Relevant bibliographies by topics / Young Student

Academic literature on the topic 'Young Student'

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Published: 11 March 2023

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Journal articles on the topic "Young Student"

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Gavin, M. Katherine, and Tutita M. Casa. "Nurturing young student mathematicians." Gifted Education International 29, no. 2 (May 23, 2012): 140–53. http://dx.doi.org/10.1177/0261429412447711.

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Developing mathematical talent in our students should be of primary consideration in education today as nations respond to the challenges of economic crises and ever-changing technological advances. This paper describes two U.S. federally funded curriculum projects, Project M3, Mentoring Mathematical Minds, and Project M2, Mentoring Young Mathematicians for students ages 5 through 12. These projects foster in-depth understanding of advanced mathematical concepts by challenging and motivating students to solve and discuss high-level problems in a fashion similar to practicing mathematicians. The curricula have undergone national field tests with proven research results showing significant achievement gains for students studying the curricula over a comparison group of like-ability students. This paper outlines the philosophy behind each program and its connection to the literature and best practices in the fields of gifted education and mathematics education. Next, specific instructional strategies integral to both curricula are outlined. These strategies help teachers establish a community of learners that promotes rich discussions as a platform for posing and solving interesting problems, constructing viable arguments, and defending as well as critiquing solutions. Finally, strategies to help young student mathematicians develop clear and logical written justifications for their mathematical reasoning and share their creative insights are described.
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Jasinski, Marek. "Recent Student Awards [Students and Young Professionals News]." IEEE Industrial Electronics Magazine 10, no. 4 (2016): 79–80. http://dx.doi.org/10.1109/mie.2016.2616027.

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Waseem, Muaaz, Faraz Ahmed Bokhari, Muhammad Aakif Jalal, Zainab Zahra, Mahnoor Khalid, and Maria Aman. "PRE DIABETES IN YOUNG MEDICAL STUDENTS." Annals of King Edward Medical University 21, no. 1 (July 2, 2021): 39. http://dx.doi.org/10.21649/akemu.v21i1.694.

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Abstract Introduction: A study was conducted among students of a public medical college in Lahore, Pakistan to determine proportion of pre diabetic students (Blood sugar levels between 100 mg/dl - 125 mg/dl, accord- Waseem M.1 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Bokhari F.A.2 Assistant Professor, Department of Physiology, Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Jalal M.A.3 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Zahra Z.4 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Khalid M.5 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Aman M.6 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore ing to American Diabetes Association) and its relation with body mass index, family history of Diabetes, die-tary habits, socioeconomic status and physical activity. Methods: A cross sectional survey was conducted at Sheikh Zayed Medical Complex in February 2013 on medical students of either gender. Data was collected on a validated questionnaire. Fasting blood sugar lev-els of 65 students (enrolled after taking informed con-sent) were taken by trained co investigators through standardized glucose meter. Results: A total of 65 medical students (43 males and 22 females) enrolled in this study. Their ages ranged from 18 to 23 years (mean age 20.56 ± 0.97 years). No student was found to be pre diabetic. Fasting blood sugar level in male participant with a family historyof diabetes was significantly higher (85 ± 6.228 vs. 79.857 ± 6.602, P = 0.016). Conclusion: In this study, no student was found to be pre diabetic, though male participants with a family history of diabetes had higher fasting blood sugar levels. However, a larger study sample is required so that any significant finding may be shown, if it exists. Data on prevalence of pre-dia-betes in youth in South Asia is scarce. The high incidence of diabetes in developing countries un-derlines the need to explore prevalence of pre dia-betes in the younger population. Key Words: Pre diabetes, Impaired Fasting Glucose (IFG).
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Kuurme, Tiiu. "Student Interpretations of Student Roles: What About Sustainability?" Journal of Teacher Education for Sustainability 9, no. 1 (January 1, 2008): 5–20. http://dx.doi.org/10.2478/v10099-009-0015-4.

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Student Interpretations of Student Roles: What About Sustainability?The goal of this article is to investigate the relationship between the contemporary humanistic ideology and the student roles as perceived by young people themselves. First, the traditional humanist ideas of education as a relational term and its contemporary features are analysed. Theoretically, a good education today offers young persons positive experiences for developing and is dialogical in nature. After this discussion, the interpretations of young people from different school types and age groups on their perceived role at school and their relations attributed to that role are described. These young people see their role in a very traditional way, meaning that the most important goal is to behave in manner that best insures their receiving good grades. This paper shows that there is no congruence between the currently desired image of education and the described role of student
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Jasinski, Marek. "IES Student Paper Travel Awards [Students and Young Professionals News]." IEEE Industrial Electronics Magazine 10, no. 3 (September 2016): 63–66. http://dx.doi.org/10.1109/mie.2016.2590781.

