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Artykuły w czasopismach na temat "Students at educational risk"
Sanders, Jackie, Robyn Munford i Joseph Boden. "Improving educational outcomes for at-risk students". British Educational Research Journal 44, nr 5 (26.07.2018): 763–80. http://dx.doi.org/10.1002/berj.3462.
Pełny tekst źródłaMirza, Shazia. "Impact of Mentoring on At-Risk Youth". Research in Social Sciences and Technology 3, nr 1 (2.04.2018): 36–53. http://dx.doi.org/10.46303/ressat.03.01.3.
Pełny tekst źródłaSafronova, Zh S., i D. S. Brazevich. "Objective and subjective factors of educational risks for students". Alma mater. Vestnik Vysshey Shkoly, nr 9 (wrzesień 2021): 23–27. http://dx.doi.org/10.20339/am.09-21.023.
Pełny tekst źródłaJohnson, Genevieve Marie. "Students at Risk". School Psychology International 19, nr 3 (sierpień 1998): 221–37. http://dx.doi.org/10.1177/0143034398193003.
Pełny tekst źródłaLevin, Henry M. "Financing the Education of At-Risk Students". Educational Evaluation and Policy Analysis 11, nr 1 (marzec 1989): 47–60. http://dx.doi.org/10.3102/01623737011001041.
Pełny tekst źródłaBagley, Penelope L., Beau Grant Barnes i Nancy L. Harp. "Evaluating Risk and Processing Integrity Controls over Spreadsheets: An Educational Case". Issues in Accounting Education 34, nr 3 (1.04.2019): 21–40. http://dx.doi.org/10.2308/iace-52426.
Pełny tekst źródłaSupplee, Patricia L. "Students at risk: The gifted underachiever". Roeper Review 11, nr 3 (marzec 1989): 163–66. http://dx.doi.org/10.1080/02783198909553196.
Pełny tekst źródłaHayes, Marnell L., i Robert S. Sloat. "Gifted students at risk for suicide". Roeper Review 12, nr 2 (grudzień 1989): 102–7. http://dx.doi.org/10.1080/02783198909553245.
Pełny tekst źródłaRhodes, Robert L., Janice D. Whitten i Ellis P. Copeland. "Early Intervention With At-Risk Hispanic Students". Journal of Experimental Education 65, nr 4 (lipiec 1997): 318–28. http://dx.doi.org/10.1080/00220973.1997.10806607.
Pełny tekst źródłaG. Dolinina, Irina, Lyubov K. Geykhman, Oksana V. Kushnaryova i Vyacheslav I. Kazarenkov. "Engineering Education for Forming Students' Risk-Oriented Consciousness". International Journal of Engineering & Technology 7, nr 4.38 (3.12.2018): 118. http://dx.doi.org/10.14419/ijet.v7i4.38.24335.
Pełny tekst źródłaRozprawy doktorskie na temat "Students at educational risk"
Williams, Judith Eaton. "Student Engagement among At-Risk Middle School Students with and without Disabilities". Thesis, Dallas Baptist University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428248.
Pełny tekst źródłaEvery year millions of students drop out of school. Research indicates that student engagement is a major indicator of whether a student will or will not complete high school (Jackson, 2015). A student’s decision to drop out is not an instantaneous event, but one that occurs because of a developmental process of withdrawal (Finn, 1989). Student engagement is a student’s feelings of connectedness, belongingness, and valuing of school, developed early in a student’s academic career (Voelkl, 1997). Increased student engagement offers students a chance to increase their achievement in school. One measure of student engagement is increased participation in school (Finn, 1989). Staff members who take the time to build relationships foster a greater sense of connectedness to the school for the student. A greater sense of connectedness may increase the levels of participation in the school thus resulting in greater achievement. The current study found that the engagement levels of at-risk middle school students in grades six through eight with and without disabilities increased after a staff-led mentoring program. The current study used the Identification with School Questionnaire (Voelkl, 1996) to measure student engagement. In addition, the current study analyzed the staff-mentor perceptions of the mentoring program and found that the staff-mentors valued the relationships with the students, that they wanted to meet periodically to collaborate on ways to better reach the students, and that most of the staff contacted parents as a natural part of the mentoring process.
Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.
Pełny tekst źródłaWilliams, Glenda Guenther. "A Comparison of At-Risk Students Receiving an Academic Support Program with At-Risk Students Receiving no Academic Support Program". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278636/.
Pełny tekst źródłaJames, Nicole E. "The Lack of Help Seeking Among At-Risk Undergraduate Students". Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/34507.
