Bibliografías temáticas / Teenage and educational Mod

Literatura académica sobre el tema "Teenage and educational Mod"

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Publicado: 26 de julio de 2024
Última modificación: 26 de julio de 2024

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Artículos de revistas sobre el tema "Teenage and educational Mod"

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Hoyt, Helina H. y Betty L. Broom. "School-Based Teen Pregnancy Prevention Programs: A Review of the Literature". Journal of School Nursing 18, n.º 1 (febrero de 2002): 11–17. http://dx.doi.org/10.1177/10598405020180010401.

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Teenage pregnancy is a well-documented problem in the United States, with approximately 890,000 teenage pregnancies occurring each year. Although teen pregnancy rates have declined since 1991, rates remain higher than the mid-1970s and are fourfold those of European countries. Substantial morbidity and social problems result from these pregnancies, affecting the mother, her children, other family members, and society. Multiple educational approaches have been used, with few demonstrating significant reductions in teen pregnancy. School-based programs have been diverse and multifaceted. Recently, programs with a comprehensive approach have shown potential for success. In this article, characteristics and elements of promising school-based programs are identified and discussed. It is imperative that school nurses play an active role in developing and implementing prevention programs that incorporate rigorous evaluation. As health educators, school nurses are in a prime position to implement and evaluate the effectiveness of teen pregnancy prevention programs.
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Schoon, Ingrid y Elzbieta Polek. "Teenage career aspirations and adult career attainment: The role of gender, social background and general cognitive ability". International Journal of Behavioral Development 35, n.º 3 (mayo de 2011): 210–17. http://dx.doi.org/10.1177/0165025411398183.

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In this paper we examine the associations between gender, family background, general cognitive ability (g), teenage career aspirations, and career attainment in mid adulthood drawing on two large representative samples of the British population born in 1958 (N = 6,474) and in 1970 (N = 5,081). A developmental-contextual model of career development is tested, using Structural Equation Modelling to map the pathways linking early experiences to adult outcomes. Results show that in both cohorts career aspirations measured at age 16 predict career attainment of cohort members in their mid 30s, even after controlling for family social background and general cognitive ability. Compared to their less ambitious peers, those with aspirations for a professional job are more likely to participate in further education, and are more likely to achieve a professional career in their adult years. Regarding gender differences in career pathways, the findings suggest that women are more ambitious in their occupational aspirations than men and more likely to participate in further education. However, despite reducing gender inequalities in attainment, social inequalities in educational and occupational opportunities remain.
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Sakinah, Awit Marwati. "Keseimbangan Relasi Orang Tua–Remaja sebagai Prediktor Kejelasan Orientasi Masa Depan Pendidikan". Psympathic : Jurnal Ilmiah Psikologi 3, n.º 2 (30 de diciembre de 2016): 261–80. http://dx.doi.org/10.15575/psy.v3i2.986.

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Future orientation is formed as a result of interaction with the environment one of them teenage parents. The study aims to determine the effect balance relationship patterns of parent-adolescent to the orientation of future education in adolescents of Bandung city. The analysis technique used is the correlation analysis and logistic regression. The study use cluster sampling to obtain a sample of 358 students. The results showed that the balance relations on the dimensions of adaptability and cohesion have a greater influence on the clarity of the future orientation of youth education in Bandung. Balance relationship patterns of parent-adolescent balance has possibility of 16.181 times more clearly educational future compared with the balance of relationship patterns of parent-adolescent unbalance. Balance relationship patterns of parent-adolescent has possibility of 2.088 times more clearly educational future compared with the balance of relationship patterns of parent- adolescent to mid range category.
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Dodgeon, Brian, Praveetha Patalay, George B. Ploubidis y Richard D. Wiggins. "Exploring the role of early-life circumstances, abilities and achievements on well-being at age 50 years: evidence from the 1958 British birth cohort study". BMJ Open 10, n.º 2 (febrero de 2020): e031416. http://dx.doi.org/10.1136/bmjopen-2019-031416.