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Jasinski, Marek. "Student Paper Travel Assistance Program [Students and Young Professionals News]." IEEE Industrial Electronics Magazine 11, no. 2 (June 2017): 69–74. http://dx.doi.org/10.1109/mie.2017.2694614.

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Mwanzia, Dorothy Kanini, Peace Zowa, Dennis Achoki, Ozotta Ogochukwu, Chioma Onwumelu, and Antony Hiuhu Mwangi. "Student Zone." Leading Edge 40, no. 1 (January 2021): 74–75. http://dx.doi.org/10.1190/tle40010074.1.

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More than 80 young professionals and students from around the world attended the 1st Virtual African Young Professionals and Students Geoscience Week, which took place 21–26 September 2020. Participants were from Argentina, Brazil, Congo, Germany, Ghana, Indonesia, Kenya, Malawi, Mexico, Nigeria, Rwanda, South Africa, Tanzania, Uganda, Ukraine, the United States, and Zimbabwe. Figure 1 shows a distribution map of the represented locations. A total of 12 speakers presented on a variety of interesting topics throughout the week.
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Jocius, Robin. "Good Student/Bad Student." Literacy Research: Theory, Method, and Practice 66, no. 1 (June 30, 2017): 198–214. http://dx.doi.org/10.1177/2381336917718177.

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This study situates young adolescents’ multimodal composing practices within two figured worlds—school and creative multimodal production. In a microanalysis of two focal students’ multimodal processes and products, I trace how pedagogical, interactional, and semiotic resources both reified and challenged students’ developing identities as multimodal composers. This research illustrates the necessity of critical perspectives on the design and implementation of multimodal composing activities for academic purposes.
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Li, Hong, and Marek Jasinski. "The Intelligent Industrial Electronics Young Professional and Student Seminar 2019 [Students and Young Professionals News]." IEEE Industrial Electronics Magazine 13, no. 4 (December 2019): 132–34. http://dx.doi.org/10.1109/mie.2019.2946411.

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Sung, Kyungmin. "To the Young Student of Japan." Journal of The Institute of Electrical Engineers of Japan 134, no. 4 (2014): 214. http://dx.doi.org/10.1541/ieejjournal.134.214.

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Dissertations / Theses on the topic "Young Student"

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McGinnis-Garner, Lynn Curtis Deborah J. Crawford Kathleen Marie. "Addressing young adolescents' needs through middle school advisory programs." Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088027.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Deborah J. Curtis, Kathleen Marie Crawford (co-chairs), Robert L. Fisher. Includes bibliographical references (leaves 117-119) and abstract. Also available in print.
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Fernandez-Ortiz, Claudia. "Student preparation for civic engagement in young adulthood." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Fernandez-Ortiz_CMITthesis2009.pdf.

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Perry, Marie. "Social Networking and Young People: Privileging Student Voice." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366848.

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Young adolescents today are growing up in an environment rich in digital technology. They are highly connected with their technology always on and always on them. In this digital culture there are consistent concerns regarding the impact of this new way of being, and adult-generated concerns include perceived diminished childhood, bullying and fear which dominate much of the widely held understanding of the digital culture which these young people inhabit. In this culture of fear and in the context of schools, adult-generated strategies for enhancing the experience of young people engaging with social networking is generally the norm and student voice is repressed. In contrast, this study set out to explore the experience of young people with respect to their engagement with social networking, through the privileging of student voice rather than assuming that adult knowledge be applied. Specifically, students aged from approximately 12-16 years, in the middle years of schooling (Years 7-9), are the subject of this study as they constitute the years where rapid growth and development, identity formation and establishing practices associated with social networking occur.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Wilson, Timothy L. "Religious faith development in white, Christian, undergraduate students involved in religious student organizations /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3136397.

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Rutta, Carolina Beniamina. "COMIC-BASED DIGITAL STORYTELLING The use of digital storytelling in forms of comics for reflecting on situations involving conflicts." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/295307.

