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Artykuły w czasopismach na temat „Students at educational risk”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 6 lutego 2022

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1

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.

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Mirza, 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.

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This study is a Qualitative case study which highlights the important role of an educational leader using mentoring and socio emotional techniques to save her student from extremist activities in name of religion. Educational leaders should be committed not only toward their students' academic enrichment but also focus on developing their student's socio emotional wellbeing. The educational leader plays a profound role toward promoting students wellbeing, giving them a message that yes we are here for you and by building in them confidence when they need it the most. Whenever at-risk youth is mentioned, it is assumed that they hide destructive layers under their body and mind. They need someone who knows how to read these signs and the educational leader plays a key role in this regard. This study will help educational leaders and managers to understand the aspects, importance and applicability of social emotional learning (cognitive affective) on student's behavior. Furthermore the study also shows how using some techniques of care, the teacher not only saved her students' life but also the lives of many students. This research accentuates the importance of creating a strong bonding with students. For curriculum developers, it is of key importance to inculcate religious content that emphasizes more on aspects related to care through animal rights in Islam and humanity on whole. Furthermore this research provides imperative guidelines to inculcate social emotional learning in Islamiat curriculum and shares the result on student's behavior towards general people. It also emphasizes the leaders' role of managing students on the basis of socio emotional learning.

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Safronova, Zh S., 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.

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Analyzed is the concept of risk as an inevitable fact of our time. They researched conceptual approaches to risk of foreign and domestic scientists who substantiate risk as a way of mastering reality, a condition, and stimulus of activity. The article presents an understanding of risk as a new opportunity, which is provided by competent use of information, an ability to make high-quality decisions in society of risk. The article attempts to show some aspects of education not only through its involvement in the risk system, but also as product and risk generator. Attention is focused on the fact that the concept of “educational risk” has not finally formed in science; most scientists research it through factors that affect processes and outcomes of education. Educational risks exist in the sphere of interests and competences of the state, employers, and youth. The authors provide a classification of educational risk and substantiate the relationship of risk groups. The authors propose specific measures for educational risk management, which require systemic multi-level solutions involving participation in risk management of risk groups. It is concluded that students are able to manage educational risk due to a set of knowledge, awareness of the labor market, and understanding of state policies related to education.

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Johnson, Genevieve Marie. "Students at Risk". School Psychology International 19, nr 3 (sierpień 1998): 221–37. http://dx.doi.org/10.1177/0143034398193003.

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Levin, Henry M. "Financing the Education of At-Risk Students". Educational Evaluation and Policy Analysis 11, nr 1 (marzec 1989): 47–60. http://dx.doi.org/10.3102/01623737011001041.

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Students who are considered to be at risk of educational failure because of their social and economic origins represent about one third of all elementary and secondary enrollments. This article explores the financial requirements for bringing these students into the educational mainstream so that they are academically able. First, it provides an elaboration on the rising demography of at-risk students and the deleterious consequences to the economy and society of failing to meet their educational needs. Second, it summarizes the evidence on the payoffs to educational investments in at-risk students and finds that benefits are well in excess of costs. Third, it evaluates criteria for determining the financial requirements for addressing educational needs of at-risk students and suggests that additional spending of about $21 billion a year (about 10% of present elementary and secondary expenditures) may be appropriate. Finally, it reviews the roles of federal, state, and local governments and the private sector in providing the additional financial and other resources needed to succeed.

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Bagley, Penelope L., Beau Grant Barnes 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.

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ABSTRACT This case requires students to create a spreadsheet inventory, assess the risk related to each spreadsheet inventoried, and perform internal control testing on the spreadsheet deemed to be of the highest risk. Completing the case will benefit students in many ways. First, the case will familiarize students with creating a spreadsheet inventory. Second, it will familiarize students with the risks associated with spreadsheet errors by requiring them to evaluate and consider such risks. Third, the case will provide students with practice in evaluating spreadsheet controls and detecting spreadsheet errors. Finally, the case will increase students' awareness of the pervasiveness and potentially negative impact that spreadsheet errors can have on financial reporting.

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Supplee, Patricia L. "Students at risk: The gifted underachiever". Roeper Review 11, nr 3 (marzec 1989): 163–66. http://dx.doi.org/10.1080/02783198909553196.

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Hayes, 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.

