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Artykuły w czasopismach na temat "Teenage and educational Mod"
Hoyt, Helina H., i Betty L. Broom. "School-Based Teen Pregnancy Prevention Programs: A Review of the Literature". Journal of School Nursing 18, nr 1 (luty 2002): 11–17. http://dx.doi.org/10.1177/10598405020180010401.
Pełny tekst źródłaSchoon, Ingrid, i 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, nr 3 (maj 2011): 210–17. http://dx.doi.org/10.1177/0165025411398183.
Pełny tekst źródłaSakinah, Awit Marwati. "Keseimbangan Relasi Orang Tua–Remaja sebagai Prediktor Kejelasan Orientasi Masa Depan Pendidikan". Psympathic : Jurnal Ilmiah Psikologi 3, nr 2 (30.12.2016): 261–80. http://dx.doi.org/10.15575/psy.v3i2.986.
Pełny tekst źródłaDodgeon, Brian, Praveetha Patalay, George B. Ploubidis i 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, nr 2 (luty 2020): e031416. http://dx.doi.org/10.1136/bmjopen-2019-031416.
Pełny tekst źródłaCodreanu, Tudor A., Antonio Celenza i 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, nr 6 (20.10.2014): 629–42. http://dx.doi.org/10.1017/s1049023x14001083.
Pełny tekst źródłaKamaeva, 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, nr 2 (2022): 437–53. http://dx.doi.org/10.21638/11701/spbu24.2022.211.
Pełny tekst źródłaMcArdle, David. "The views from the hills: fatal accidents, child safety and licensing adventure activities". Legal Studies 31, nr 3 (wrzesień 2011): 372–91. http://dx.doi.org/10.1111/j.1748-121x.2011.00192.x.
Pełny tekst źródłaDevitt, Neal. "Teenage Pregnancy and Educational Opportunity". JAMA: The Journal of the American Medical Association 266, nr 18 (13.11.1991): 2558. http://dx.doi.org/10.1001/jama.1991.03470180058019.
Pełny tekst źródłaSalim, Airin, Rehana Sultana, Syeda Sharmina Akhter, Sabrina Fahmida Azim, Md Minuddin Hoshen i Md Zakirul Islam. "Gender Disparities in Dropping out of High School Students and their Level of Depression". Eastern Medical College Journal 8, nr 1 (2.09.2022): 1–5. http://dx.doi.org/10.3329/emcj.v8i1.66719.
Pełny tekst źródłaKamara, Alhaji Bakar. "Investigating Teenage Pregnancy in Sierra Leone. Case Study: Portee Community in the East End of Freetown". Frontiers in Education Technology 5, nr 2 (14.04.2022): p18. http://dx.doi.org/10.22158/fet.v5n2p18.
Pełny tekst źródłaRozprawy doktorskie na temat "Teenage and educational Mod"
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.
Pełny tekst źródłaOrtiz, Lisa M. "Educational Attainment among High-Risk Teenage Mothers". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3929/.
Pełny tekst źródłaBuchanan, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaMarsiglio, 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.
Pełny tekst źródłaMuteti, 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.
Pełny tekst źródłaHindin-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.
Pełny tekst źródłaKumbin, 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.
Pełny tekst źródłaBlackwell, 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.
Znajdź pełny tekst źródła"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.
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.
Pełny tekst źródłaENGLISH 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.
Książki na temat "Teenage and educational Mod"
Haggstrom, Gus W. Accounting for the educational shortfalls of mothers. Santa Monica, CA: Rand, 1986.
Znajdź pełny tekst źródłaDelagrave, Michel. Ados: Mode d'emploi. Montreal: Editions de l'Hopital Sainte-Justine, 2005.
Znajdź pełny tekst źródłaKubic, Frank. Frank Kubic's No bad mothers: Proverbial sex educational exemplars. Rippon, WV: Nuggets of Wisdom - Books, 1996.
Znajdź pełny tekst źródłaMulikita, Nakatiwa G. Adolescent Girls' Literacy (AGLIT) Project: Mid-term evaluation report. Zomba, Malawi: University of Malawi, Centre for Social Research, 2000.
Znajdź pełny tekst źródłaSaloni, Singh, ActionAid-Nepal (Organization) i Didibahini (Organization), red. Violence against girls in educational institutions. Kathmandu: ActionAid Nepal, 2008.
Znajdź pełny tekst źródłaConstable, Kate. New Guinea moon. Sydney: Allen & Unwin, 2013.
Znajdź pełny tekst źródłaShepherd, Page. Teen species: Girls. Princeton, NJ: Films for the Humanities & Sciences, 2008.
Znajdź pełny tekst źródłaBlack, Sandra E. Fast times at Ridgemont High?: The effect of compulsory schooling laws on teenage births. Bonn, Germany: IZA, 2004.