Pełny tekst źródłaMaster of Science
Tilson, Cynthia Mae. "Examining At-Risk Students Based on Their Attitudes toward Educational Factors: Is There a Gender Difference in Identification of At-Risk Students?" [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0627101-133111/unrestricted/tilsonc0713f.pdf.
Pełny tekst źródłaDunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.
Pełny tekst źródłaThis study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.
In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.
GHASEMI, ABOLFAZL. "Application of Survival Analysis in Forecasting Medical Students at Risk". Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1535107693904394.
Pełny tekst źródłaOwens, Thomas J. "Technology in the classroom : educational implications and strategies for at-risk students /". view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024524.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 166-173). Also available for download via the World Wide Web; free to University of Oregon users.
Whitehead, Tisha. "Educational risk factors for students in single and dual parent households". Thesis, Wichita State University, 2008. http://hdl.handle.net/10057/2061.
Pełny tekst źródłaThesis (M.A.) - Wichita State University, College of Liberal Arts and Science, Dept. of Sociology
Whitehead, Tisha Wright David W. "Educational risk factors for students in single and dual parent households". A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2061.
Pełny tekst źródłaKsiążki na temat "Students at educational risk"
M, Sheridan Susan, red. Educational partnerships: Serving students at risk. Fort Worth, Tex: Harcourt Brace College Publishers, 1995.
Znajdź pełny tekst źródłaUnited States. Office of Educational Research and Improvement, red. Students at risk. [Washington, DC: Office of Educational Research and Improvement, U.S. Dept. of Education, 1988.
Znajdź pełny tekst źródłaG, Baruth Leroy, red. Students at risk. Boston: Allyn and Bacon, 1995.
Znajdź pełny tekst źródłaKleese, Edward J. Student activities for students at risk. Reston, VA: National Association of Secondary School Principals, Division of Student Activites, 1994.
Znajdź pełny tekst źródłaSam, Stringfield, Daugherty M. Shannon i United States. Office of Educational Research and Improvement., red. Education reform and students at risk. Washington, DC: Office of Educational Research and Improvement, U.S. Dept. of Education, 1997.
Znajdź pełny tekst źródłaRossi, Robert J. Education reform and students at risk. Palo Alto, CA: American Institutes for Research, 1994.
Znajdź pełny tekst źródłaCody, Frank Joseph. Manual of educational risk management. Detroit, MI (3600 Cadillac Tower, Detroit 48226): Educational Risk, 1991.
Znajdź pełny tekst źródłaFinn, Jeremy D. School engagement & students at risk. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.
Znajdź pełny tekst źródłaFinn, Jeremy D. School engagement & students at risk. [Washington, D.C]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.
Znajdź pełny tekst źródłaFinn, Jeremy D. School engagement & students at risk. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.
Znajdź pełny tekst źródłaCzęści książek na temat "Students at educational risk"
Clanton Harpine, Elaine. "Why Is Reading Failure Both a Psychological and an Educational Problem?" W Teaching At-Risk Students to Read, 29–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50624-1_3.
Pełny tekst źródłaClark, Diana Brewster. "Beginning Reading Instruction for Reading Disabled and At-Risk Students". W Educational Alternatives for Students with Learning Disabilities, 67–90. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9168-5_3.
Pełny tekst źródłaFlanagan, Sean K., Jonathan F. Zaff, Shannon M. Varga i Max Margolius. "Webs of Supportive Relationships: A Positive Youth Development Approach to Career and Workforce Development with Risk-Immersed Youth". W Careers for Students with Special Educational Needs, 47–65. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4443-9_4.
Pełny tekst źródłaLeong, Jenn Yeoong. "Creating New Narratives to Give Hope and Optimism to At-Risk Students in Singapore: A Case for Vocational Guidance and Career Counselling Intervention". W Careers for Students with Special Educational Needs, 143–59. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4443-9_10.
Pełny tekst źródłaJohnson, Nicola F. "Transforming Hopes and Visions for ‘At-Risk’ Primary Students in East Gippsland: A Community–School Partnership". W Educational Researchers and the Regional University, 57–74. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6378-8_4.
Pełny tekst źródłaLi, Yong. "A Risk Perspective on Chinese Student Migration in France". W Chinese Educational Migration and Student-Teacher Mobilities, 106–26. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137492913_6.
Pełny tekst źródłaGabriel, Kathleen F. "At-risk and unprepared students in US higher education". W Routledge Handbook of the Sociology of Higher Education, 176–86. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-16.
Pełny tekst źródłaDubovi, Abigail S., i Jacob S. Sawyer. "Evidence-Based Peer Health Education". W Promoting Behavioral Health and Reducing Risk Among College Students, 203–15. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-12.