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Rhodes, 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.

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G. 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.

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

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García-Vita, Mª del Mar, Marta Medina-García, Giselle Paola Polo Amashta i Lina Higueras-Rodríguez. "Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement". Education Sciences 11, nr 3 (13.03.2021): 123. http://dx.doi.org/10.3390/educsci11030123.

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Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.

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Cortez, Ramiro Marx Alves, Ana Míria de Oliveira Batista, Mariana Rodrigues da Rocha, Isa Moema de Sales Santos, Jayne Ramos Araújo Moura i Ana Roberta Vilarouca da Silva. "Students’ knowledge of metabolic syndrome after educational intervention". Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1493–99. http://dx.doi.org/10.1590/0034-7167-2017-0342.

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ABSTRACT Objective: To analyze the knowledge of children and adolescents about risk factors for metabolic syndrome (MS) before and after educational interventions. Method: A quasi-experimental, comparative, prospective and intervention study conducted in 2015 and 2016 with 43 students in the city of Picos (state of Piauí-PI). Five health education meetings were held. For the knowledge analysis, was applied a questionnaire at three different moments. Results: Participants’ mean age was 12.6 years (± 2.1), of which 60.5% were female. The ‘More than good’ level of knowledge went from 20.9% to 55.8% after interventions. When evaluated late, students maintained a higher level of knowledge compared to before the interventions. Most said they were able to change their lifestyle after educational meetings. Conclusion: The educational intervention promoted increase of knowledge and stimulated changes in attitudes related to risk factors associated with MS.

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Cooper, David H., i Deborah L. Speece. "Instructional Correlates of Students' Academic Responses: Comparisons Between at-Risk and Control Students". Early Education & Development 1, nr 4 (kwiecień 1990): 279–99. http://dx.doi.org/10.1207/s15566935eed0104_3.

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Duran, Richard P. "Assessment and Instruction of At-Risk Hispanic Students". Exceptional Children 56, nr 2 (październik 1989): 154–58. http://dx.doi.org/10.1177/001440298905600207.

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This article summarizes some of the key limitations underlying existing standardized test use with Hispanic students; it also explores recent developments in testing, teaching, and learning research that suggest major improvements in the way testing and assessment can be developed as tools for promoting Hispanic and other students' learning. Assisted performance and dynamic assessment are discussed in the context of individual education plans and a test-train-test cycle.

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Setko, Nina Pavlovna, i Raisa Viktorovna Korshunova. "Hygienic characteristics of risk factors for visual impairment in students". Sanitarnyj vrač (Sanitary Doctor), nr 2 (1.02.2021): 37–43. http://dx.doi.org/10.33920/med-08-2102-04.

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The active transformation of the higher professional education system from a traditional form of education to a digital educational environment has created new health risks for students. The article presents the results of a hygienic assessment of factors of the intra-University environment, organization of the educational process and lifestyle during school and extracurricular time. The data obtained indicate that the priority adverse factors associated with vision are a high level of educational visual and intellectual loads, the intensity of the educational process, which is formed mainly due to sensory loads, a low level of natural and artificial lighting, non-compliance of the placement of educational furniture with hygienic requirements in practical classes and lecture halls; as well as high visual loads in students during extracurricular time when preparing for classes for more than 4 hours using computers, electronic gadgets, visiting social networks via mobile phones more than five times a day (the average duration of one session on the Internet is from 5 to 10 minutes for every third student; 38.1 % of students spent 30 to 60 minutes on one session on the Internet), playing on various gadgets and computers against the background of a lack of night sleep, walking in the open air, low motor activity and adherence to Smoking and alcohol consumption. The identified risk factors associated with vision determined the high prevalence of myopia among the subjects, which was 295 cases per 1000 examined.

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Kashani, Iraj A., Robert M. Kaplan, Michael H. Criqui, Philip R. Nader, Joan Rupp, James F. Sallis, Joel Dimsdale, Robert Langer, Mark Bracker i Andrew L. Ries. "Cardiovascular Risk Factor Assessment of Medical Students as an Educational Tool". American Journal of Preventive Medicine 8, nr 6 (listopad 1992): 384–88. http://dx.doi.org/10.1016/s0749-3797(18)30784-0.

