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Relevant bibliographies by topics / Traveller education

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Academic literature on the topic 'Traveller education'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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Journal articles on the topic "Traveller education"

1

Boyle, Anne, Joan Hanafin, and Marie Flynn. "Irish Traveller Parents' Involvement in Targeted Early Years Education." Encounters in Theory and History of Education 19 (November 30, 2018): 186–204. http://dx.doi.org/10.24908/eoe-ese-rse.v19i0.10773.

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This paper explores Traveller parents’ involvement in Traveller preschools in Ireland. Travellers are a distinct cultural group who have experienced educational disadvantage. Against a backdrop of changing policy paradigms, Traveller preschools were established in the 1970s as a compensatory educational intervention. The methodology was mainly qualitative, drawing on interpretivism, social constructivism and critical theory. Methods included document analysis, focus group and individual interviews, and a questionnaire survey. Findings about Traveller parental involvement in preschools are presented in three broad overlapping categories; how school culture enables involvement; parents’ direct involvement in preschools; and their home-based activities supporting children's education and development. Travellers were extensively involved in various ways except formal decision-making. Traveller preschools were experienced as protected enclaves where parents felt welcome and accepted, and involved on an individual and familial level. This research highlights the importance of engaging in respectful ways with Traveller parents and acknowledging their educational involvement. Keywords Travellers, Ireland, Parents, Early Years Education, Qualitative Research, Ethnicity

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Smith, Anna RT. "Insights into the shifting perspectives of members of the Gypsy and Traveller community on schooling, and implications for school leaders." Management in Education 31, no. 1 (January 2017): 14–20. http://dx.doi.org/10.1177/0892020616683337.

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This article focuses on the perceptions and experiences of education of two female adult members of the Gypsy and Traveller community and one female adult member of the settled community who works closely with Travellers. Narrative interviews were conducted in England in 2016, to gain some understanding of the factors contributing to the persistently relatively low educational outcomes of Travellers. Data were analysed in accordance with the principles of interpretative phenomenological analysis (IPA). Findings suggest that traditional cultural aspects of the Traveller community strongly influence attitudes to education and whether formal education is accessed. Whilst there are indications that negative perceptions of formal schooling have been entrenched in the Traveller community, this research found that attitudes to education may be slowly changing, particularly with younger generations. This largely stems from a recognition of the need for a level of formal education and qualifications owing to changes in the availability of traditional forms of employment for Travellers. Nonetheless, it emerged that deeply rooted negative views about formal schooling remain, particularly with regard to the perceived dangers and safety concerns associated with secondary schools. There are far-reaching implications for school leaders. Pivotal to this is a need for schools to be fully inclusive to ensure that the cultural needs of Gypsies and Travellers are met, particularly since the Traveller Education Service (TES) has been vastly reduced. For this to be possible, educators, school leaders and governors require a deeper understanding of the culture of the Gypsy and Traveller community, which should inform proactively inclusive policies, procedures and practices in formal educational settings. This might encourage more Travellers to engage with and remain in formal education, at primary and secondary school and beyond, and could also help foster positive relationships with local communities.

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Vanderbeck, Robert M. "Anti-Nomadism, Institutions, and the Geographies of Childhood." Environment and Planning D: Society and Space 23, no. 1 (February 2005): 71–94. http://dx.doi.org/10.1068/d333t.

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Despite an increasing interest in the geographies of childhood, geographical research has given little attention to issues concerning young people from traditionally semi-nomadic groups, such as Gypsies and other Travellers. In this paper I explore the discursive construction of Traveller childhood within contemporary Britain, with an emphasis on the ways in which state educational discourse constructs young Travellers as needing greater involvement with the ‘mainstream’ education system. I draw on a range of sources, including documents, participant observation, and interviews with practitioners in Traveller education conducted between 1998 and 2001. I argue that contemporary discourse often continues to reflect long-standing notions of cultural disadvantage and deficit which have often been applied to Travellers, although more subtly expressed than in the past. I also argue that children's rights discourses are often employed to construct Traveller parents as obstacles to their children's development and well-being, and that these discourses can be used to legitimise various exertions of power (such as legal measures to prosecute parents). The evidence of the research highlights the need for more nuanced, empirically informed theorisations of the interface between Traveller children and state institutions than has generally been the case to date.