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This thesis presents three case studies in which comic-based digital storytelling is adopted as a means to support the reflection on particular situations involving conflicts. The potential of digital storytelling combined with the comic’s genre has been identified in previous works. Anyway, there is a need of empirical evidence on the advantages and disadvantages on which this approach can be based. Moreover, in most of the research, it has to be noted that digital comics have been identified, in the majority of the research, as a medium to access content, not to create them. Consequently, this thesis contributes to the investigation of employing digital storytelling based on comics informed by previous practices to narratives’ use. Therefore, the case studies are conducted to deeply explore how comic-based digital storytelling can support the reflection of significant troubling experiences. Quantitative and qualitative methods, related to both the user experience and the comics’ construction, are used, which show the benefits and drawbacks when adopting digital torytelling in the form of comics. Finally, the strengths and weaknesses of this approach are described in the conclusion. As a matter of fact, in the conclusion, we report a final reflection on the engagement, stakeholder involvement, collaboration, technology, comics, and reflection concepts while considering possible future works on the research topic.
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Day, Chantelle. "The YACU Project: Exploring the Educational Experiences and Student Support Needs of Young Adult Carers in Australian Universities." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366970.

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The lived experiences of Australian Young Adult Carers (YACs) are underresearched, particularly in relation to the educational implications of caregiving on their university experiences. As a consequence of this gap, student-YACs remain largely unrecognised and unsupported in both carer recognition and student equity support policy and practice. In response to these problems—together with my own experiences as a YAC while attending university—the aim of this research was to explore the educational experiences and support needs of university student-YACs, from their perspective as well as those of wider stakeholders, including carer associations and universities. To achieve this research aim, I designed the YACU-Student Experience Framework (YACU-SEF). The YACU-SEF, informed by my analysis and subsequent synthesis of pertinent theoretical notions and structures, provides a holistic conceptualisation of YACs’ university student experiences. Comprising two parts, a base model and an outer structure, the YACU-SEF draws upon three individual student development frameworks and two social theories to provide a conceptual, operational and analytical framework that can be used to investigate student-young adult caregiving.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Barnes, Alison Paige. "Young women's locus of control and adjustment to college." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2000. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University of Pennsylvania, 2000.
Source: Masters Abstracts International, Volume: 45-06, page: 2993. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Includes bibliographical references (leaves 24-28).
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Hanson, Coral Marie. "An Evaluation of a Student Response System Used at Brigham Young University." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2127.pdf.

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Blšáková, Daniela. "The impact of environmental conditions on young entrepreneurs' start-up activities." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359257.

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The diploma thesis deals with the influences that affect young people aged 18 to 24 in the establishment of start-ups. The main aim was to find out which environmental factors influence emergence of youth start-ups and how they differ in Europe, China and the US over time. The thesis describes three models that explain the entrepreneurial intentions and that serve better understanding of human behavior in setting up businesses. Further the thesis includes a description of the individual and environmental factors that are based on current studies. Due to the title of thesis only the impact of environmental factors was tested. The analysis was conducted on a public data of the Global Entrepreneurship Monitor.
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Kamarudin, N. S. "Emergency fund provision among young student adults in Malaysia : a behavioural perspective." Thesis, University of Salford, 2016. http://usir.salford.ac.uk/39375/.

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Financial behaviour is complex and difficult to measure. Existing literature on the emergency fund remains lacking in terms of its theoretical testing and modelling, not to mention its accurate definition of emergency fund behaviour itself. Prior studies also suffer from providing sufficient country-contextual evidence on emergency fund behaviour, notably in the instance of Malaysia. Compounding this, the question of how young student adults allocate their emergency fund has yet to be adequately explored by existing studies, primarily due to data limitations. The issues of financial behaviour, financial problems and financial stresses among young adults are still being addressed by many studies. These tend to argue that young adults have less ability to allocate or achieve the recommended adequate level of emergency fund holding. It is these gaps that this thesis will address. This research uses modified theory of planned behaviour as a research conceptual framework to investigate and understand the emergency fund behaviour among young student adults in Malaysia. The data were collected using online questionnaires and survey interviews. The emergency fund behaviour measurement and Emergency Fund Formation Behaviour (EFFB) models were developed. The Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) were adopted as data analysis tools for this research. The definition of emergency fund behaviour was positioned in relation to two main financial behaviours: saving and investment. The results from the modelling revealed that attitude and propensity to plan were found to significantly contribute to emergency fund formation intentions and behaviour. The subjective norms and perceived behaviour controls were found not to be significant to fund formation intentions and behaviour. The emergency event from young student adults’ perspective was explored and contributes to additional current literature. This research also found that not all young student adults achieved the total three months expenses recommended adequacy level of emergency fund holding. Previous experience of emergency events was found to be the factor that prompted them to achieve the recommended adequacy level. Their intention was to continue to borrow from informal channels, such as family and friends,if they lacked emergency funds in future. Other factors, such as financial aid, did not necessarily determine their ability to achieve the adequacy level. This research also found that a significant proportion of young student adults chose to use savings accounts and current accounts as their emergency fund. Some also used their student loan (PTPTN) money as source of emergency fund allocation. In addition, the use of gold as an emergency fund financial instrument was also found to be relevant to the Malaysian context. The holding of gold was a behaviour found not to be gender-related. In terms of the financial instruments categories, most of the young student adults in this research were found holding intermediate fund rather than other emergency fund categories. The modelling and deeper understanding of emergency fund behaviour revealed overall of emergency fund formation behaviour and preference for financial products in response to future emergencies. This finding will help financial service providers and financial educators to offer more effective advice and fulfil the needs of their clients. Moreover, this research makes a significant contribution to the field of personal financial planning by improving our understanding of the application of behavioural finance theory, and suggesting that behavioural factors contribute to an individual’s financial planning and actions.
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Books on the topic "Young Student"