Pełny tekst źródłaGray, Geraldine, Colm Mcguinness i Philip Owende. "Non-Cognitive Factors of Learning as Early Indicators of Students at-Risk of Failing in Tertiary Education". W Non-cognitive Skills and Factors in Educational Attainment, 199–237. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_10.
Pełny tekst źródłaGigliotti, Ralph A. "The Role of Leadership Education: Benefits and Challenges for At-Risk Students". W Success in Higher Education, 189–99. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2791-8_11.
Pełny tekst źródłaStreszczenia konferencji na temat "Students at educational risk"
Chrásková, Marie. "Attitudes Of Grammar School Students To Selected Lifestyle Risk Factors". W 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.39.
Pełny tekst źródłaLee, Lap-Kei, Oliver Au, Raymond So i Nga-In Wu. "Being Well-Prepared for Regular Pair-Programming Helps At-Risk Students". W 2016 International Symposium on Educational Technology (ISET). IEEE, 2016. http://dx.doi.org/10.1109/iset.2016.22.
Pełny tekst źródłaGorbacheva, M. M. "FACTORS CONTRIBUTING TO THE EFFICIENCY OF SELF-EDUCATIONAL ACTIVITIES OF UNIVERSITY STUDENTS". W THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.8-19.
Pełny tekst źródłaGuzmán Torres, Cristian. "Resilience As An Indicator Of Students “Academic Entitlement” At The University". W Psychosocial Risks in Education and Quality Educational Processes. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.10.
Pełny tekst źródłaTorrecilla, José S., Santiaga Buitrón Ruiz, Manuel Sánchez, John C. Cancilla, Sandra Pradana i Ana Maria Perez Calabuig. "Service-learning by PhD students to aid socially neglected people". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11153.
Pełny tekst źródłaIraola-Real, Ivan. "Positive And Negative Affects: The Importance Of The Emotions In University Students". W Psychosocial Risks in Education and Quality Educational Processes. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.4.
Pełny tekst źródłaSavina, Ol’ga, i Ol’ga Smirnova. "Identification of psychological safety risks for schoolchildren when conversion to distance learning in the context of the COVID-19 pandemic". W Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-13.
Pełny tekst źródłaHall Jr., Owen. "DETECTING STUDENTS AT RISK USING MACHINE LEARNING". W 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1665.
Pełny tekst źródłaParrott, Deborah. "ACHIEVING ACADEMIC SUCCESS: LIBRARIANS SERVING AT-RISK STUDENTS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0045.
Pełny tekst źródłaLiao, Soohyun Nam, Daniel Zingaro, Michael A. Laurenzano, William G. Griswold i Leo Porter. "Lightweight, Early Identification of At-Risk CS1 Students". W ICER '16: International Computing Education Research Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2960310.2960315.
Pełny tekst źródłaRaporty organizacyjne na temat "Students at educational risk"
Oreopoulos, Philip, Robert Brown i Adam Lavecchia. Pathways to Education: An Integrated Approach to Helping At-Risk High School Students. Cambridge, MA: National Bureau of Economic Research, sierpień 2014. http://dx.doi.org/10.3386/w20430.
Pełny tekst źródłaNelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, lipiec 2021. http://dx.doi.org/10.18122/sped138.boisestate.
Pełny tekst źródłaNelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, marzec 2021. http://dx.doi.org/10.18122/sped134.boisestate.
Pełny tekst źródłaLichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto i João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, czerwiec 2021. http://dx.doi.org/10.18235/0003344.
Pełny tekst źródłaKolster, Renze, Lisa van Dijk i Benjamin W. A. Jongbloed. Excellence in higher education: educational preferences of honours students in the Netherlands. Center for Higher Education Policy Studies, 2016. http://dx.doi.org/10.3990/4.2589-9716.2016.01.
Pełny tekst źródłaFiglio, David, Paola Giuliano, Riccardo Marchingiglio, Umut Özek i Paola Sapienza. Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students. Cambridge, MA: National Bureau of Economic Research, marzec 2021. http://dx.doi.org/10.3386/w28596.
Pełny tekst źródłaBerlinski, Samuel, Matías Busso, Taryn Dinkelman i Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, maj 2021. http://dx.doi.org/10.18235/0003257.
Pełny tekst źródłaFiglio, David, i Umut Özek. Unwelcome Guests? The Effects of Refugees on the Educational Outcomes of Incumbent Students. Cambridge, MA: National Bureau of Economic Research, sierpień 2017. http://dx.doi.org/10.3386/w23661.
Pełny tekst źródłaMoilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.484.
Pełny tekst źródłaGan, Li, i Guan Gong. Mortality Risk and Educational Attainment of Black and White Men. Cambridge, MA: National Bureau of Economic Research, marzec 2004. http://dx.doi.org/10.3386/w10381.
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