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Noll, Priscilla Rayanne e. Silva, Nusa de Almeida Silveira, Matias Noll i Patrícia de Sá Barros. "High School Students Residing in Educational Public Institutions: Health-Risk Behaviors". PLOS ONE 11, nr 8 (25.08.2016): e0161652. http://dx.doi.org/10.1371/journal.pone.0161652.

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O’Neill, Barbara. "At Risk Students Defy the Odds: Overcoming Barriers to Educational Success". Gifted and Talented International 17, nr 2 (wrzesień 2002): 103–5. http://dx.doi.org/10.1080/15332276.2002.11672997.

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Bryan, Tanis, Mary Bay, Cynthia Shelden i Judy Simon. "Teachers' and At‐Risk Students' Stimulated Recall of Instruction". Exceptionality 1, nr 3 (styczeń 1990): 167–79. http://dx.doi.org/10.1080/09362839009524752.

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Fradd, Sandra H., i Vivian I. Correa. "Hispanic Students at Risk: Do We Abdicate or Advocate?" Exceptional Children 56, nr 2 (październik 1989): 105–10. http://dx.doi.org/10.1177/001440298905600202.

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With the rapid growth of Hispanic student populations in the United Stages comes a corresponding increase in the number of students who have limited English proficiency as well as disabilities. Specific educational interventions, such as programs of English for speakers of other languages (ESOL) and bilingual instruction, are needed to enable these students to enter the mainstream. The chief obstacles to bilingual special education are the paucity of personnel training programs that include cross-cultural communication, and a lack of awareness of the need for these services. Transdisciplinary teaming is a cost-effective, appropriate approach to providing the services which both handicapped and at risk language minority students require.

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Volosnikova, L. M., G. Z. Efimova i O. V. Ogorodnova. "Risks of Educational Inclusion: The Experience of Regional Studies in Tyumen State University". Психологическая наука и образование 22, nr 1 (2017): 98–105. http://dx.doi.org/10.17759/pse.2017220112.

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The paper presents the results of sociological research in the universities of the Tyumen Province, Russia (2081 questionnaires from 9 state institutions of higher education, 2016, April). In the paper, we consider only one aspect of inclusion, namely, joint training of healthy students and students with disabilities. The aim of the study is to assess the risks of inclusive education and its risk factors. Inclusive education is interpreted as 1) a social value, 2) an alternative to social exclusion 3) a resource for development, and 4) an educational innovation with risk potential. The authors developed the concept of «risk» and «risk-factor» for inclusive education, offering their classification. The responses is structured and grouped into three risks mega-groups: 1) general social risks, 2) institutional and group risks, and 3) risks for education actors. These include the risks of falling quality of general, tertiary and vocational education, the risks of social dependency, organizational risks, threat of simulation inclusion and the formal inclusion, personal and professional risks of students, teachers, parents and administrators. Insufficient level of inclusive educational environments in institutions of general, vocational and higher education, lack of skills and competences of teachers for inclusive education, the deficit tolerant attitudes towards persons with disabilities in society and school class are all identified as risk factors. The research leads to conclusions about the need for a conscious administrative influence on the factors to overcome their negative consequences for the success of inclusion. This work was supported by grant 543873-TEMPUS-1-2013-1-DE-TEMPUS-JPCR.

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Lyalyuk, A. V., i O. R. Tuchina. "Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution". Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, nr 11 (3.12.2019): 56–67. http://dx.doi.org/10.31992/0869-3617-2019-28-11-56-67.

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Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them.

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Greenwood, Charles R. "Longitudinal Analysis of Time, Engagement, and Achievement in At-Risk versus Non-Risk Students". Exceptional Children 57, nr 6 (maj 1991): 521–35. http://dx.doi.org/10.1177/001440299105700606.

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James, Carl E. "Students “at Risk”". Urban Education 47, nr 2 (6.12.2011): 464–94. http://dx.doi.org/10.1177/0042085911429084.

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Moura, Luana Kelle Batista, Yara Teresinha Correa Silva Sousa, Guilherme César Batista Moura, Francisca Tereza Coelho Matos, Carlos Alberto Monteiro Falcão i Thiago LIma Monte. "Ergonomic risk: social representations of dental students". Revista de Pesquisa Cuidado é Fundamental Online 5, nr 6 (6.01.2014): 36–44. http://dx.doi.org/10.9789/2175-5361.2013.v5i6.36-44.