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Frehill, Nicól, and Sandra Dunsmuir. "The influence of sense of school belonging on Traveller students’ secondary school completion." Educational and Child Psychology 32, no. 2 (June 2015): 10–21. http://dx.doi.org/10.53841/bpsecp.2015.32.2.10.

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Aims:This study sought to investigate the relationship between school variables, background variables, sense of belonging and absenteeism in Traveller students in Irish secondary education aged 12 to 15 years.Method:The study employed a wait list control design, recruiting 37 Traveller students and 41 non-Traveller students from three secondary schools in the west of Ireland. All participating pupils completed questionnaires designed to sample their emotional engagement with school such as the Belonging Scale, the School Connectedness Scale and the Sense of School Community Scale. Teachers who worked directly with the participating Traveller students completed the Affective Engagement Perspective Scale. School attendance records from each school were accessed to collect data about the absenteeism rates.Findings:Differences between Traveller and non-Traveller participants were examined using analysis of variance (ANOVA) and t-tests. In line with previous research, Traveller students had higher absenteeism compared to their non-Traveller peers. Overall non-Travellers had a greater sense of school community and connectedness. Multiple regression analysis examined the relationship between school, home and sense of school belonging variables on absenteeism. Results showed absenteeism was predicted by individual’s sense of school community, mother’s educational level and whether the individual was a Traveller or not.Conclusions:Results are discussed in relation to educational practice, in particular the need for secondary schools to develop organisational structures and systems to target the promotion of sense of belonging in schools and to engage Traveller families. Implications for future research are examined.

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Harrison, Neil. "Traveller, Nomadic and Migrant Education." International Journal of Lifelong Education 30, no. 2 (March 2011): 273–75. http://dx.doi.org/10.1080/02601370.2011.555612.

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Midgley, Warren. "Traveller, nomadic and migrant education." Intercultural Education 21, no. 1 (February 2010): 93–94. http://dx.doi.org/10.1080/14675980903491924.

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Themelis, Spyros. "Questioning Inclusion: The Education of Roma/Traveller Students and Young People in Europe and England — A Critical Examination." Research in Comparative and International Education 4, no. 3 (January 1, 2009): 262–75. http://dx.doi.org/10.2304/rcie.2009.4.3.262.

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This article deals with issues pertinent to the ‘inclusion’ of Roma/Traveller children and young people in Europe and, in particular, England. It discusses some key issues that pertain to the inclusion of Roma/Traveller groups in society and it critically presents some key policies that have been advanced to tackle educational and social exclusion of these groups. The aim in this article is to explore the impact these approaches have had thus far and to unravel some of the contradictions, inconsistencies and tensions that permeate them. The critical examination of such approaches is principally located within the context of the United Kingdom, but relevant policies and initiatives that have been introduced by supra-national European organisations are also discussed in order to inform the reader about the wider context in relation to the issues many Roma/Traveller groups face. Inclusion does not operate in a vacuum. It is argued that a set of structural and ideological factors that impact on inclusion need to be identified and linked to a renewed and enriched inclusion approach. In fighting exclusion, holistic and sustained approaches are necessary, which cut across social, political, economic and cultural domains and extend well beyond the formal education of one group (the Roma/Travellers).

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Cepeda, Joana, Paula Milheiro-Oliveira, and Cândida Abreu. "O que Sabem os Viajantes Portugueses Sobre Malária? Avaliação Pré-Consulta de Medicina de Viagem." Acta Médica Portuguesa 31, no. 12 (December 28, 2018): 714. http://dx.doi.org/10.20344/amp.10656.

