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Готові списки джерел за темами / Student empowerment

Добірка наукової літератури з теми "Student empowerment"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 31 січня 2023

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Статті в журналах з теми "Student empowerment":

1

Jafar, Afshan. "Student Engagement, Accountability, and Empowerment." Teaching Sociology 44, no. 3 (April 12, 2016): 221–32. http://dx.doi.org/10.1177/0092055x16644489.

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This article describes an experiment in collaborative course design in a midlevel sociology course. Unlike most of the literature on collaborative teaching and learning, which often deals with collaboration among students, this article discusses collaboration between the instructor and students. The students in this course collaborated with the instructor in designing the course—choosing the readings and developing the assignments—from the first day of class. Student feedback on the experiment was overwhelmingly positive. Three major themes that emerged from the student feedback were (1) higher levels of student engagement, (2) a sense of personal accountability, and (3) student empowerment. While the results of the student feedback mostly point to positive experiences, collaboration between students and instructors does bring a high level of uncertainty and extra work for the instructor involved. The article ends with some further guidance for those considering collaborative learning in their classrooms.

2

Hackmann, Donald, James Kenworthy, and Sharon Nibbelink. "Student Empowerment through Student-Led Conferences." Middle School Journal 30, no. 1 (September 1998): 35–39. http://dx.doi.org/10.1080/00940771.1998.11494561.

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3

Ongroongruang, Savanit, and Srimuang Paluangrit. "Student community empowerment approach." South-East Asian Journal of Medical Education 4, no. 2 (December 30, 2010): 38. http://dx.doi.org/10.4038/seajme.v4i2.425.

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4

Horn, Brian R. "Eight Voices of Empowerment." Urban Education 52, no. 4 (August 3, 2016): 525–52. http://dx.doi.org/10.1177/0042085915574522.

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This article explores student empowerment in a restructured urban Title I middle school. The study includes data from eight participants in an action research project that involved a critical inquiry unit in an eighth-grade language arts class that asked students, “How are you empowered and disempowered by school?” Findings reveal that although No Child Left Behind (NCLB) policies are said to empower students, student empowerment is rather a negotiated process that requires teachers to help students develop an eye for fairness, create opportunities for them to express themselves in new ways, and encourage them to learn from one another.

5

Sari, Dian C., Sri Kartini, Suwignyo Suwignyo, and Lailatul Isnainin. "ISLAMIC STUDENT EMPOWERMENT HEALTHY PROGRAM." Jurnal Pengabdian Masyarakat Multidisiplin 2, no. 1 (October 1, 2018): 63–68. http://dx.doi.org/10.36341/jpm.v2i1.670.

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The 2016 Population Census results show that Indonesia's population is 237.6 million, 63.4 million of which are teenagers consisting of 32,164,436 men (50.70 percent) and 31,279,012 women (49 , 30 percent). The size of the population of the youth group will greatly affect population growth in the future. With the rapid development of technology, the development of teenagers in Indonesia is also developing. Some lead to positive and negative things. One of the negative impacts is the lack of awareness about the STBM pillars. Community-Based Total Sanitation (STBM) is an integrated action to reduce the incidence of environmental-based infectious diseases, as well as improve hygiene behavior and the quality of life of Indonesian people. Uniqueness / Excellence Islamic healthy student empowerment program lies in the variation and composition of the dedication material. The specifications that will be produced are that the program that will be implemented is one of the main keys to improving the program of healthy students. This service aims to show that schools have a positive impact on supporting health programs for students so that schools have an important role in promoting and intervening in the development of student health. The development of student health that is supported by the school is an important factor in the phase of forming a superior generation of the nation's future. This service program is carried out on students of SMA 1 Perhentian Raja and SMKN 2 pekanbaru.

6

Cakır, S. Gulfem. "Authoritative Approach and Student Empowerment Among University Students." Procedia - Social and Behavioral Sciences 186 (May 2015): 151–54. http://dx.doi.org/10.1016/j.sbspro.2015.04.078.