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Objective: To learn the social representations of ergonomic risk prepared by dental students. Methodology: This exploratory study, subsidized the Theory of Social Representations, with 64 dental students of an educational institution, by means of interviews. The data were processed in Alceste4.8 and lexical analysis done by the descending hierarchical classification. Results: In two categories: knowledge about exposure to ergonomic risk end attitude of students on preventing and treating injuries caused by repetitive motion. For students, the ergonomic risk is related to the attitude in the dental office. Conclusion: Prevention of ergonomic risk for dental students has not been incorporated as a set of necessary measures for their health and the patients, to prevent ergonomic hazards that can result in harm to the patient caused by work-related musculoskeletal disorder, which is reflected in a lower quality practice.

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Kajiyama, Tomoko, i Isao Echizen. "An educational system to help students assess website features and identify high-risk websites". Interactive Technology and Smart Education 12, nr 1 (20.04.2015): 14–30. http://dx.doi.org/10.1108/itse-10-2013-0017.

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Purpose – The purpose of this paper is to propose an effective educational system to help students assess Web site risk by providing an environment in which students can better understand a Web site’s features and determine the risks of accessing the Web site for themselves. Design/methodology/approach – The authors have enhanced a prototype visualization system for helping students assess Web site features and use them to identify risky Web sites. The system was implemented with our graphical search interface for multi-attribute metadata called “Concentric Ring View” and was tested using 13,386 actual and dummy Web sites and 11 Web site attributes. Findings – The testing revealed several distinguishing attributes of risky Web sites, including being related to “play”, having monotone colors, having many images, having many links and having many pages with much text in smaller font size. A usability test with 12 teenaged female students demonstrated that they could learn to identify some features of risky Web sites. Originality/value – As students cannot live in a safe cyberspace environment forever, they should be taught how to identify risky Web sites. We proposed an educational system to help students assess Web site features and identify high-risk Web site and verified the effectiveness of this system.

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Deed, Craig G. "Teacher Perspectives On Early Intervention For Students At-risk of Educational Disengagement". International Journal of Interdisciplinary Social Sciences: Annual Review 1, nr 1 (2006): 45–52. http://dx.doi.org/10.18848/1833-1882/cgp/v01i01/52265.

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OGAWA, Katsunori. "Time Discounting Preference, Risk Aversion, and Educational Expectation among High School Students:". Journal of Educational Sociology 98 (2016): 135–54. http://dx.doi.org/10.11151/eds.98.135.

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Backes, Susanne, i Andreas Hadjar. "Educational Trajectories Through Secondary Education in Luxembourg: How Does Permeability Affect Educational Inequalities?" Swiss Journal of Educational Research 39, nr 3 (22.11.2017): 437–60. http://dx.doi.org/10.24452/sjer.39.3.5040.

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The link between stratification and educational inequality in empirical research is well documented. Some countries – particularly those that do not follow the model of comprehensive schools – discuss the possibility of increasing permeability between school tracks to reduce inequalities. This paper focuses on the occurrence of permeability in the stratified school system of Luxembourg and examines what this permeability entails for certain risk groups, specifically students from lower social background, male students and migrants. Educational pathways were classified (cluster analysis) on the basis of an administrative panel data set (n=5301); mechanisms behind educational decisions were analysed as a second step by estimating logistic regressions (Boudon, 1974). The findings show that reorientations in Luxembourg are often determined by the students’ social group, and that permeability – as blurred educational boundaries – mainly reproduces disparities in track placement.

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McMahon, Brenda J. "Possibilities for Students At-Risk: Schools as Sites for Personal Transformation". in education 21, nr 2 (2.12.2015): 3–25. http://dx.doi.org/10.37119/ojs2015.v21i2.230.

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This qualitative study furthers educational theory and research related to resilience and personal transformation. It develops connections between existing educational resilience research and change theories, and it utilizes these bodies of scholarship to propose a theory of personal transformation. Based on interviews with students who were successful in university after either not graduating from high school or graduating from non-academic high school programs, a metaphor of a Mobius strip is developed to hypothesize a theory of transformation as a means of understanding the students’ journeys.Keywords: education; equity in education; resilience

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Burke, Constance. "Students at Risk". Journal of Physician Assistant Education 29, nr 1 (marzec 2018): 49–51. http://dx.doi.org/10.1097/jpa.0000000000000186.

