be associated with help seeking. The domains are: classroom behavior; students' self-perception; classroom practices and institutional policies; general perceptions of help seeking; history with mentors; time commitment; college demographics; and respondent demographics. Some of the major findings suggest that students' self perception; time commitment; and college demographics are related to help seeking. Findings related to the classroom practices suggest that some students do feel that the different options (withdrawal rule, dropping the course, and dropping the lowest exam grade) led to their non-enrollment in the mentoring program.
Master of Science
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Tilson, Cynthia Mae. "Examining At-Risk Students Based on Their Attitudes toward Educational Factors: Is There a Gender Difference in Identification of At-Risk Students?" [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0627101-133111/unrestricted/tilsonc0713f.pdf.

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Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.

In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.

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GHASEMI, ABOLFAZL. "Application of Survival Analysis in Forecasting Medical Students at Risk." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1535107693904394.

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Owens, Thomas J. "Technology in the classroom : educational implications and strategies for at-risk students /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024524.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-173). Also available for download via the World Wide Web; free to University of Oregon users.
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Whitehead, Tisha. "Educational risk factors for students in single and dual parent households." Thesis, Wichita State University, 2008. http://hdl.handle.net/10057/2061.

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The demonization of single parents by media and government sources has been a persistent problem in our society. In order to examine the validity of the claims made against single parents, this study examines the relationship between household structure and composite reading and math test scores. Secondary data analysis was used from the Educational Longitudinal Survey of 2002 (ELS: 2002) of 10,945 10th grade students with a composite model consisting of: student role performance (SRP), schools, and families. Univariate, bivariate, and multivariate analysis are used to examine the independent effects on test scores. Mean composite test scores show a statistically significant difference in the test scores of students from single parent families (48.17) and dual parent families (51.88). The examination of the unique variance in test scores for each model segment shows student role performance factors explain more of the “unshared” variance in test scores than the other model segment. These results suggest that the blame of student outcomes on parent structure is explained by factors such as socioeconomic status within student role performance than the actual parental structure.
Thesis (M.A.) - Wichita State University, College of Liberal Arts and Science, Dept. of Sociology
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Whitehead, Tisha Wright David W. "Educational risk factors for students in single and dual parent households." A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2061.

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Books on the topic "Students at educational risk"

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M, Sheridan Susan, ed. Educational partnerships: Serving students at risk. Fort Worth, Tex: Harcourt Brace College Publishers, 1995.

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United States. Office of Educational Research and Improvement, ed. Students at risk. [Washington, DC: Office of Educational Research and Improvement, U.S. Dept. of Education, 1988.

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G, Baruth Leroy, ed. Students at risk. Boston: Allyn and Bacon, 1995.

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Kleese, Edward J. Student activities for students at risk. Reston, VA: National Association of Secondary School Principals, Division of Student Activites, 1994.

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Sam, Stringfield, Daugherty M. Shannon, and United States. Office of Educational Research and Improvement., eds. Education reform and students at risk. Washington, DC: Office of Educational Research and Improvement, U.S. Dept. of Education, 1997.

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Rossi, Robert J. Education reform and students at risk. Palo Alto, CA: American Institutes for Research, 1994.

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Cody, Frank Joseph. Manual of educational risk management. Detroit, MI (3600 Cadillac Tower, Detroit 48226): Educational Risk, 1991.

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Finn, Jeremy D. School engagement & students at risk. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.

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Finn, Jeremy D. School engagement & students at risk. [Washington, D.C]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

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Finn, Jeremy D. School engagement & students at risk. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.

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Book chapters on the topic "Students at educational risk"

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Clanton Harpine, Elaine. "Why Is Reading Failure Both a Psychological and an Educational Problem?" In Teaching At-Risk Students to Read, 29–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50624-1_3.

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Clark, Diana Brewster. "Beginning Reading Instruction for Reading Disabled and At-Risk Students." In Educational Alternatives for Students with Learning Disabilities, 67–90. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9168-5_3.

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Flanagan, Sean K., Jonathan F. Zaff, Shannon M. Varga, and Max Margolius. "Webs of Supportive Relationships: A Positive Youth Development Approach to Career and Workforce Development with Risk-Immersed Youth." In Careers for Students with Special Educational Needs, 47–65. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4443-9_4.

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Leong, Jenn Yeoong. "Creating New Narratives to Give Hope and Optimism to At-Risk Students in Singapore: A Case for Vocational Guidance and Career Counselling Intervention." In Careers for Students with Special Educational Needs, 143–59. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4443-9_10.