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Tarant, Nick. Young leader: Leadership from exactly that perspective. Dayton, OH: Oakwood Publishing, 2002.

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Toronto Board of Education. Task Force V on the Young Adolescent Learner. The young adolescent learner: Final report. [Toronto]: The Board, 1991.

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Johnson, Carol. Student jobs and volunteer service. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2001.

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Hearron, Patricia F. Guiding young children. 9th ed. Boston: Pearson, 2013.

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Cohen, Robert. When the old left was young: Student radicals and America's first mass student movement, 1929-1941. New York: Oxford University Press, 1993.

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Herr, Judy. Student activity guide for working with young children. Tinley Park, IL: Goodheart-Willcox, 2004.

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The voice of young Burma. Ithaca, N.Y: Southeast Asia Program, Cornell University, 1993.

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C, Whitaker Leighton, and Slimak Richard E, eds. College student suicide. New York: Haworth Press, 1990.

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Ghaill, Mairtin Mac an. Young, gifted, and Black: Student-teacher relations in the schooling of Black youth. Milton Keynes: Open University Press, 1988.

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Engelsman, Alan. Theatre arts 1 student handbook. 3rd ed. Colorado Springs, Co: Meriwether Pub., 1997.

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Book chapters on the topic "Young Student"

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Gavin, M. Katherine, and Tutita M. Casa. "Nurturing Young Student Mathematicians24." In Reflections on Gifted Education, 355–69. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237693-20.

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Stipek, Deborah J. "Classroom Context Effects on Young Children’s Motivation." In Student Motivation, 273–92. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_13.

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Heath, Sue, and Elizabeth Cleaver. "Student Housing and Households." In Young, Free and Single?, 73–88. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230502871_5.

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Evenari, Michael. "Student Years: The Young Botanist." In The Awakening Desert, 17–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-74460-0_2.

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Jarlskog, Cecilia. "As a Young University Student." In Portrait of Gunnar Källén, 11–12. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00627-7_2.

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Allen, Jeanne, Glenda McGregor, Donna Pendergast, and Michelle Ronksley-Pavia. "Core Characteristics of Student Engagement." In Young Adolescent Engagement in Learning, 101–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05837-1_4.

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Pickard, Sarah. "Youth Wings and Student Wings of Political Parties." In Politics, Protest and Young People, 195–234. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-57788-7_7.

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Edwards, Simon. "The Issue of Student Disengagement and Exclusion." In Re-Engaging Young People with Education, 1–19. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98201-4_1.

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Clark, Vicky, and Keith Tuffin. "Why Young Adults are Flatting Well Beyond Student Years." In House Sharing and Young Adults, 16–29. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003161370-2.

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Edwards, Simon. "A Policy Cul-de-sac: Student Disengagement and Political Intervention." In Re-Engaging Young People with Education, 23–50. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98201-4_2.

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Conference papers on the topic "Young Student"

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"Student and Young Professional Track." In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293676.

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"SY student and young professionals forum." In IECON 2017 - 43rd Annual Conference of the IEEE Industrial Electronics Society. IEEE, 2017. http://dx.doi.org/10.1109/iecon.2017.8217522.

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A.V., Mozgovoy, Rudoy D.V., Olshevskaya A.V., Vershinina A.V., Odabashyan M.Yu., and Prutskov A.S. "DEVELOPMENT OF MEDIA COMPETENCIES AMONG AGRICULTURAL STUDENT." In INTERNATIONAL FORUM "YOUTH IN THE AGRIBUSINESS". DSTU-Print, 2022. http://dx.doi.org/10.23947/young.2022.45-47.

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The article is devoted to modern trends in education – the acquisition by students of agricultural areas of media competence, the creation of conditions for the training of convergent specialists, in their individual trajectory forming expertise in the meta-subject professional field.
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Yusup, Amalina, Asraful Syifaa‘ Ahmad, Rafidah Muhamad, Nabilah Kassim, Fathiah Nabila Mohd Daud, Nurazrin Mohd Esa, Liza Md Salleh, et al. "Young Scientist Pioneer 2019: Evaluation of the Effectiveness of Program at SMK Wira Penrissen, Sarawak." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.016.