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ObjectivesWe aim to examine the relative contributions of pathways from middle childhood/adolescence to mid-life well-being, health and cognition, in the context of family socio-economic status (SES) at birth, educational achievement and early-adulthood SES. Our approach is largely exploratory, suspecting that the strongest mediators between childhood circumstances and mid-life physical and emotional well-being may be cognitive performance during school years, material and behavioural difficulties, and educational achievement. We also explore whether the effects of childhood circumstances on mid-life physical and emotional well-being differ between men and women.Setting/participantsData were from the National Child Development Study, a fully-representative British birth cohort sample of 17 415 people born in 1 week in 1958.Primary/secondary outcome measuresOur four primary mid-life outcome measures are: cognitive performance, physical and emotional well-being and quality of life. Our intermediate adult outcomes are early-adulthood social class and educational/vocational qualifications.ResultsUsing structural equation modelling, we explore numerous pathways through childhood and early adulthood which are significantly linked to our outcomes. We specifically examine the mediating effects of the following: cognitive ability at ages 7, 11 and 16 years; childhood psychological issues; family material difficulties at age 7 years: housing, unemployment, finance; educational/vocational qualifications and social class position at age 42 years.We find that social class at birth has a strong indirect effect on the age 50 outcomes via its influence on cognitive performance in childhood and adolescence, educational attainment and mid-life social class position, together with small direct effects on qualifications and social class position at age 42 years. Teenage cognitive performance has a strong positive effect on later physical health for women, while educational/vocational qualifications have a stronger positive effect on emotional well-being for men.ConclusionOur findings provide an understanding of the legacy of early life on multiple aspects of mid-life health, well-being, cognition and quality of life, showing stronger mediated links for men from childhood social class position to early adult social class position. The observed effect of qualifications supports those arguing that education is positively associated with subsequent cognitive functioning.
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Codreanu, Tudor A., Antonio Celenza y Ian Jacobs. "Does Disaster Education of Teenagers Translate into Better Survival Knowledge, Knowledge of Skills, and Adaptive Behavioral Change? A Systematic Literature Review". Prehospital and Disaster Medicine 29, n.º 6 (20 de octubre de 2014): 629–42. http://dx.doi.org/10.1017/s1049023x14001083.

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AbstractAn increasing number of people are affected worldwide by the effects of disasters, and the United Nations International Strategy for Disaster Reduction (UNISDR) has recognized the need for a radical paradigm shift in the preparedness and combat of the effects of disasters through the implementation of specific actions. At the governmental level, these actions translate into disaster and risk reduction education and activities at school. Fifteen years after the UNISDR declaration, there is a need to know if the current methods of disaster education of the teenage population enhance their knowledge, knowledge of skills in disasters, and whether there is a behavioral change which would improve their chances for survival post disaster. This multidisciplinary systematic literature review showed that the published evidence regarding enhancing the disaster-related knowledge of teenagers and the related problem solving skills and behavior is piecemeal in design, approach, and execution in spite of consensus on the detrimental effects on injury rates and survival.There is some evidence that isolated school-based intervention enhances the theoretical disaster knowledge which may also extend to practical skills; however, disaster behavioral change is not forthcoming. It seems that the best results are obtained by combining theoretical and practical activities in school, family, community, and self-education programs.There is a still a pressing need for a concerted educational drive to achieve disaster preparedness behavioral change. School leavers’ lack of knowledge, knowledge of skills, and adaptive behavioral change are detrimental to their chances of survival.CodreanuTA, CelenzaA, JacobsI. Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review. Prehosp Disaster Med. 2014;29(6):1-14.
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Kamaeva, E. V. "Summer Camps for Schoolchildren in the System for the Prevention of Teenage Neglect and Crime in the 1960s — mid-1970s". Modern History of Russia 12, n.º 2 (2022): 437–53. http://dx.doi.org/10.21638/11701/spbu24.2022.211.

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In the 1960s and 1970s there was a significant increase in juvenile delinquency in urban and rural areas. The tightening of measures to combat it did not radically change the situation, and the country’s leadership began to pay great attention to educational work, which was mainly entrusted to the Komsomol. One of the priority directions in the work of the Komsomol in this period was the organization of summer vacations for children. There was a search and testing of new forms of work, which was expressed in the creation of new types of summer camps for schoolchildren. On the basis of a wide range of archival materials, primarily reports from the departments of the school Komsomol, the process of creating camps in the city and the countryside is analyzed, and the problems that the Komsomol committees faced in the process of this work are highlighted. First of all, there is a lack of funding. It is shown that the labor and recreation camps for high school students who were striving to exist on the principles of self-sufficiency, created during this period, began to acquire great popularity. At the same time, labor, military, sports, and tourist camps for adolescents registered in the children’s room of the police began to be created. In this regard, there was a problem with training counselors for such camps. The Moscow city committee of the Komsomol was the first to begin training counselors from among student activists. The analysis of archival materials shows that regarding urban schoolchildren during the study period, various types of camps were created for all age groups. The situation was different in rural areas. For the first time, inter-collective farm camps began to appear in the districts, however, they did not become widespread.
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McArdle, David. "The views from the hills: fatal accidents, child safety and licensing adventure activities". Legal Studies 31, n.º 3 (septiembre de 2011): 372–91. http://dx.doi.org/10.1111/j.1748-121x.2011.00192.x.