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Johnson, Nicola F. "Transforming Hopes and Visions for ‘At-Risk’ Primary Students in East Gippsland: A Community–School Partnership." In Educational Researchers and the Regional University, 57–74. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6378-8_4.

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Li, Yong. "A Risk Perspective on Chinese Student Migration in France." In Chinese Educational Migration and Student-Teacher Mobilities, 106–26. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137492913_6.

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Gabriel, Kathleen F. "At-risk and unprepared students in US higher education." In Routledge Handbook of the Sociology of Higher Education, 176–86. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-16.

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Dubovi, Abigail S., and Jacob S. Sawyer. "Evidence-Based Peer Health Education." In Promoting Behavioral Health and Reducing Risk Among College Students, 203–15. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-12.

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Gray, Geraldine, Colm Mcguinness, and Philip Owende. "Non-Cognitive Factors of Learning as Early Indicators of Students at-Risk of Failing in Tertiary Education." In Non-cognitive Skills and Factors in Educational Attainment, 199–237. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_10.

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Gigliotti, Ralph A. "The Role of Leadership Education: Benefits and Challenges for At-Risk Students." In Success in Higher Education, 189–99. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2791-8_11.

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Conference papers on the topic "Students at educational risk"

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Chrásková, Marie. "Attitudes Of Grammar School Students To Selected Lifestyle Risk Factors." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.39.

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Lee, Lap-Kei, Oliver Au, Raymond So, and Nga-In Wu. "Being Well-Prepared for Regular Pair-Programming Helps At-Risk Students." In 2016 International Symposium on Educational Technology (ISET). IEEE, 2016. http://dx.doi.org/10.1109/iset.2016.22.

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Gorbacheva, M. M. "FACTORS CONTRIBUTING TO THE EFFICIENCY OF SELF-EDUCATIONAL ACTIVITIES OF UNIVERSITY STUDENTS." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.8-19.

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The study of the principles and approaches to the organization of self-educational activities in a university, the determination of its place in the process of professional training is one of the relevant topics of psychological, pedagogical and methodological research in the modern Russian scientific field. At the same time, such an aspect of the problem being studied as the development and justification of a complex set of factors contributing to the efficient organization of the self-educational activities of university students in the face of changing requirements of state standards and the development of modern professional education requires additional research. The article presents the results of a theoretical study of factors contributing to the efficiency of self-educational activities of university students. The first factor determining the efficiency of the self-educational activities of university students is the integrative nature of educational tasks. Students' self-educational activity, based on this approach, demonstrates efficiency when observing the following provisions: setting goals that involve an independent search for contradictions and identifying ways to solve them; development of a strategy of self-educational activity, taking into account the personality characteristics of the student and the level of his/her training; the goals of self-educational activities should be formulated in such a way that their achievement requires the student to use the full range of competencies acquired in the process of mastering individual academic disciplines: social, communicative and specialized; a clear structuring of the types and levels of integration in the curriculum of self-educational activities on the basis of gradually complicated problem-oriented tasks of the activity; providing the student with the right to choose the means and the algorithm for achieving the goal, taking into account his personal potential. The second factor contributing to the efficient flow of self-educational activities of university students is the formation of their motivation-value attitude to this type of activity through the development of motivation for professionalism, abilities and achievements. The authors consider the motivational component of the structure of self-educational activity as a key, giving rise to the entire learning process. The third factor that determines the efficient development of the skills of self-educational activities of university students is the use of telecommunication technologies, aimed at developing critical thinking and activating mental abilities. The authors believe that the described factors are basic and should be subjected to a more detailed analysis, which will become the basis for substantiating the set of pedagogical conditions for organizing this type of educational work.
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Guzmán Torres, Cristian. "Resilience As An Indicator Of Students “Academic Entitlement” At The University." In Psychosocial Risks in Education and Quality Educational Processes. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.10.

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Torrecilla, José S., Santiaga Buitrón Ruiz, Manuel Sánchez, John C. Cancilla, Sandra Pradana, and Ana Maria Perez Calabuig. "Service-learning by PhD students to aid socially neglected people." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11153.