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Hunt, Pam, Gloria Soto, Julie Maier i Kathy Doering. "Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms". Exceptional Children 69, nr 3 (kwiecień 2003): 315–32. http://dx.doi.org/10.1177/001440290306900304.

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This study investigated the effectiveness of a general education/special education collaborative teaming process on the academic and social participation of six students in general education classrooms. Three of the students experienced severe disabilities. The other three were considered academically at risk. Each student was supported by an educational team that included general and special education personnel and the students' parents. Each team developed and collaboratively implemented individualized Unified Plans of Support for one student at risk and a classmate with disabilities, consisting of academic adaptations and communication and social supports. The effectiveness of the support plans was evaluated through behavioral observations and team interviews. Intervention outcomes suggested that for each of the six students consistent implementation of the plans of support by team members was associated with increases in academic skills, engagement in classroom activities, interactions with peers, and student-initiated interactions.

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Koustourakis, Gerasimos S., Georgia Spiliopoulou, Anna Asimaki i Konstantinos Lavidas. "Family cultural activities and educational expectations of Day High School students". International Journal of Sociology of Education 9, nr 1 (25.02.2020): 93. http://dx.doi.org/10.17583/rise.2020.4715.

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This paper, which uses the concepts of ‘cultural capital’ and ‘practice’ from Pierre Bourdieu’s theory, presents the family cultural activities that Day High School students in Greece adopt in their everyday life and which contribute to shaping their cultural capital. Moreover, an attempt is also made to investigate the role played by the family cultural activities that students adopt, in shaping their expectations concerning their educational future. The research sample consists of 1430 2nd grade Day High School students, who attended High School during the school year 2017-2018, and the research data were collected using a questionnaire. The research results showed that the students in the sample tend to accumulate and integrate into the system of their predispositions a smaller or larger volume of cultural capital, which is a function of the range of family cultural activities they adopt in their everyday lives. In addition, the students’ everyday family cultural activities tend to ‘organize’ the system of their expectations, defining their future educational careers, and orienting them to different educational outlets

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Schwartz, Lindsey. "International Educational Justice: Educational Resources for Students Living Abroad". Global Justice : Theory Practice Rhetoric 12, nr 01 (29.03.2020): 78–99. http://dx.doi.org/10.21248/gjn.12.01.224.

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As a result of globalization, the number of people living outside of their countries of origin is on the rise. Among them are children of primary and secondary school age of varying socio-economic backgrounds. This article addresses the education-related challenges that children in such circumstances face. I first identify two principles – an educational adequacy principle and a presumption of responsibility on the part of a host country for meeting children’s educationalneeds – which are widely employed to guide national policy decisions on educational content and the distribution of educational resources. I then discuss a number of problems that students living abroad face which, I argue, policies devised on the basis of these principles either systematically overlook or, in some cases, exacerbate. Finally, I offer two alternative principles – a cosmopolitan revision of the first and a replacement for the second with a focus on collective responsibility – designed to promote education policies better suited to a globalized world which might help to alleviate the barriers to success commonly encountered by children learning abroad.

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Harapko, Vitaliia, i Marianna Bedevelska. "RISKS OF LACK OF TRADITIONAL EDUCATIONAL PROCESS IN EDUCATIONAL INSTITUTIONS DURING THE COVID-19 PANDEMIC (ON UNESCO MATERIALS)". Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», nr 1(48) (27.05.2021): 79–82. http://dx.doi.org/10.24144/2524-0609.2021.48.79-82.

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Although the World Scientific Society of Educators does not yet have sufficient evidence to measure the impact of school attendance on the risk of disease transmission, the harmful effects of a full transition to distance education are indisputable and affect the safety, well-being and education of children / students. and documents of many states. The purpose of the article is to determine the risks of the absence of a traditional educational process in educational institutions during the Covid-19 pandemic using the materials of the United Nations Educational, Scientific and Cultural Organization. The study was based on the following theoretical methods: analytical and descriptive methods of developing theoretical and critical sources and resources related to the implementation of the educational process, in order to determine the risks associated with providing distance learning during the Covid-19 pandemic. Analysis of contextual benefits and risks allows to determine the priority of educational institutions (or their components) to resume their work; priority of measures to reduce the risk of infection in educational institutions and communities; and focus areas for distance learning. Direct funding for education institutions most affected by the crisis, for example through formula-based funding, which gives priority to the most marginalized groups of pupils / students. From the point of view of mechanisms, scholarships for certain blocks and remittances (conditional or unconditional) to pupils / students should be considered. Tuition and other costs (school uniforms, etc.) should be waived where possible and other barriers to entry should be removed to maximize re-enrollment. We see prospects for further research in the analysis of ensuring the availability of educational materials / platforms, information, services and learning tools for people with disabilities in the process of obtaining education.