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Two recent fatal accident inquiries (FAIs) in Scotland have potentially far-reaching ramifications for educational provision across the whole of the UK. The deaths of two teenage children during the course of outdoor adventure activities led the sheriff in one of those inquiries to recommend a review of the regulatory framework which governs those activities. This call for an across-the-board review means the outdoor education sector – which includes organisations which provide outdoor education for schools groups as well as those offering more adventurous experiences for children outside term time – is now likely to face a degree of scrutiny greater than any it has experienced since the 1993 Lyme Bay disaster.This paper draws upon research interviews with those who work in outdoor education in some of the more remote areas of Scotland. The data from those interviews indicate that some of the issues that ought to be considered in any such review will not be immediately apparent from reading either the fatal accident inquiries' determinations or the literature which is available either on the Heath and Safety Executive's website or otherwise in the public domain. In particular, it appears that some issues which have only reached a wider audience by virtue of these FAIs have actually been the source of longstanding concerns among the stakeholders, dating back to the mid-1990s when the regulatory framework that came into being in the wake of Lyme Bay was still under discussion. This paper therefore uses the interviewees' responses to help develop a greater understanding of the issues that exist in this particular sector and to illustrate the legal and logistical challenges that it faces.
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Devitt, Neal. "Teenage Pregnancy and Educational Opportunity". JAMA: The Journal of the American Medical Association 266, n.º 18 (13 de noviembre de 1991): 2558. http://dx.doi.org/10.1001/jama.1991.03470180058019.

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Salim, Airin, Rehana Sultana, Syeda Sharmina Akhter, Sabrina Fahmida Azim, Md Minuddin Hoshen y Md Zakirul Islam. "Gender Disparities in Dropping out of High School Students and their Level of Depression". Eastern Medical College Journal 8, n.º 1 (2 de septiembre de 2022): 1–5. http://dx.doi.org/10.3329/emcj.v8i1.66719.

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Background: A drop-out can be defined as a child who enrols in school but fails to complete the relevant level of the educational cycle. It is usually associated with non-enrolment and a lower percentage of girls than boys in the school system. High school dropouts are more likely to be on welfare, have poorer health, have reduced intergenerational mobility, become teenage parents, unemployed, depressed, have substance abuse problems, engage in violent behaviours, and end up incarcerated. Adolescent depression is a mental and emotional disorder affecting adolescents and teens. According to WHO, globally depression is the number one cause of illness and disability in adolescent age group. Depression increases a teen’s risk for attempting suicide by 12 times and 30% of teens with depression also develop a substance abuse problem. Objective: To find out the gender disparities in dropping out of high school students and their level of depression. Methodology: This cross-sectional study was done in Adarsha Sadar, Cumilla, Bangladesh in between January 2014 to December 2014. Study sample was 339 adolescents of 13-19 years of that area. By purposive sampling technique data were collected through a pretested, semi-structed, interview questionnaire. Back Depression Inventory scale was used to assess the level of depression. Results: Proportion of male drop out adolescent was 54% and female drop out adolescents 46%. 44.5% adolescents had depression and a positive association was found between adolescent depression and dropping out from high school. Conclusions: There is an apparent gender gap among the high school dropouts, with more male adolescents dropping out than females. A positive association was found between the high school dropouts and the development of adolescent depression. Eastern Med Coll J. Jan 2023; 8 (1), 1-5
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Kamara, Alhaji Bakar. "Investigating Teenage Pregnancy in Sierra Leone. Case Study: Portee Community in the East End of Freetown". Frontiers in Education Technology 5, n.º 2 (14 de abril de 2022): p18. http://dx.doi.org/10.22158/fet.v5n2p18.