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7

Van Hoven, Bettina, and Esther De Boer. "Student Empowerment through 'Area Analysis'." Journal of Geography in Higher Education 25, no. 1 (March 2001): 83–93. http://dx.doi.org/10.1080/03098260124997.

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8

Danns, Dionne. "Black Student Empowerment and Chicago." Urban Education 37, no. 5 (November 2002): 631–55. http://dx.doi.org/10.1177/0042085902238677.

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9

Weber, Keith, and Brian R. Patterson. "Student interest, empowerment and motivation." Communication Research Reports 17, no. 1 (January 2000): 22–29. http://dx.doi.org/10.1080/08824090009388747.

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10

Gadbow, Nancy F. "Facilitating empowerment through student guidance." Assessment Update 5, no. 3 (May 1993): 8. http://dx.doi.org/10.1002/au.3650050306.

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Дисертації з теми "Student empowerment":

1

Foster, Sarah E. "Student Empowerment Through Digital Storytelling." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405356.

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2

Kirk, Chris Michael. "Student empowerment and empowering academic settings." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5360.

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Despite multiple reforms, the education system of the United States continues to leave students behind, particularly those from marginalized groups. Student empowerment is defined as a process by which students gain more control over their lives and develop empowered academic outcomes including competence, self-determination, and a sense that their voice is heard. The current study expands the literature on school climate and applies the literature on empowering settings to an urban, public high school with the goal of identifying characteristics of schools which are related to student empowerment. A qualitative case study was conducted using observations, focus groups, and interviews on one urban high school campus. A participant research team collected and analyzed data over the course of one semester. A conceptual model of student empowerment was developed for this study and used to interpret the data. Results identified a total of eleven characteristics which were related to student empowerment. Empowering classrooms were characterized by positive relationships (teachers believed in students, high sense of community in class, equitable teacher-student roles) and opportunities for classroom involvement (shared decision-making in class and engaging classroom practices). On the school level, the impact of positive traditions, valuing of student leadership, and embracing cultural diversity were connected to student empowerment along with adequate resources and sense of community and empowerment among staff. The results supported the conceptual model by identifying characteristics of academic settings which related to student empowerment and the development of empowered outcomes. The current study presents a valuable addition to the literature by extending the literature on school climate to include the concepts of power and empowerment, while applying the literature on empowering settings to a public high school setting. Implications for educational reform and future research are discussed. Suggestions include expanding school evaluations, enhancing teacher training, and modifying curriculum. Future research questions include measuring the identified characteristics across settings and empirically testing programs, policies, and practices designed to promote student empowerment. Limitations and future directions are discussed.
Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology

3

Boaventura, Patricia Silva Monteiro. "Defining student participation and empowerment in higher education." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/16049.