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Introduction: The knowledge of transmission, prevention and symptoms of malaria is essential for travellers’ safety. In real life, what do Portuguese travellers know about malaria before a Travel Medicine consultation? How can we, through this consultation, improve their knowledge?Material and Methods: Before an appointment with a specialist in Travel Medicine, 80 adult travellers filled a questionnaire that included demographic aspects, characteristics of the trip and knowledge about malaria. Data were analysed using descriptive statistics and multifactorial variance analysis.Results: The travellers’ ages fell in the range 20 - 80 years, 51% were male and 74% of the travellers had a university degree level of education. For 74% of the travellers, this was the first Travel Medicine consultation. Half of the travellers planed trips lasting no more than 14 days, mainly for tourism. The average percentage of correct answers about malaria given by a traveller was 63%. Travellers who had previously attended a Travel Medicine appointment exhibit a statistically significant difference in knowledge comparing to those who attend Travel Medicine appointment for the first time, and this was more evident in the sample composed of travellers without higher education. The clinical manifestations and prevention had the lowest number of correct answers among the travellers.Discussion: These travellers appear to have good knowledge about malaria but some misconceptions prevail.Conclusion: The Travel Medicine consultation seems important to raise awareness in the population about malaria, particularly for travellers without higher education. The prevention and the recognition of malaria symptoms must be prioritized during Travel Medicine consultations and the information given adapted to the traveller’s characteristics.

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D'Arcy, Kate. "Home education, racism and Traveller communities." Race Equality Teaching 33, no. 1 (October 1, 2014): 27–31. http://dx.doi.org/10.18546/ret.33.1.06.

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Briain, Tomás O. "Traveller people and the education system." Irish Educational Studies 7, no. 2 (January 1988): 191–207. http://dx.doi.org/10.1080/0332331880070216.

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Dissertations / Theses on the topic "Traveller education"

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Aiken, J. R. "Irish traveller education : Rights." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515685.

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Karl, Charles A. "The learning driver meeting traveller information needs /." Swinburne Research Bank, 2003. http://adt.lib.swin.edu.au/public/adt-VSWT20060906.102946.

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Thesis (DBA) -- Swinburne University of Technology, Graduate School of Entrepreneurship, 2003.
Submitted for the degree of Doctor of Business Administration, Graduate School of Entrepreneurship, 2003. Typescript. Includes bibliographical references (p. 212-224).

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D'Arcy, Kate. "Elective home education and traveller families in contemporary times : educational spaces and equality." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3761/.

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Traveller communities form a distinctive and ever-growing group of home-educators in England. This thesis examines the reasons why Traveller families take up Elective Home Education (EHE). Although there is a substantial research literature about the difficulties Travellers experience in school, there is limited research on Traveller families’ experiences of EHE. The aim of my research was to explore the reasons why Traveller children are home-educated and to illuminate issues of educational inequality that lie therein. I wish to inform current understandings of the education system, as experienced by a marginalised community and to work towards making this system more socially just. This study considers equality issues in education for Traveller children within two educational spaces, mainstream school and EHE, by documenting the rarely-heard accounts of a sample of Traveller families. I interviewed 11 different Traveller families and the main professionals responsible for EHE in one particular Local Authority in England. Critical Race Theory (CRT) provided an appropriate theoretical framework for this study. CRT focuses on concepts of racism and inequality as well as providing methodological approaches such as storytelling and counter-stories to give voice to Traveller families. I found that although many Traveller families were satisfied with home-education as preferable to mainstream school, they were all compelled to take it up, rather than adopting it as a positive and desirable choice. Racism, bullying and discrimination in school were commonly cited reasons for the uptake of EHE. EHE was chosen by my Traveller families as a safe educational space. My study reveals how current education systems do not facilitate the opportunities which many Traveller families desire for their children’s success. Wide-spread racism still denies many Traveller children equitable educational opportunities. This study’s findings will, it is hoped, inform new understandings of racism and education to address these inequalities.

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Gordon, Mary. "Primary school teachers and traveller children : a foucauldian-informed analysis into the conditions of possibility for traveller education in Ireland." Thesis, University of East London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550430.