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This study attempts to answer the question related to the causes and effect related to pregnancy on the educational and holistic development of our school going teenage girls and as well as out of school going teenage girls. Firstly, this study endeavors to identify prescription of the respondent on the causes of teenage pregnancy. It also looks at the different perceptions about teenage pregnancy and the way it should be combated. The respondents also agree that parents don’t talk about the consequences of planned or unplanned indulgence of sex. Secondly, this study attempted to find out the causes of teenage pregnancy and its effects on holistic development of our country as perceived by the respondents in terms of community factor. The finding shows that the respondents agreed to all indicators stated in the questionnaire. A self-made questionnaire was employed to gather data of the study, average weighted mean was used to find out the extent of teenage pregnancy among school going teenage girls as well as out of school going teenage girls. T-test was used to test the significant difference of the extent of the educational development when respondent was grouped according age, educational attainment, type of school attended and the socio-economic status of the family. Step-wise regression analysis was used to analyze which among the causes of teenage pregnancy greatly affect the respondent educational development.
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Tesis sobre el tema "Teenage and educational Mod"

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Ortiz, Lisa M. Jenkins Sharon Rae. "Educational attainment among high-risk teenage mothers". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3929.

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Ortiz, Lisa M. "Educational Attainment among High-Risk Teenage Mothers". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3929/.

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Decreased educational attainment has been associated with numerous factors such as teenage pregnancy, repeat pregnancy, risky sexual behavior, substance use, depression, and parental distress. Educational attainment was examined among a group of predominantly Mexican American teenage mothers who were considered at high risk to have a repeat pregnancy, contract sexually transmitted diseases (STDs), and use substances. Project Success Longitudinal Study is part of a national study funded by the Center for Substance Abuse Prevention. Participants were recruited from eight traditional high schools in a large South Texas school district, an area with a high rate of teenage pregnancy and substance use. The treatment intervention included a multidimensional curriculum that was implemented in the participants' high schools in addition to home- and school-based case management services. It was hypothesized that participants who received the intervention would be more likely to attain their high school degree or equivalent and that amount of treatment received would be associated with educational attainment. Additionally, it was hypothesized that profiles of participants who attained their high school degree or equivalent would differ in the areas of parental distress, social support, symptoms of depression, and substance use when compared to participants who did not attain their high school degree or equivalent. Results indicated that participants who received the intervention reported increased educational attainment during the first two years of the study. Additionally, all participants experienced positive changes on various psychosocial measures.
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Buchanan, Angelo R. "The Life and Academic Experiences of Teenage Mothers and Expecting Teenage Mothers Attending High School in Missouri". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729526.

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The purpose of this study was to discover and understand the life and academic experiences of high school teenage mothers and expecting teenage mothers. The research questions was, How do these teenage mothers and expecting teenage mothers describe their life and academic experiences in a Missouri high school; What challenges do they face to successfully continuing their education; and What would they want and/or need in a high school-based child-care center if it were to be implemented as part of the high school’s intervention with this at-risk population? The study was conducted at a medium-sized Midwestern Urban High School. The researcher interviewed 16 teenage mothers and expecting teenage mothers to provide insight into the research questions. Pseudonyms were used to preserve anonymity. Interviews were conducted face-to-face. The themes that emerged from the interviews included (a) problems with child-care, (b) barriers to resources, (c) teenage mothers’ and expecting teenage mothers’ recommendations, and (d) teenage mothers’ and expecting teenage mothers’ attitude toward pregnancy. Based upon the findings in this study, several recommendations may be beneficial to the life and academic success of teenage mothers and expecting teenage mothers attending urban high schools in Missouri: The inclusion of an on-site child-care center, whether it is in an adjacent building from the school itself or in a separate section within the school, would allow this particular population to attend school daily and on time regularly; therapeutic counselors and/or social workers along with guidance counselors should also be placed in the urban high schools; based on the participants’ statements, job training and paid internships placed in the schools would prepare the young mothers for jobs upon completing high school; visits from licensed pediatricians and dentists are recommended in the schools to see the children on a monthly basis; and the inclusion of a father support center should be placed in the urban high schools to work with teaching males, especially those who are fathers of children by the young ladies who are attending the school also, to be fathers whether their children attend the on-site center or not.

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Turner, Sherri. "Native American adolescent career development : initial validation of a computerized career exploration and assessment instrument /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988704.

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Marsiglio, William. "Male teenage fertility : an analysis of fatherhood commitment and its association with educational outcomes and aspirations /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740718516.