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Sweeney, Tim. "Helping At-Risk Students". NASSP Bulletin 74, nr 529 (listopad 1990): 120. http://dx.doi.org/10.1177/019263659007452924.

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Preet Kamal i Sachin Ahuja. "A Review on Prediction of Academic Performance of Students at-Risk Using Data Mining Techniques". Journal on Today's Ideas - Tomorrow's Technologies 5, nr 1 (28.06.2017): 30–39. http://dx.doi.org/10.15415/jotitt.2017.51002.

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Educational data mining is the procedure of converting raw data collected from educational databases into some useful information. It can be helpful in designing and answering research questions like performance prediction of students in academics, factors that affect the students’ performance, help the teachers in understanding the problems faced by the students to understand the course content and complexity of the subject taken so that the teachers can take timely action to control the dropout rate. This also includes improving the teaching learning process so that the interventions can be taken at the right time to improve the performance of the student. This paper is the review of the research work done in the field of educational data mining for the prediction of students’ performance. The factors that influence the performance of the students i.e. the type of classrooms they attend such as traditional or on-line, socio-economic, educational background of the family, attitude toward studies and challenges faced by the students during course progress. These factors leads to the categorization of the students into three groups “Low-Risk”: who have High probability of succeeding, “Medium-Risk”: who may succeed in their examination, “High-Risk”: who have High probability of failing or drop-out. It elaborates the different ways to improve the teaching learning process by providing the students personal assistance, notes, class-assignments and special class tests. The most efficient techniques that are used in educational data mining are also reviewed such as; classification, regression, clustering and and prediction.

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Munk, Jlann H., Glrdln S. Gibb i Paul Caldarella. "Collaborative Preteaching of Students at Risk for Academic Failure". Intervention in School and Clinic 45, nr 3 (22.12.2009): 177–85. http://dx.doi.org/10.1177/1053451209349534.

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Shah, Rahat, Imran Sabir i Saba Aslam Khan. "Student's Risk Perception and Attitude towards Drug Abuse in Educational Institutions of Pakistan". Global Sociological Review V, nr IV (30.12.2020): 19–29. http://dx.doi.org/10.31703/gsr.2020(v-iv).03.

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The current study aimed at exploring the attitude and risk perception of the students towards drug abuse. It was conducted through a quantitative survey technique in the educational institutions (Schools, Colleges and Universities) of four metropolitan cities of Pakistan. The sample size for the survey was 4997 students, using a multistage cluster sampling technique. The study found that although a majority (79%) of the students has a negative attitude towards the use of drugs, and consider its consumption as risky (poor health, lack of sleep, physical weakness, low academic performance, family conflicts and involvement in crimes), yet every fifth of the students is vulnerable to become a drug addict, as 21 percent of the respondent’s regard drug consumption as a risk-free activity. Conclusively, findings of the study, even though limited in the scope, are important to understand adolescent behaviour to ascertain the direction of future public policy on drug abuse in Pakistan.

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Reed, Suellen B., i Nancy C. Hudepohl. "HIGH-RISK STUDENTS". Nurse Educator 10, nr 5 (wrzesień 1985): 32–38. http://dx.doi.org/10.1097/00006223-198509000-00014.

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Stuenkel, Diane L. "At-risk Students". Nurse Educator 31, nr 5 (wrzesień 2006): 207–12. http://dx.doi.org/10.1097/00006223-200609000-00007.

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Dicintio, Matthew J., i Sandra Gee. "Control is the key: Unlocking the motivation of at-risk students". Psychology in the Schools 36, nr 3 (maj 1999): 231–37. http://dx.doi.org/10.1002/(sici)1520-6807(199905)36:3<231::aid-pits6>3.0.co;2-#.