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Traveller children fare poorly in school in Ireland, as elsewhere, according to all the usual markers of participation and achievement. The application of a Foucauldian lens to the issue of Traveller education in this research study produced an innovative take on a matter of critical relevance to social justice and to educational practice. The thesis describes the response of teachers in 15 primary schools across Ireland to a research intervention which asked them to assess 43 Traveller pupils as always-already acceptable and resourceful. Their description of the pupils in the form of pen portraits and their feedback on the intervention gathered through group interviews provided access to the discursive practices they were using in their work and produced a rich vein for investigation using a Foucauldian discourse analytic. The foci of interest were on how the teachers were construing their role, the implications of this for the subjectivities of their Traveller pupils, the relationship between the teachers' work and the wider operation of government and the effects on the teachers themselves of structuring their professional practice in this way. The outcomes of the analysis provided evidence to support an interpretation of primary education as normalising and regulatory and of teachers as committed to the task of educating all their pupils, both Traveller and "settled" alike. Travellers are an interesting case because of how they actively resist incorporation into mainstream society and construct themselves, as they are constructed by others, as different. This withholding from the settled population, together with their primary identification as members of an extended family rather than as autonomous individuals, is a direct challenge to modem forms of government that seek to regulate people's conduct in both totalising and individualising ways. Current commitments to an inclusive and intercultural educational agenda represent a more pastoral and less punitive, but no less powerful, attempt to assimilate Travellers. However, education is also productive and, furthermore, is central to forms of resistance that refuse subjectification. The implications of the research outcomes for educational psychology theory and practice are considered.

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Karl, Charles A., and n/a. "The learning driver : meeting traveller information needs." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20060906.102946.

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In many parts of the world today, drivers have access to a growing range of traveller information services, from traffic reports on the radio and variable message signs along roads to customised information that could be delivered to personal mobile phones and PDAs (personal digital assistants) as well as to the global navigation units appearing in many vehicles. The key commercial question is, what information does the driver want? So far, while traveller information services deliver increasingly sophisticated incident reports, journey times and other such information, driver response has remained lukewarm. This thesis suggests that the problem lies in understanding the driver rather than improving the content. Therefore, it has sought to establish: Q1. What do drivers already know?; Q2. How did they learn it?; Q3. What do drivers need now and in the future as they continue to learn? And for traveller information service providers, the related question: Q4. How can information providers accommodate drivers' learning? This thesis reports a qualitative case study based on ten in-depth interviews with drivers who had previously participated in a six week trial receiving customised traveller information about their commutes to and from work, through their mobile phones. The thesis reports that drivers principally learn from their experiences in processes well established in the adult learning literature. It has found that commuter drivers can be regarded as experts on their commutes, but that the domain of any drivers' expertise is limited both spatially and temporally. When presented with dynamic, customised traveller information, it was found that commuter drivers enter a learning curve affected by previous experience and immediate need in which learning to access and utilise appropriate travel information is a dynamic process. Drivers learn about using traveller information, they learn about the types of traveller information available and they also learn whether to trust the information provider. As adults who learn and think, drivers see the role of an information service provider as facilitating their own understanding of the phenomena of traffic they face everyday and, in turn, supporting their learning to make better informed decisions. The thesis concludes that customised traveller information will become effective when it meets the current understanding and needs of the driver as an active learner whose information requirements change over time and from time to time. This thesis contributes to an increased understanding of drivers, their knowledge and how they learn. As a result, it offers traveller information providers with a substantially increased understanding of how to meet their drivers' needs.

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Marcus, Geetha Doraisamy. "Breaking the silence : the intersecting invisible experiences of Gypsy/Traveller girls in Scotland." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25716.