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Muteti, Tabitha Ndinda. "Educational experiences of pregnant and parenting adolescents in pregnant minor education program". CSUSB ScholarWorks, 2013. https://scholarworks.lib.csusb.edu/etd-project/693.

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The objective of this study was to inquire into the educational experiences of pregnant and parenting adolescents enrolled in a pregnant minor program and represent their voices by documenting this inquiry. This is a qualitative study that utilized phenomenological perspective and included a series of three in-depth interviews with six pregnant and parenting students. The focus and aim of the study was to represent the participant's voices on their educational experiences. The participants were pregnant teenagers attending a program in Southern California in the United States of America.
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Hindin-Miller, Jennifer Margaret. "Re-storying identities: Young women's narratives of teenage parenthood and educational support". Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7228.

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Teenage parenting is widely constructed in prevailing research and public discourse as a social problem, with poor outcomes for parent and child. Teenage parents are regarded as a drain on state funds, too young to parent well, and at high risk of social exclusion, both educationally and economically. This thesis proposes that teenage motherhood is a turning point in a young woman’s life and identity, which can be an opportunity, rather than a problem, if there is adequate support for the mother and her child. It considers the role of a New Zealand School for Teenage Parents in providing this support. Using qualitative narrative methodology, ten young women, six family members and nine other members of the School community were interviewed about their experiences of its culture and practices. Six of the young women were also interviewed to gather their life stories. Informed by the narrative understanding that we story our identities from the narrative possibilities available to us within the varied discursive contexts of our lives, this thesis draws on these life stories to explore how the young women storied the fashioning of their own identities as young women, as learners and as young parents. It presents their stories of childhood and family life, teenage-hood and schooling, pregnancy and parenthood, their experiences at the School for Teenage Parents, and their lives since leaving the School, in order to consider the role of the School in supporting the positive refashioning of their identities. This thesis draws on social constructionist and narrative theories to interpret the storied contexts of the young women’s lives, and the role these often constraining and difficult contexts played in the fashioning of their multiple identities. Māori culturally responsive pedagogical theories are also drawn on to interpret the culture of the School for Teenage Parents, and its attempts to provide a supportive and affirming family or whānau environment for its students, in order to offer them more positive narrative possibilities of self and identity as young women, as learners and as young parents.
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Kumbin, Christine Vonkur. "Policy provision for school-aged mothers in Nigeria". Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297961.

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Blackwell, Valerie Gayle Tucker Ukpokodu Omiunota Nelly. "Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context". Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006.
"A dissertation in education and urban leadership and policy studies." Advisor: Omiunota Ukpokodu. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 26, 2007. Includes bibliographical references (leaves 250-280). Online version of the print edition.
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Haufiku, Anneli Ndapandula. "Teachers’ experiences and practices of support for school-going teenage mothers in Namibia". Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86504.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers. Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools.
AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ʼn netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ʼn beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders. Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ʼn sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ʼn tekort aan hulpmiddels was, dat onderwysers gevoel het dat ʼn las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ʼn behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ʼn onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ʼn swanger leerder het ʼn invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ʼn swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.
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Libros sobre el tema "Teenage and educational Mod"

1

Haggstrom, Gus W. Accounting for the educational shortfalls of mothers. Santa Monica, CA: Rand, 1986.

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2

Delagrave, Michel. Ados: Mode d'emploi. Montreal: Editions de l'Hopital Sainte-Justine, 2005.

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Kubic, Frank. Frank Kubic's No bad mothers: Proverbial sex educational exemplars. Rippon, WV: Nuggets of Wisdom - Books, 1996.

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Mulikita, Nakatiwa G. Adolescent Girls' Literacy (AGLIT) Project: Mid-term evaluation report. Zomba, Malawi: University of Malawi, Centre for Social Research, 2000.

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Saloni, Singh, ActionAid-Nepal (Organization) y Didibahini (Organization), eds. Violence against girls in educational institutions. Kathmandu: ActionAid Nepal, 2008.

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Constable, Kate. New Guinea moon. Sydney: Allen & Unwin, 2013.

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Shepherd, Page. Teen species: Girls. Princeton, NJ: Films for the Humanities & Sciences, 2008.

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Black, Sandra E. Fast times at Ridgemont High?: The effect of compulsory schooling laws on teenage births. Bonn, Germany: IZA, 2004.