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Ferguson, Phillip C. "Longitudinal outcome differences among promoted and transitional at-risk kindergarten students". Psychology in the Schools 28, nr 2 (kwiecień 1991): 139–46. http://dx.doi.org/10.1002/1520-6807(199104)28:2<139::aid-pits2310280208>3.0.co;2-z.

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Jones, Robert N., Susan M. Sheridan i Wayne R. Binns. "Schoolwide social skills training: Providing preventive services to students at-risk." School Psychology Quarterly 8, nr 1 (1993): 57–80. http://dx.doi.org/10.1037/h0088832.

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Schumacher, Randall E., Michael Sayler i Karen L. Bembry. "Identifying at‐risk gifted students in an early college entrance program". Roeper Review 18, nr 2 (grudzień 1995): 126–29. http://dx.doi.org/10.1080/02783199509553713.

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Payne, Beverly D., i David A. Payne. "The Ability of Teachers To Identify Academically At-Risk Elementary Students". Journal of Research in Childhood Education 5, nr 2 (czerwiec 1991): 116–26. http://dx.doi.org/10.1080/02568549109594809.

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Brown, Lionel H., i Kelvin S. Beckett. "Parent Involvement in an Alternative School for Students at Risk of Educational Failure". Education and Urban Society 39, nr 4 (czerwiec 2007): 498–523. http://dx.doi.org/10.1177/0013124507301579.

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Sarra, Annalina, Lara Fontanella i Simone Di Zio. "Identifying Students at Risk of Academic Failure Within the Educational Data Mining Framework". Social Indicators Research 146, nr 1-2 (19.04.2018): 41–60. http://dx.doi.org/10.1007/s11205-018-1901-8.

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Shin, Jiyoung, Harris Hyun-soo Kim, Eun Mee Kim, Yookyung Choi i Eunhee Ha. "Impact of an Educational Program on Behavioral Changes toward Environmental Health among Laotian Students". International Journal of Environmental Research and Public Health 17, nr 14 (14.07.2020): 5055. http://dx.doi.org/10.3390/ijerph17145055.

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This study evaluates the effect of an integrated health care educational program on several behavioral changes related to environmental health among Laotian students. Students in the experimental group received education concerning environmental health-related issues, including air pollution and chemical exposure. Analyses of covariance (ANCOVA) and paired t-tests were conducted for the statistical analysis of the pre- and post-survey scores. The post-test scores of the experimental group regarding their risk perception and information-seeking behaviors towards air pollution and chemical exposure were higher than those of the control group after controlling for the pre-test scores. Moreover, in the experimental group, the girls’ risk perception scores significantly increased after receiving the education, which was not observed in the control group. The risk perception score among non-drinking students also significantly increased after the program. These results indicate that the education program effectively enhanced the students’ risk perception, especially that of girls and nondelinquent students.

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Geer, Laura A., Rachel Radigan, Guilherme de Lima Bruneli, Lucas Sampaio Leite i Rosalie Barreto Belian. "COVID-19: A Cross-Sectional Study of Healthcare Students’ Perceptions of Life during the Pandemic in the United States and Brazil". International Journal of Environmental Research and Public Health 18, nr 17 (1.09.2021): 9217. http://dx.doi.org/10.3390/ijerph18179217.

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Societal influences, such as beliefs and behaviors, and their increasing complexity add to the challenges of interactivity promoted by globalization. This study was developed during a virtual global educational exchange experience and designed for research and educational purposes to assess personal social and cultural risk factors for students’ COVID-19 personal prevention behavior and perceptions about life during the pandemic, and to inform future educational efforts in intercultural learning for healthcare students. We designed and implemented a cross-sectional anonymous online survey intended to assess social and cultural risk factors for COVID-19 personal prevention behavior and students’ perceptions about life during the pandemic in public health and healthcare students in two public universities (United States n = 53; Brazil n = 55). Statistically significant differences existed between the United States and Brazil students in degree type, employment, risk behavior, personal prevention procedures, sanitization perceptions, and views of governmental policies. Cultural and social differences, risk messaging, and lifestyle factors may contribute to disparities in perceptions and behaviors of students around the novel infectious disease, with implications for future global infectious disease control.

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