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This thesis explores the educational experiences of 17 Scottish Gypsy/Traveller girls supplemented by some 30 other informants involved with education and related areas impacting Gypsy/Travellers. It incorporates published and unpublished literature on the topic and sets out a theoretical framework informed by intersectionality. The girls’ stories are highlighted and juxtaposed alongside the general problems encountered by Gypsy/Travellers in Scotland to reveal a complex narrative. This research attempts to address a gap in the literature in which Gypsy/Traveller girls’ experiences are misrecognised and erased through non-recognition. My thesis offers space for the voices of Gypsy/Traveller girls to be heard and highlights their agency in the private spaces of home and the public spaces of education. Interpretations of the image of Gypsy/Travellers in Scotland are riddled with stereotypes and racialised misperceptions and assumptions. The stubborn persistence of these negative views appears to contribute to policies of neglect, inertia or intervention that largely seeks to ‘civilise’ or further assimilate Gypsy/Travellers into the mainstream settled population. The Scottish Government's Race Equality Statement (2009) accepts that Gypsy/Travellers are ‘a particularly discriminated against and marginalised group’. Within education, research by Wilkin et al. (2009) indicates that Gypsy/Traveller children are the lowest achieving minority group in the United Kingdom. There is currently no research that explores how girls and young women from Gypsy/Traveller communities fare in Scottish schools, and what they think of their experiences. It is against this backdrop that this qualitative inquiry seeks to explore how Gypsy/Traveller girls frame their educational experiences. I argue that traditional unidimensional approaches to investigating experiences of discrimination are inadequate, particularly within marginalised communities. Interview data collected for this doctoral study was analysed, identifying common themes that characterise the experiences of the Gypsy/Traveller girls and the ways in which their experiences differ and various subordinations intersect.

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Danaher, Patrick Alan, and danaher@usq edu au. "Learning on the Run: Traveller Education for Itinerant Show Children in Coastal and Western Queensland." Central Queensland University. Education and Innovation, 2001. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060830.110820.

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Learning on the Run refers to the educational experiences of the primary school children travelling along the agricultural show circuits in coastal and western Queensland. This thesis examines those educational experiences by drawing on the voices of the show children, their parents, their home tutors and their teachers from the Brisbane School of Distance Education, which from 1989 to 1999 implemented a specialised program of Traveller education for these children (in 2000 a separate school was established for them). The thesis focusses on the interplay among marginalisation, resistance and transformation in the spaces of the show peoples itinerancy. It deploys Michel de Certeaus (1984, 1986) concept of tactics of consumption and Mikhail Bakhtins (1986a) notions of outsiddness and creative understanding to interrogate the show peoples engagement with their absence of place, the construction of their otherness and forms of seemingly unproblematic knowledge about their schooling. Data gathering techniques included semi-structured interviews with forty-two people between 1992 and 2000 in seven sites in Queensland - Mackay, Bundaberg (over two years), Emerald, Brisbane, Rockhampton and Yeppoon - and document collection. The thesiss major finding is that the show peoples resistance and transformation of their marginalising experiences have enabled them to initiate and implement a significant counternarrative to the traditional narrative (and associated stereotypes) attending their itinerancy. This counternarrative has underpinned a fundamental change in their schooling provision, from a structure that worked to marginalise and disempower them to a specialised form of Traveller education. This change contributes crucially to understanding and theorising the spaces of itinerancy, and highlights the broader significance of the Queensland show peoples learning on the run.

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Boot, Siobhan A. E. "Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children : a secondary school case study." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/3953/.

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The aim of this study was to identify effective support strategies used to promote social inclusion and academic progress of key stage three and four Gypsy, Roma and Traveller (GRT) pupils in a mainstream secondary school. The study used an interpretivist approach, incorporating an embedded single case study with several participant groups, namely GRT pupils, GRT parents, school staff and supporting professionals. Data was collected using interviews, focus groups and questionnaires. It was analysed using pattern matching and explanation building. The research design, data collection and data analysis were guided by theoretical propositions developed from the existing research. The findings of this study identified that focused staff support from a GRT teaching assistant and class teachers had the most significant influence on the promotion of both social inclusion and academic progress. In addition, social inclusion was promoted through a positive inclusion school ethos, providing clear and consistent links to the GRT community and receiving input from a range of supporting professionals. Academic progress was encouraged through the use of: appropriate teaching and learning strategies which included incorporating GRT culture into the curriculum; having clear leadership from the Senior Management Team; school policies; and additional support to access the school.

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Thomson, Laura. "The perceptions of teaching staff about their work with Gypsy, Roma, Traveller children and young people." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4582/.