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Black, Sandra E. Fast times at Ridgemont High?: The effect of compulsory schooling laws on teenage births. Cambridge, MA: National Bureau of Economic Research, 2004.

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David, Long, Manpower Demonstration Research Corporation y Learning, Earning, and Parenting Program (Ohio), eds. LEAP: The educational effects of LEAP and enhanced services in Cleveland : Ohio's Learning, Earning, and Parenting Program for teenage parents on welfare. New York, N.Y: Manpower Demonstration Research Corp., 1994.

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Capítulos de libros sobre el tema "Teenage and educational Mod"

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Ingram, Nicola. "Researching with Working-Class Teenage Boys: A Working-Class Feminist Approach". En Working-Class Boys and Educational Success, 81–98. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-40159-5_4.

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Zibane, Sibonsile. "Ukushela: Teenage Girls and Boys Negotiating Courtship at School". En Gender, Sexuality and Violence in South African Educational Spaces, 159–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69988-8_7.

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Naicker, Preenisha y Shakila Singh. "Teenage Girls’ Experiences of Slut-Shaming Through the Social Network Site, Facebook". En Gender, Sexuality and Violence in South African Educational Spaces, 181–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69988-8_8.

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Guo, Yiting, Thomas Smith, Jiayi Chen, Quan Zhang y Mengyao Wen. "Reimagining Pedagogical Practices in Teenage Science Education: A Post-COVID-19 Perspective". En Proceedings of the 2023 3rd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2023), 246–54. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-128-9_29.

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Fernández-Tomanguillo, Kimberlie, Melina Mezarina-Castilla y Eduardo Yalán-Dongo. "Analysis of #YoDecidoCuando (I Decide When) Campaign on TikTok, as Educational Communication for Teenage Pregnancy Prevention". En Marketing and Smart Technologies, 411–21. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9099-1_28.

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Cahill, Michele. "Teenage Childbearing". En Resources for Educational Equity, 169–86. Routledge, 2017. http://dx.doi.org/10.4324/9781315268989-12.

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Mudau, Tshimangadzo Selina y Wilbroda Hlolisile Chiya. "Significance of Parent-Child Relationship in Enhancing Educational Outcomes Among Teenage Mothers". En Advances in Educational Marketing, Administration, and Leadership, 37–64. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7090-9.ch003.

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Teenage mothering poses several challenges to the young mother and the family to cope with new mothering and learning demands. The chapter aims to describe the impact of negative parental relationships on learning among teenage mothers. To enhance constructive inclusion of the voices of teenage mothers, the study used action research through a community engagement approach. The study was guided by Bricolage's theoretical framework. Data was generated through multiple methods such as face-to-face individual interviews, focused group discussions, and reflections. Twelve Black teenage mothers from a rural village participated in the study. Data were analysed using critical discourse analysis and thematic analysis. Findings were that teenage mothers felt marginalized and isolated from other family members which led to unhealthy choices like self-isolation, family exclusions, and poor learning interest. Through action research, relationship healing occurred resulting in teenage mothers gaining self-awareness, and goal-setting.
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Jordan, Kelly C. "How Military Schools Reconcile Compliance, Authority, and Authenticity in Adolescent Leadership". En Advances in Educational Marketing, Administration, and Leadership, 193–217. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch009.

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Adults and adolescents are different, as are adolescent girls and teenage boys, but it is unclear if or how these differences impact their ideas about leadership. Adults prioritize compliance, obedience, and conformity, while adolescents advocate autonomy, independence, and ingenuity. Adolescent girls prefer a relational, inclusive, collaborative leadership style with a spiritual generative culture that values consensus, while teenage boys prefer an action-oriented and hierarchical leadership style with an empowered dynamic culture that rewards initiative and innovation. Authentic leadership is effective at accommodating the expectations and needs of adults, adolescent girls, and teenage boys, and it generates its own unique empowered generative culture that benefits all constituencies. Military school objectives, adolescents' preferred leadership characteristics, and authentic leadership are quite congruent with one another, and this potent combination makes military schools particularly effective in their main purpose of developing effective authentic adolescent leaders.
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Pfeiffer, Julie. "Defining the Backfisch". En Transforming Girls, 41–64. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496836267.003.0002.