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In recent years, there have been calls for change in higher education to meet the needs of today's society. A higher education that enables our students to offer solutions to struggling areas of our society. Innovative and differentiating solutions from what we have been used to until now. In view of these needs, it is necessary to unite the society, which reveals its main needs, and the university community, which offers solutions on the knowledge acquired. One of the ways to carry out this integration is based on developing a methodology called "Service-Learning" (SL). This learning method is based on a strategy of collaboration between educational centers and society itself. At present, this methodology is spreading within higher education institutions worldwide. This learning strategy emerged as a learning methodology in America, to be later extended to Europe, from the United Kingdom to the rest of the continent, and from there, reaching a global impact. Throughout this long road, this methodology has been improving, encouraging the creation of increasingly strong links between educational institutions and universities, and society, by promoting the improvement of student training as well as the development of certain areas of society. This paper presents a SL project where two apparently disparate areas are related, such as doctoral students in the area of chemical engineering and sectors of society at risk of exclusion. Specifically, the objective is for the students to present some of the technological developments they have achieved to a neglected sector of society, which should participate not only in the developments, but also learning about the technical base of such technologies.
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Iraola-Real, Ivan. "Positive And Negative Affects: The Importance Of The Emotions In University Students." In Psychosocial Risks in Education and Quality Educational Processes. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.4.

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Savina, Ol’ga, and Ol’ga Smirnova. "Identification of psychological safety risks for schoolchildren when conversion to distance learning in the context of the COVID-19 pandemic." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-13.

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The problem is to identify and track stress factors in connection with the pandemic situation, awareness of possible dangers, and awareness of adolescents about self-defense measures against possible infection. The purpose of the study is to identify and analyze risk factors for the safety of the educational environment in the situation of the COVID - 19. The research methodology: two stages of monitoring the safety risk factors of the school educational environment during the transition and adaptation to distance learning conditions: 1) Express survey (aimed at identifying associations and visual images of the coronavirus situation, assessing anxiety and anxiety and risk factors, self-prevention measures in a pandemic situation);2) online survey. The study involved 76 students in grades 5 and 6 of the Moscow School No. 1505 (34%m., 66% f.). Results. The most significant risks for experiencing psychological well-being in younger adolescents during self-isolation and distant education were the lack of real communication with friends, teachers, restriction in favorite activities, difficulties with self-organization, lack of free time, eye fatigue, restricted movement, difficulties in self-organization and motivation to study, hypercontrol on the part of parents. The changed conditions have led to the reorganization of the school's psychological service, focusing on support and individualized psychological assistance to students, parents, and teachers in solving the triad of life tasks: prevention of maladaptation, failure; adaptation to the new, resilience, development, and growth; sharing responsibility with other participants in the educational process (teachers, class leaders); crisis intervention (on current requests); proactive response to potential risks.
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Hall Jr., Owen. "DETECTING STUDENTS AT RISK USING MACHINE LEARNING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1665.

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Parrott, Deborah. "ACHIEVING ACADEMIC SUCCESS: LIBRARIANS SERVING AT-RISK STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0045.

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Liao, Soohyun Nam, Daniel Zingaro, Michael A. Laurenzano, William G. Griswold, and Leo Porter. "Lightweight, Early Identification of At-Risk CS1 Students." In ICER '16: International Computing Education Research Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2960310.2960315.

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Reports on the topic "Students at educational risk"

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Oreopoulos, Philip, Robert Brown, and Adam Lavecchia. Pathways to Education: An Integrated Approach to Helping At-Risk High School Students. Cambridge, MA: National Bureau of Economic Research, August 2014. http://dx.doi.org/10.3386/w20430.

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, July 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, March 2021. http://dx.doi.org/10.18122/sped134.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)
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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Kolster, Renze, Lisa van Dijk, and Benjamin W. A. Jongbloed. Excellence in higher education: educational preferences of honours students in the Netherlands. Center for Higher Education Policy Studies, 2016. http://dx.doi.org/10.3990/4.2589-9716.2016.01.

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Figlio, David, Paola Giuliano, Riccardo Marchingiglio, Umut Özek, and Paola Sapienza. Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students. Cambridge, MA: National Bureau of Economic Research, March 2021. http://dx.doi.org/10.3386/w28596.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective, and scalable information intervention can improve education outcomes in lower-income settings.
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Figlio, David, and Umut Özek. Unwelcome Guests? The Effects of Refugees on the Educational Outcomes of Incumbent Students. Cambridge, MA: National Bureau of Economic Research, August 2017. http://dx.doi.org/10.3386/w23661.

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Moilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.484.

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Gan, Li, and Guan Gong. Mortality Risk and Educational Attainment of Black and White Men. Cambridge, MA: National Bureau of Economic Research, March 2004. http://dx.doi.org/10.3386/w10381.

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