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Building on a small body of research, the present study explores the perceptions of teaching staff about their work with Gypsy, Roma, Traveller (GRT) children and young people. Specifically the research is concerned with participants’ views about the relationship between GRT children and schools in relation to attainment, social inclusion, the GRT culture and lifestyle and wider systemic factors. Existing literature and research about the educational experiences of GRT children and young people is explored. Situated within a critical realist epistemology, the present study utilises semi-structured interviews with 13 members of teaching staff across five schools in Greenshire County Council (pseudonym). Transcripts were subjected to thematic analysis following the model proposed by Braun and Clarke (2006). Six superordinate themes (educational outcomes; barriers to education; GRT parents; social inclusion; cultural dissonance and inclusive practices) were identified. Findings are explored in relation to previous research. One key finding concerns the views participants expressed about GRT children’s reports of bullying or racism. Implications for practice and future research are considered.

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Derrington, Chris. "Social exclusion and cultural dissonance as salient risk factors in the engagement and retention of Gypsy traveller students in secondary education." Thesis, University of Northampton, 2008. http://nectar.northampton.ac.uk/2801/.

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This thesis comprises a critical appraisal and a collection of published works drawn largely from extensive qualitative data generated by a five-year longitudinal study of forty-four Gypsy Traveller students. Gypsy Traveller children’s disengagement and underachievement in the secondary phase of education has exercised educationalists and policy makers for over forty years. Historically, deficit theory associated with an impoverished and disadvantaged nomadic lifestyle prevailed but this is no longer sustainable. The vast majority of Gypsy Travellers in Britain today are housed or settled on established sites and the situation has barely improved. Other ‘pathological’ explanations such as the Traveller community’s determination to preserve a separate identity from the dominant population by defending cultural boundaries have also featured prominently in the literature and in professional discourses. The thesis is grounded in a social constructionist approach, which critically analyses psychosociocultural forces and their impact on relationships and human behaviour. From this analysis, a new perspective is proffered as to why Gypsy Traveller children so often find themselves out of the secondary education system. Social exclusion and cultural dissonance are identified as significant push factors that trigger certain coping responses, some of which are maladaptive

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Books on the topic "Traveller education"

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Marks, Ken. Traveller education: Changing times, changing technologies. Stoke on Trent, UK: Trentham Books, 2004.

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Naylor, Sally. Broadening horizons: Education and travelling children. 2nd ed. Chelmsford: Essex County Council Learning Services, 2001.

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Guidelines on traveller education in primary schools. Dublin: Stationery Office, 2002.

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Judith, King. Crossing boundaries: Adult education for traveller women. [S.l: The author], 1994.

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Humberside (England). Education Department. Traveller education in Humberside: Policy and guidelines. [Hull]: Humberside County Council, Education Department, 1992.

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Jordan, Elizabeth. Traveller pupils and Scottish schools. Edinburgh: Scottish Council for Research in Education, 2000.

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musician, McNamara Sean, ed. Report and recommendations for a traveller education strategy. Dublin: Stationery Office, 2006.

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Harper, Liz. Outside the margin: Challenging anti-traveller racism in training and education. Dublin: University College Dublin, 1997.

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1936-, Coombes Phyllida, and Kiddle Cathy 1944-, eds. Teaching traveller children: Maximising learning outcomes. Stoke on Trent, UK: Trentham Books, 2007.

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Working with gypsy/traveller families to support literacy development. Leicester: National Institute of Adult Continuing Education, 2009.

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Book chapters on the topic "Traveller education"

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Marcus, Geetha. "Gypsies and Travellers in Education: Hidden, Deviant or Excluded." In Gypsy and Traveller Girls, 75–106. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03703-1_3.

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D’Arcy, Kate. "Educational Inclusion: Meeting the Needs of All Traveller Pupils." In Advancing Race and Ethnicity in Education, 47–62. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137274762_4.

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D’Arcy, Kate, and Lisa Galloway. "Access and Inclusion for Gypsy and Traveller Students in Higher Education." In Dismantling Race in Higher Education, 215–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60261-5_12.

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Holmes, Brian. "Soviet Education: Travellers’ Tales." In Western Perspectives on Soviet Education in the 1980s, 30–56. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-07179-1_3.

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Loxley, Andrew, and Fergal Finnegan. "Irish Travellers and higher education." In Marginalised Communities in Higher Education, 119–38. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429293399-10.

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Nagai, Hayato, and Sho Kashiwagi. "Japanese Students on Educational Tourism: Current Trends and Challenges." In Asian Youth Travellers, 117–34. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8539-0_7.