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The image of the German Backfisch provides a context within which we can recover understudied early novels for girls, novels that portray adolescence not in terms of hormonal distress and social alienation, but as a creative space for growth. In the mid-nineteenth-century, authors in both the United States and Germany created adolescent protagonists who could be profitably uncomfortable and awkward, who could make and learn from mistakes, and who could aim for maturity rather than perfect girlhood. These stories describe the journey from a country home to the city, the shift from natural child to embarrassed teenager, and the power of education to shape healthy women. By focusing on the girl’s interiority, these authors foreground her desire for self-improvement rather than her sexual vulnerability. Early girl’s novels provide a less fraught vision of growing up. They imagine adolescence as a protected, profitable time rather than as a problem for adults and teenagers to endure.
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Bata, Hatem. "Technology and Teenage Pregnancy". En Socio-Cultural Influences on Teenage Pregnancy and Contemporary Prevention Measures, 150–64. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6108-8.ch009.

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Technology plays a fundamental part in teenagers' lives since the majority of them are deemed digital natives having grown using communications, media, and digital technologies. As technology evolves, it becomes more available and more affordable to more young people. There are 104 countries where 80% of youth have internet connection. In Africa and Asia, there are more females online than males. Several educators, academics, and public health practitioners expect technology to be a remedy to all social problems or a cause for all evil in the world due to the ubiquity of technology. This chapter takes a skeptical outlook at technology by demonstrating how technology could be a cause of social problems and also be a part of the solution if used properly. The author attempts to refute the notion of technological determinism. This chapter aims to look at the role of media, communication, and educational technology, and their relationship with teenage pregnancy.
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Actas de conferencias sobre el tema "Teenage and educational Mod"

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D'Andrea Martinez, Pamela. ""Real" Opportunities and Educational Belonging for Teenage Newcomers". En 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891958.

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Sudrajat, Dadang. "Adaptation of Teenage Nonviolence Test to Measure the Peacefulness of Senior High School Students". En 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007037101270132.

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Flinders, Brooke A. y Katelyn E. Gilb. "Teenage Pregnancy Prevention: An Observational Study". En 4th International Conference on Public Health and Well-being. iConferences (Pvt) Ltd, 2023. http://dx.doi.org/10.32789/publichealth.2022.1002.

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The Department of Health and Human Services began administering a Teen Pregnancy Prevention (TPP) program through what is now the Office of Population Affairs in 2010 (DHHS, 2021). Via replication of approved, evidence-based programs, sexual education was administered to teens across the country with the goals of preventing teen pregnancies and sexually transmitted infections (DHHS, 2021). One funded program delivered the TPP curriculum in community-based settings across southwestern Ohio for four years, using undergraduate nursing students as facilitators. The program served 1,642 females, ages 15-19. The objectives were to gather data on baseline knowledge, attitudes, behaviors, intentions, and perceptions related to sexual health in a target population and examine trends in knowledge at 12-months post-intervention. Identical surveys were distributed at baseline and 12 months post-intervention. Survey questions from the original instruments were assigned to one of nine categories for a more focused exploration of critical topics. Teens’ perceptions of risk did not align with the risky behaviors reported. Healthcare providers must work to find ways to address feelings of invincibility in teens before other educational efforts may be effective. Implications for Nursing: Ongoing evaluation of target populations is necessary to ensure effective programming. Keywords: Teen pregnancy prevention, sexually transmitted infection, women’s health, sex education
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Morozova, Alesya Sergeevna. "Features of educational psychologist work with chidren in teenage crisis of 12 years". En VII Research-to-Practice Conference, Chair Irina Gennadyevna Marakushina. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112963.

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Sharda, Nalin. "Workshop process for authoring educational multimedia using movement oriented design (MOD)". En Proceeding of the 16th ACM international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1459359.1459621.

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Pshekher, Inna Sergeevna. "Functions of Modern Socio-Cultural Educational Environment in the Pre-vention of Teenage Bullying". En International Research-to-practice conference. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-108624.

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Kolesnikova, I. A. y I. E. Lilienthal. "To the question of self-regulation of aggressive behavior in adolescent teenagers". En INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.853.862.