Znajdź pełny tekst źródłaBlack, Sandra E. Fast times at Ridgemont High?: The effect of compulsory schooling laws on teenage births. Cambridge, MA: National Bureau of Economic Research, 2004.
Znajdź pełny tekst źródłaDavid, Long, Manpower Demonstration Research Corporation i Learning, Earning, and Parenting Program (Ohio), red. 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.
Znajdź pełny tekst źródłaCzęści książek na temat "Teenage and educational Mod"
Ingram, Nicola. "Researching with Working-Class Teenage Boys: A Working-Class Feminist Approach". W 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.
Pełny tekst źródłaZibane, Sibonsile. "Ukushela: Teenage Girls and Boys Negotiating Courtship at School". W 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.
Pełny tekst źródłaNaicker, Preenisha, i Shakila Singh. "Teenage Girls’ Experiences of Slut-Shaming Through the Social Network Site, Facebook". W 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.
Pełny tekst źródłaGuo, Yiting, Thomas Smith, Jiayi Chen, Quan Zhang i Mengyao Wen. "Reimagining Pedagogical Practices in Teenage Science Education: A Post-COVID-19 Perspective". W 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.
Pełny tekst źródłaFernández-Tomanguillo, Kimberlie, Melina Mezarina-Castilla i Eduardo Yalán-Dongo. "Analysis of #YoDecidoCuando (I Decide When) Campaign on TikTok, as Educational Communication for Teenage Pregnancy Prevention". W Marketing and Smart Technologies, 411–21. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9099-1_28.
Pełny tekst źródłaCahill, Michele. "Teenage Childbearing". W Resources for Educational Equity, 169–86. Routledge, 2017. http://dx.doi.org/10.4324/9781315268989-12.
Pełny tekst źródłaMudau, Tshimangadzo Selina, i Wilbroda Hlolisile Chiya. "Significance of Parent-Child Relationship in Enhancing Educational Outcomes Among Teenage Mothers". W Advances in Educational Marketing, Administration, and Leadership, 37–64. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7090-9.ch003.
Pełny tekst źródłaJordan, Kelly C. "How Military Schools Reconcile Compliance, Authority, and Authenticity in Adolescent Leadership". W Advances in Educational Marketing, Administration, and Leadership, 193–217. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch009.
Pełny tekst źródłaPfeiffer, Julie. "Defining the Backfisch". W Transforming Girls, 41–64. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496836267.003.0002.
Pełny tekst źródłaBata, Hatem. "Technology and Teenage Pregnancy". W 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.
Pełny tekst źródłaStreszczenia konferencji na temat "Teenage and educational Mod"
D'Andrea Martinez, Pamela. ""Real" Opportunities and Educational Belonging for Teenage Newcomers". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891958.
Pełny tekst źródłaSudrajat, Dadang. "Adaptation of Teenage Nonviolence Test to Measure the Peacefulness of Senior High School Students". W 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007037101270132.
Pełny tekst źródłaFlinders, Brooke A., i Katelyn E. Gilb. "Teenage Pregnancy Prevention: An Observational Study". W 4th International Conference on Public Health and Well-being. iConferences (Pvt) Ltd, 2023. http://dx.doi.org/10.32789/publichealth.2022.1002.
Pełny tekst źródłaMorozova, Alesya Sergeevna. "Features of educational psychologist work with chidren in teenage crisis of 12 years". W VII Research-to-Practice Conference, Chair Irina Gennadyevna Marakushina. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112963.
Pełny tekst źródłaSharda, Nalin. "Workshop process for authoring educational multimedia using movement oriented design (MOD)". W Proceeding of the 16th ACM international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1459359.1459621.
Pełny tekst źródłaPshekher, Inna Sergeevna. "Functions of Modern Socio-Cultural Educational Environment in the Pre-vention of Teenage Bullying". W International Research-to-practice conference. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-108624.
Pełny tekst źródłaKolesnikova, I. A., i I. E. Lilienthal. "To the question of self-regulation of aggressive behavior in adolescent teenagers". W INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.853.862.
Pełny tekst źródłaVershinina, S. F. "DEVELOPMENT OF TOURIST ROUTES FOR THE PURPOSE OF CHILDREN'S TRIP FOR THE RESEARCH OF THE OWN REGION". W 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.
Pełny tekst źródłaHasan, Herlina, i Nisrina Farahana S. Wibowo. "The Influence of the Need to Belong on Self-Presentation of Teenage Instagram Users in Bandung, Indonesia". W 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.
Pełny tekst źródłaZulu, Charles William. "Educating Girls: A Critical Analysis of the Impact of Keeping Girls in School Initiative, Petauke, Zambia". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5815.
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