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Submitted by Patricia Boaventura (patboaventura@gmail.com) on 2016-03-23T17:47:10Z No. of bitstreams: 1 PatriciaBoaventura_Dissertacao2016_03_23.doc: 1183232 bytes, checksum: ba51193d608fbed532eb57c10e5f1cd8 (MD5)
Rejected by Pamela Beltran Tonsa (pamela.tonsa@fgv.br), reason: Boa tarde Patricia, Para que possamos aprovar seu trabalho é necessário alguns ajustes conforme norma ABNT/APA. * Seu titulo esta diferente da ATA, caso realmente exista essa alteração é preciso o professor orientador vir até a secretaria para fazer a alteração no verso da ATA com o titulo atual. Caso contrário não poderei aprovar. (THE CO-CREATION OF VALUE IN HIGHER EDUCATION INSTITUTIONS: LEVERAGING STUDENTS`PARTICIPATION THROUGH EMPOWERMENT) * Deve fazer a postagem em arquivo PDF * No Rodapé SÃO PAULO - 2016 deve estar em letra maiúscula. * ABSTRACT E RESUMO devem estar em letra maiuscula/Centralizado e Negrito. Após os ajustes você deve submete-lo novamente para analise e aprovação. Qualquer duvida estamos a disposição. Att, Pâmela Tonsa on 2016-03-23T18:21:34Z (GMT)
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Customer participation has been studied for decades; however, it gained a postmodern perspective around the year 2000. Customers have become co-creators of personalized experiences, moving from the audience to the stage. In the educational context, students must take responsibility for their learning process and participate in the production of the service. This changing is providing opportunities and challenges for higher education institutions (HEIs) to redefine their relationship with stakeholders, especially with students. This study is based on the service dominant logic (SDL) perspective because students are assumed to take the role of co-creators of knowledge in the educational setting. The research uses adapted frameworks and concepts applied in organizational, knowledge-intensive business services (KIBS) and also medical studies to advance the understanding of value co-creation in the HEI context. The current study addresses a lack of research in the higher education context focusing on defining students’ participation and students’ empowerment in higher education context. An empirical investigation was developed with traditional schools in Brazil. This investigation allowed the description of the constructs in the specific context. The description of student participation in HEIs context reflects the relevance of three dimensions – information sharing, personal interaction and responsible behavior. In the Brazilian context, responsible behavior is the weakest dimension in the construct, because the responsibilities are unbalanced between students and professors. The main reasons identified for this unbalanced relation were cultural issues and local regulation. Student empowerment was described as composed by four dimensions – meaningfulness, competence, impact and choice; however, one of them – choice – was identified as the weakest dimension, facing cultural and bureaucratic barriers for implementation in the Brazilian educational context. Moreover, interviewees spontaneously cited the idea of trust in the faculty as an important antecedent of student participation that must be considered when analyzing student participation and empowerment mechanisms. An additional contribution was the proposal of a theory-based framework for understanding the service dominant logic perspective in the HEI context, in which student participation and student empowerment were explored as mechanisms leading to positive student behavior toward institution.
A participação dos clientes tem sido estudada ao longo de décadas; no entanto, ela ganhou uma perspectiva pós-moderna em torno do ano 2000. Os clientes tornaram-se cocriadores de experiências personalizadas, movendo-se da plateia para o palco. No contexto educacional, os alunos devem assumir a responsabilidade por seu processo de aprendizagem e participar da produção do serviço. Esta mudança tem gerado desafios e oportunidades para as instituições de ensino superior (IES) redefinirem suas relações com seus stakeholders, especialmente com os estudantes. Este estudo baseia-se na perspectiva da lógica dominante de serviços (SDL), porque os alunos assumem o papel de cocriadores do conhecimento no ambiente educacional. A pesquisa utiliza frameworks e conceitos adaptados de estudos de organizações de serviços intensivos em conhecimento (KIBS) e também de estudos médicos para avançar na compreensão da cocriação de valor no contexto das IES. O estudo tem objetivo de definir os conceitos de participação do aluno e de “empoderamento” no contexto do ensino superior. Uma investigação empírica foi desenvolvida com escolas tradicionais no Brasil. Esta investigação permitiu a descrição dos construtos no contexto específico. A descrição da participação dos alunos nesse contexto reflete a relevância de três dimensões - compartilhamento de informações, interação pessoal e comportamento responsável. No contexto brasileiro, comportamento responsável é a dimensão mais fraca do construto, porque as responsabilidades estão desequilibradas entre alunos e professores. Os principais motivos identificados para este desequilíbrio foram questões culturais e de regulamentação local. O “empoderamento” do estudante foi descrito como composto por quatro dimensões - significado, competência, impacto e escolha; no entanto, uma delas - escolha - foi identificada como a dimensão mais fraca, enfrentando barreiras culturais e burocráticas para uma adoção mais forte no contexto educacional brasileiro. Adicionalmente, os entrevistados espontaneamente citaram a confiança no corpo docente como importante antecedente da participação do aluno que deve ser considerada quando se analisam os mecanismos de participação e “empoderamento”. Como contribuição adicional foi proposto um framework teórico para a compreensão na perspectiva da lógica dominante serviço no contexto de IES, no qual a participação dos alunos e o “empoderamento” dos alunos foram explorados como mecanismos que podem levar a um comportamento dos alunos mais positivo em relação à instituição.