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Murphy-Lejeune, Elizabeth. "Chapter 7. An Experience of Interculturality: Student Travellers Abroad." In Intercultural Experience and Education, edited by Geof Alred, Michael Byram, and Mike Fleming, 101–13. Bristol, Blue Ridge Summit: Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853596087-010.

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Davison, Megan Dunn, and Linda H. Mason. "A Road Less Traveled." In The Wiley Handbook of Diversity in Special Education, 277–98. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768778.ch14.

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Rogers, Carol. "Inclusion or Exclusion: UK Education Policy and Roma Pupils." In Social and Economic Vulnerability of Roma People, 3–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_1.

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AbstractEducation is widely recognised as a key factor in improving social mobility and improving life chances. Therefore, this is fundamental to UK education policy which aims to improve outcomes for all children, particularly those from disadvantaged backgrounds. As a result of expansion of the European Union over the past decade, there has been an increase in the number of Central and Eastern European Roma families settling the United Kingdom. Together with indigenous Gypsies and Travellers, Roma families remain some of the most marginalised and disadvantaged families in the UK, with Gypsy and Roma children having the poorest educational outcomes of all pupil groups. An inclusive educational philosophy underpins the UK educational system, however, there is a tension between current austerity measures and outcome driven education policy and the principles of inclusive practice. Whilst there are examples of good practice and inclusive educational experiences for Roma children, some barriers and exclusions are also evident.

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Link, Perry. "He took the road less travelled by historians." In The Field of Chinese Language Education in the U.S., 424–30. New York : Routledge, 2018. | “First published 2018 by Routledge … Abingdon, Oxon … and by Routledge … New York …”: Routledge, 2018. http://dx.doi.org/10.4324/9781315144665-46.

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Conference papers on the topic "Traveller education"

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Oliveira, Gisela. "BECOMING A TIME-TRAVELLER: USING EXPANSIVE FRAMING TO PROMOTE TRANSFER OF LEARNING BETWEEN UNIVERSITY AND THE WORKPLACE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2178.

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Lukaitis, Audra, and Bill Davey. "Capturing the Mature Traveler: Assessing Web First Impressions." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3392.

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This paper proposes a method of assessing hotel web sites in a way that may allow prediction of first impressions of those web sites. A model is presented that combines the ideas of media frames as defined by Matthes and Kohring and work on first impressions by Kim and Fesenmaier. To obtain information regarding the utility of this model a small sample of older travelers’ first impressions was gathered and a number of web pages analyzed for frame content. The trial run with this sample showed that it is possible to obtain both cohesive results from potential searchers and to classify frames consistently between researchers. In the small sample it was found that older people (50+) with travel aspirations did make quick judgments in terms of “first impression” and were favorably impressed by pages that “inspired” users and appeared easy to understand and navigate. There was considerable difference between first impressions of the same page, but subjects reported similar reactions to pages with the same frame elements.

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Senn, Gary. "Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3358.

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Online learning continues to be among the fastest-growing sectors of higher education. K-12 teachers and education professionals outside of the K-12 classroom are among the consumers taking interest in online learning. With many opportunities for technology-enriched learning, educators are becoming more interested in educational technology programs that will provide them with credentials necessary to serve in the growing areas of educational technology incorporation and online learning. A degree program in educational technology was established that offered classes through a variety of delivery methods. Classes were delivered in face-to-face, online, and hybrid formats. Hybrid classes were offered with some portions online, some face-to-face and, in some cases, twoway, interactive video. To address needs for an increasing number of students who traveled for some distance to participate in the degree program, the faculty began moving the entire program online. Two classes were particularly difficult to move to an online format. These two design and development tools classes required the learning of skills related to specific software packages that were unfamiliar to most students. The classes required much practice with the software packages and much instructor support that included demonstration of skills and troubleshooting during the learning process.

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Abdullah, D., S. M. Radzi, M. R. Jamaluddin, and M. O. R. A. Patah. "Hotel web site evaluation and business travelers' preferences." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529493.