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The data of an experimental study of the features of aggressive behavior in teenage drug addicts, as well as the possibility of controlling and self-regulation of aggressive manifestations in this category of individuals are presented. The growth of aggressive trends in adolescence reflects one of the most acute social problems of modern societies, where drug addiction, alcoholism, and juvenile delinquency have risen sharply in recent years. To study the features of aggressive behavior of teenage drug addicts, we used a battery of valid methods and methods aimed at assessing the specifics of aggressive manifestations, personal, motivational, strong-willed and other features of teenage drug addicts. The article shows that, indeed, the aggressive behavior of teenage drug addicts has its own distinctive features, determined by the presence of accentuation or psychopathy of character, inadequate self-esteem, self-centeredness; violations of attitudes, motivation, affective sphere of personality, with irritability and increased excitability; the predominance of verbal, physical forms of aggression, suspicion; the orientation of aggression to external objects, in addition, the characteristics of the aggressive behavior of teenage drug addicts depend on a number of microsocial factors, etc. In order to increase the effectiveness of preventive and rehabilitation work with aggressive teenage drug addicts, such methods of action show effectiveness as: mandatory and primary treatment of adolescents is drug addicts, the inclusion of adolescents in this category in the anonymous grooms of drug addicts, in the system of socially recognized and socially approved activities the use of psychotherapy, methods of active psychological impact; conducting educational and preventive work with the inner circle of a teenage drug addict, etc. The article presents reasonable conclusions from a stating experiment, and offers recommendations for the prevention and correction of selfregulation of aggressive manifestations in teenage drug addicts.
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Vershinina, S. F. "DEVELOPMENT OF TOURIST ROUTES FOR THE PURPOSE OF CHILDREN'S TRIP FOR THE RESEARCH OF THE OWN REGION". En Prirodopol'zovanie i ohrana prirody: Ohrana pamjatnikov prirody, biologicheskogo i landshaftnogo raznoobrazija Tomskogo Priob'ja i drugih regionov Rossii. Izdatel'stvo Tomskogo gosudarstvennogo universiteta, 2020. http://dx.doi.org/10.17223/978-5-94621-954-9-2020-94.

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The article shows an analysis of the environmentally-educational, historically-cultural activities of the Museum of the History of Education of the Tomsk district MBEICE “Kopylovsky Teenage Club“ Odyssey ”named after A.I. Shirokov”, Tomsk district.
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Hasan, Herlina y Nisrina Farahana S. Wibowo. "The Influence of the Need to Belong on Self-Presentation of Teenage Instagram Users in Bandung, Indonesia". En Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ices-18.2019.17.

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Zulu, Charles William. "Educating Girls: A Critical Analysis of the Impact of Keeping Girls in School Initiative, Petauke, Zambia". En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5815.

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In 1997, the Minister of Education in Zambia then, Dr. S. Siyamujaye announced that schoolgirls who become pregnant would no longer be expelled. The girls who had been expelled in that year were allowed to return to school. The directive showed serious commitment towards the education of girls. Hence, the Re-Entry Policy mandates schools to allow girls who fall pregnant or left school due to early marriages back into school system (MOE,1997). // Further, in the pursuit to educate girls, the Government of the Republic of Zambia is working with cooperating partners to eradicate the vices and borrowed funds from World Bank in 2016 to support the ‘Girls' Education and Women's Empowerment and Livelihood. Through ‘Keeping Girls in School (KGS) initiative’ the government has been providing bursaries to girls whose parents/guardians were identified to be vulnerable and who were beneficiaries of the Social Cash Transfer Programme. // The project objective is to support the Government of Zambia to increase access to livelihood support for women and access to secondary education for underprivileged adolescent girls in extremely poor households in selected districts, and Petauke is among the benefiting districts in Zambia. // Despite all these efforts to educate the girl-child, mitigate teenage pregnancies and child marriages, the ministry has continued receiving reports of dropouts due to covid-19, high poverty levels, tradition and culture, teenage pregnancies and early marriages. // The findings revealed that the KGS initiative has positively impacted on girls’ education as Memory Lungu, a learner at Petauke Boarding Secondary School states, “The KGS initiative is good. This is because some of us, our parents cannot manage to pay for us in school. The Government is helping us through KGS and we are grateful” (MOGE Magazine 2021). // The investigation involved 32 out of 53 benefiting schools; sampled and interviewed 100 out of 2,767 beneficiaries. The researcher used mixed research methods. Qualitative and quantitative data were collected using the automated google form, one-on-one phone call interviews and also analysed some data using Microsoft excel. // Therefore, in order to keep pregnant dropouts and out-of-school girls in the education process, government should consider investing in open schooling as it provides access to distance and online methods which can support self-directed learning of Girls anytime and anywhere while on maternity leave or out-of-school.
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