4

Bosley, Cheryl L. Markuten. "Organizational Culture and Student Empowerment in Baccalaureate Nursing Programs." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1132349909.

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5

Banda, Emmanuel. "Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.

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6

Sullivan, Anna M. "Student empowerment in a primary school classroom : a descriptive study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1068.

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Empowering students to take control to lead functional and fulfilling lives should help them meet their needs for power and belonging, and enable them to realise their social goals. Such an outcome should positively affect students' achievement motivation. However, there is little understanding and research on the construct of student empowerment particularly in the primary school context from the teacher and student perspective. Teachers have a power-over relationship with students and arc in a position to decide how they exercise that power. Teachers who choose to enable student empowerment can share power with students to establish positive forces of power, namely power-with and power-to. This exploratory research examined the nature of student empowerment and how it can be enabled. A descriptive study using ethnographic techniques was conducted in a primary school classroom. Findings suggest that there are two dimensions of student empowerment: intrapersonal and interpersonal empowerment, which supports existing literature. Moreover, they build on the literature by indicating that intrapersonal empowerment is the ability and capability of students to pursue appropriate and complementary social and achievement goals through the establishment of agendas. Interpersonal empowerment is the pursuit of goals by students that are not in conflict with peers or the teacher. It is a sense of collective autonomy with peers and the teacher. This research indicates that student empowerment is a fluid and fragile phenomenon, but also one that the teacher can contribute to. The findings of the study suggest that teachers can enable students to become empowered by sharing power with students. Teachers can share power with students by facilitating the pursuit of students' agendas to help them coordinate their pursuit of appropriate social and achievement goals. That is, teachers can adopt beliefs and establish structures, processes and an environment conducive to student empowerment. These findings have led to the development of a framework, which describes the variables enabling student empowerment and their interrelationship. Finally, this study indicates the importance of student empowerment to enabling students to realise their social and achievement goals and meet their needs for power and belonging, thus enhancing motivation and achievement,

7

Jackson-Crossland, Barbara A. "The relationships between teacher empowerment, teachers' sense of responsibility for student outcomes, and student achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974618.

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8

Hoague, Sarah. "Student Voices: New Experiences, Empowerment, & Moral Development in Physical Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1532537250017522.

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9

Christensen, Doran H. "Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-day Saint (LDS) Seminary Students." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1166.

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Many students appear to be disinterested and unengaged in traditional classroom settings. Numerous educational theorists suggest that students need current technology and communication in order to get students more involved in classroom discussion. This study examined a group of Latter-day Saint (LDS) students who were not involved vocally in the classroom (communication apprehensive), yet were highly involved in peer-to-peer communication via technology outside of the classroom. Issues of power are critically examined utilizing LDS and Freirean lenses of student voice, democracy, and empowerment. These issues are consistent with the LDS Church Educational System’s efforts to help students to explain, share, and testify of gospel truths. Student surveys concerning the use of technology and communication were instrumental in selecting a purposeful sample of five students for further study. These students, ranging from grades ninth to twelfth, were interviewed regarding their perceptions of the potential of educational technology implementation in LDS seminary classrooms in an effort to engage the communication apprehensive students. The data derived from this multiple case study design were analyzed using constructed grounded theory. Several key findings emerged through the analysis. The participants felt that some form of communicative technology could be empowering and advantageous to apprehensive students. However, the technological tool selected should be innovative and independent of currently existent resources. The participants also noted that some degree of communication apprehension still exists when using communicative technology. Ultimately, it is people who empower and give voice to the apprehensive student, not technological mediums alone.