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Lueg, Christopher. "Location-Oriented Knowledge Management in a Tourism Context: Connecting Virtual Communities to Physical Locations." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2767.

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Virtual communities have shown to be rich sources of knowledge if community members are sharing what they know. A look at virtual communities related to traveling in Australia suggests that often members are more than happy to share what they know about certain locations. In this paper, we outline, from a Location-oriented Knowledge Management (LoKM) perspective, the steps necessary to connect virtual communities to physical locations (and travelers exploring these locations). We will argue that this connection exceeds connections established by traditional web sites, such as privately operated sites or commercial travel guide-sites. We also highlight benefits for individual travelers, virtual communities and last but not least local businesses and other organizations.

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Echegoyen Sanz, Yolanda, and Antonio Martín Ezpeleta. "A transdisciplinary educational experience at the Botanical Garden around scientific travelers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9497.

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In the framework of the transdisciplinary educational innovative project “Sciences and Arts” at the University of Valencia, we present here the design and outcome of an activity around the phenomenon of scientific travelers. It consisted in a scientific-literary tour through the Botanical Garden of the University of Valencia, that 100 students from the subjects “Natural Sciences for teachers” and “Literary training for teachers” attended. The activity was designed as a collaborative work in which scientific travelers served as a pretext to address six educational aspects that the students from each subject tackled in two different ways: from a more scientific than literary approach and viceversa. The students valued very much the possibility of interaction with the other group, the fact that the expositions took place at a natural environment, the integrating of Sciences and Arts and the didactic transposition carried out.

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Peijuan, Xu. "Study on the average cost for high-speed railway travelers." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295286.

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Song, Humbi, Isa He, Zach Seibold, and Allen Sayegh. "A Biometric Method for Spatial Experience Analysis: A Case Study of Airport Design and Traveler Stress." In – The European Conference on Arts, Design and Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2758-0989.2022.44.

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Miljković, Jovana, Tamara Božović, and Ivan Čapeta. "COUCHSURFING AS A MODERN WAY OF DESTINATION EXPLORING." In Tourism in Southern and Eastern Europe 2021: ToSEE – Smart, Experience, Excellence & ToFEEL – Feelings, Excitement, Education, Leisure. University of Rijeka, Faculty of Tourism and Hospitality Management, 2021. http://dx.doi.org/10.20867/tosee.06.30.

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Purpose – The accelerated lifestyle has led to changes in the way of traveling. The development of technology and the internet has created the opportunity for online contact with people from all over the world, so we can say that traveling has not been this easy and affordable so far. People choose shorter trips, meet the locals, learn about their culture and customs. The paper looks for the benefits of using the Couchsurfing network and its aim is to present the motivation of respondents from former Yugoslav countries to use the network during travel, as well as to host travelers at home. Methodology – The questions for the questionnaire were acquired from the research done by Liu (2012), while the authors entered the offered answers based on a review of the Couchsurfing.com site. Couchsurfing users received online questionnaires via private message and through groups. The questionnaire was also sent through Facebook private messages and posted in private groups. Findings – Based on the results, it is concluded that the dominant motive for using Couchsurfing during the trip is to get to know the local population, culture and customs, as well as hosting and keeping company to travelers visiting this region. Contribution – The social contribution of this paper emphasizes the motives of the Couchsurfing users from the former Yugoslav countries for traveling and hosting travelers. New research can be expanded to the level of Europe or separated for the mentioned countries.

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Formentin, Simone, Giovanni Alli, Sergio M. Savaresi, and Francesco Castelli Dezza. "Analysis and Design of Hardware Architectures and Control Algorithms for an EPAC." In ASME 2010 Dynamic Systems and Control Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/dscc2010-4136.

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EPACs (Electric Pedal Assisted Cycles) represent a very efficient and fashionable mean of non-polluting transport. They are useful for bringing education, for health service and they guarantee the lowest energy cost per distance traveled. In this paper, a power kit has been designed and implemented on a real electric bicycle. In particular, hardware architectures and control algorithms are developed together, taking in account shared needs. An optimal choice of the components and an innovative overboost strategy characterize the provided system. Experimental results and comparison with a benchmark product available in the market demonstrate the efficiency of the whole system.

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