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Rosli, Nur Aqilah Husna, Mohd Khata Bin Jabor, Mohd Amri Md Yunus, Ahmad Fuad Seman, and Hanim Zainal. "Online Business Among University Students: Benefits and Challenge and Successful Story of a Young Entrepreneur." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.034.

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Thom, Jacob, Bridger Armstrong, Robin Chow, Forrest Denham, Quinn Khosla, Luke La Rocque, John Oldland, Steven Ripple, and Nicholas Sammons. "Design and Fabrication of a Formula SAE Undertray." In SAE Student/Young Professional Technical Paper Competition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2019. http://dx.doi.org/10.4271/2019-01-2596.

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Vemula, Sai Deepika, B. Suman Naidu, Bassetti Chandrasheker, Krishna Mylapalli, Prithviraj Mondal, and Lasheer Shareef Md. "Topology Optimized Design Methodology to Suit Additive Manufacturing Process." In SAE Student/Young Professional Technical Paper Competition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2019. http://dx.doi.org/10.4271/2019-01-2597.

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Bade, Mehar, Nigel Clark, Parviz Famouri, and PriyaankaDevi Guggilapu. "Feasibility of Multiple Piston Motion Control Approaches in a Free Piston Engine Generator." In SAE Student/Young Professional Technical Paper Competition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2019. http://dx.doi.org/10.4271/2019-01-2599.

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Schroeter, Robert A., Mark Meinhart, Jeffrey Naber, and Seong-Young Lee. "Effect of Fuel Type and Tip Deposits on End of Injection Spray Characteristics of Gasoline Direct Injection Fuel Injectors." In SAE Student/Young Professional Technical Paper Competition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2019. http://dx.doi.org/10.4271/2019-01-2600.

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Anselma, Pier Giuseppe, and Giovanni Belingardi. "Next Generation HEV Powertrain Design Tools: Roadmap and Challenges." In SAE Student/Young Professional Technical Paper Competition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2019. http://dx.doi.org/10.4271/2019-01-2602.

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Reports on the topic "Young Student"

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Cordero, Eugene, and Kiana Luong. Promoting Interest in Transportation Careers Among Young Women. Mineta Transportation Institute, November 2021. http://dx.doi.org/10.31979/mti.2021.2028.

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Transportation remains the largest source of U.S.-based carbon emissions, and reducing emissions from this source continues to challenge experts. Addressing challenging problems requires diverse modes of thinking—and at present the transportation workforce is not diverse in terms of gender, with women occupying only about 14% of the transportation workforce. This research developed and tested a school-based intervention that uses pro-environmental framing and exposure to women transportation role models to help attract more women to transportation careers. To investigate the efficacy of the intervention, the research team studied control and treatment groups of university students using pre- and post-surveys to measure changes in student understanding and interest in transportation fields and careers. Students in both groups were enrolled in a climate change course, and students in the treatment group completed an additional transportation learning module designed to stimulate interest in transportation careers. The results showed that by the end of the semester, student awareness that the transportation industry can provide green and sustainable careers increased by 39.7% in the treatment group compared to no change in the control group. In addition, student openness to working in a transportation related career increased by 17.5% for females in the treatment group compared to no change in the male treatment group and no change in the control group. Given the success of this intervention, similar educational modules at various educational levels could increase the number of women working in transportation. Should such approaches be successful, society will be better prepared to respond to environmental challenges like climate change.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Wachen, John, and Steven McGee. Qubit by Qubit’s Middle School Quantum Camp Evaluation Report for Summer 2021. The Learning Partnership, August 2021. http://dx.doi.org/10.51420/report.2021.5.

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Qubit by Qubit’s Middle School Quantum Camp is one of the first opportunities for students as young as eleven to begin learning about the field of quantum computing. In this week-long summer camp, students learn about key concepts of quantum mechanics and quantum computing, including qubits, superposition, and entanglement, basic coding in Python, and quantum gates. By the end of the camp, students can code quantum circuits and run them on a real quantum computer. The Middle School Quantum Camp substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. Students experienced a significant increase in their sense of belonging in STEM and quantum computing following the camp. The camp substantially increased students’ interest in taking additional coursework in STEM and quantum, as well as pursuing careers in STEM and quantum computing.
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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
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Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, September 2016. http://dx.doi.org/10.34074/ocds.0291.

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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson & Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.
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