10

Richardson, Lisa. "When Urban Education Meets Community Activism: A Case of Student Empowerment in New Orleans." ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/13.

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This is an ethnographic study of urban education and community development in the city of New Orleans. In New Orleans, as in all American cities, the public schools are at the center of local politics and the policies that affect community life. Institutions of public education have come under fire for failing to prepare youth to compete in the global economy. This is particularly true in urban communities, where schools serve a higher proportion of students of color facing greater incidences of poverty, underemployment and economic distress. As education policymakers and business leaders look to improve education, many of the solutions put forth to reform schools focus on meeting state standards and instituting high stakes testing. A group of educators, community activists, artists, and young people in New Orleans have taken a different approach. By combining classroom learning with social action, the individual and collective empowerment of students serves as the focus of Students at the Center, a program designed by a writing teacher and his students, that operates within the public school system. Through community-based study on environmental, public health, neighborhood development issues, young people in the Students at the Center program begin to see the learning process, and the product of their education as tools for equitable social change through research, writing, youth media, and social action. This research examines the ways that taking part in community collaborations that emphasize local history, a sense of place, and the struggle for social justice affects students, teachers and residents as they strive to make education accountable to community concerns.

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Книги з теми "Student empowerment":

1

Robert, Adams. Protests by pupils: Empowerment, schooling, and the state. London: Falmer Press, 1991.

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2

1950-, Claus Jeff, and Ogden Curtis 1969-, eds. Service learning for youth empowerment and social change. New York: P. Lang, 1999.

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3

Ross, Dorene Doerre. Reflective teaching for student empowerment: Elementary curriculum and methods. New York: Macmillan, 1993.

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4

Kreisberg, Seth. Transforming power: Domination, empowerment, and education. Albany: State University of New York Press, 1992.

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5

Chun, Edna Breinig. Bridging the diversity divide: Globalization and reciprocal empowerment in higher education. San Francisco, Calif: Jossey-Bass, 2009.

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6

Robinson, Heljä Antola. The ethnography of empowerment: The transformative power of classroom interaction. Washington, D.C: Falmer Press, 1994.

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7

Byham, William C. Zapp! in education: How empowerment can improve the quality of instruction, and student, and teacher satisfaction. New York: Fawcett Columbine, 1992.

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8

Beachboard, Cathleen, and Marynn Dause. 10 Keys to Student Empowerment. Taylor & Francis Group, 2019.

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9

Beachboard, Cathleen, and Marynn Dause. 10 Keys to Student Empowerment. Routledge, 2019. http://dx.doi.org/10.4324/9780429199219.

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10

Beachboard, Cathleen, and Marynn Dause. 10 Keys to Student Empowerment. Taylor & Francis Group, 2019.

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Частини книг з теми "Student empowerment":

1

Murray, Jaylene. "Student Empowerment and Sustainability." In Encyclopedia of Sustainability in Higher Education, 1546–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_365.

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2

Murray, Jaylene. "Student Empowerment and Sustainability." In Encyclopedia of Sustainability in Higher Education, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_365-1.

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3

Cheng, Ming. "Student Empowerment and Transformative Quality." In Quality in Higher Education, 11–23. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-666-8_2.

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4

Ashmore, Tracey. "Empowerment Versus Power: The Learning and Performativity Conflict." In Student Support Services, 1–20. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_9-1.

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5

Linville, Heather A. "Advocacy for Student and Teacher Empowerment." In Contemporary Foundations for Teaching English as an Additional Language, 249–74. First edition. | New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429398612-39.

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6

Cleary, Timothy J. "Core Components and Empirical Foundation of the Self-Regulation Empowerment Program (SREP) in School-Based Contexts." In Student Engagement, 281–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37285-9_15.

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7

Stack, Garrett. "21. Student empowerment through dystopic case studies." In Envisioning futures for environmental and sustainability education, 293–301. The Netherlands: Wageningen Academic Publishers, 2017. http://dx.doi.org/10.3920/978-90-8686-846-9_21.

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McCain, Gerry, and Megan Farnsworth. "Moving Beyond Behavior Management to Student Empowerment." In Determining Difference from Disability, 90–121. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351266192-6.

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9

Flynn, Paula. "Marginalised Youth Speak Back Through Research: Empowerment and Transformation of Educational Experience." In Radical Collegiality through Student Voice, 71–85. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1858-0_5.

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Chaplin, Mae S. "Social Justice and Student Empowerment: Developing Social Justice Awareness and Empowerment Through Novel Studies." In Social Justice Instruction, 281–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12349-3_25.

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Тези доповідей конференцій з теми "Student empowerment":

1

Hideg, L. M. "Student empowerment by course structure." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.635966.

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2

Goelman, Don. "Student empowerment in a survey course." In the 8th annual conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/961511.961635.

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3

Indrianti, Yasinta, Mr Sasmoko, Emny Yossy, Adi Suprapto, and Hendry Hartono. "Analysis of Student Empowerment Role in forming Student Wellbeing." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.109.

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4

Smith, Benjamin J. "Composing Composers: Design Instruction for Student Empowerment." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.5.

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This paper develops topics on architectural instruction in three ways: (1) analysis of authenticity in the design studio, (2) evaluation of high- and low-level intentions, and (3) proposing an advanced studio developing design sensibility. Design education balances technique and sensibility. Students need skills to communicate their work effectively. They also need freedom to be creative with their ideas. Learning self-reliance empowers students’ connection to discourse. Methods for design instruction need to be robust enough to accommodate alternative approaches for production.

5

Okugiri, Megumi. "A Case Study of Leadership at a Women’s College: Teamwork, Diversity, and Confidence Building." In 12th Women's Leadership and Empowerment Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/wlec.2021.001.

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ABSTRACT This study reports on women college students’ leadership, teamwork, diversity, and communication skills while planning and executing a leadership event in Japan over a period of seven months. Data were gathered from 11 students who completed two online questionnaires: Questionnaire A was administered while planning the event and Questionnaire B was administered after they executed the event. The questionnaires asked about the difficulties/joys of teamwork as both a leader and a follower as well as the lessons they learned through the process. An analysis of the questionnaire results indicated drastic changes in participants’ views of leadership, teamwork, diversity, and communication skills. Students’ learnings mostly occurred during teamwork planning efforts, but after the execution, the learnings become established as a sense of appreciation and self-confidence, thereby enhancing their potential as a leader and a follower. KEYWORDS: Leadership Education, College Student, Teamwork, Diversity, Confidence Building

6

Joshi, Avinash, Varrun Ramani, Hrishikesh Murali, Radhesh Krishnan, Zubin Mithra, and Vipin Pavithran. "Student centric design for cyber security knowledge empowerment." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208658.

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Wooley, Andrea, Randeep Basara, and Abigail R. Daane. "Embracing subjectivity in physics to support student empowerment." In 2021 Physics Education Research Conference. American Association of Physics Teachers, 2021. http://dx.doi.org/10.1119/perc.2021.pr.wooley.

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Soeiro, Dina, Antonio Dias de Figueiredo, and Joaquim Armando Gomes Ferreira. "Student empowerment in higher education through participatory evaluation." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142817.

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Arnold, Kimberly E., Brandon Karcher, Casey V. Wright, and James McKay. "Student empowerment, awareness, and self-regulation through a quantified-self student tool." In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3029434.

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Jourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, Michael Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, et al. "Fostering the resilience of graduate students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.

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This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.

Звіти організацій з теми "Student empowerment":

1

Cohen, Brea. Amplifying Latinx Voice through Interview Study: Highlighting Mathematics Identity as a Pathway to Student Self-Empowerment and Academic Agency. Portland State University Library, April 2020. http://dx.doi.org/10.15760/etd.7329.

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