34,853 research outputs found

    The Digital Disconnect: The Widening Gap Between Internet Savvy Students and Their Schools

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    Presents findings from a survey of public middle and high school students from thirty schools across the U.S. Looks at how students rely on the Internet to help them do their schoolwork, in addition to dozens of other education related tasks

    Learning From Each Other: Education Programming for Refugee Girls

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    This poster discusses my experience as an education intern at GirlForward through Loyola\u27s Social Justice Internship program. It has sections about the valuable knowledge I gained through this experience about tutoring, teamwork, and non-profits

    Extra-Curricular Activities: creating graduates with impact in education

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    Staff from the Carnegie Faculty‚Äôs Centre for Social and Educational Research across the Life-course (SERL) have completed a project for the Higher Education Academy subject group for education, ESCalate, into ‚ÄėCreating Graduates with Impact in Education‚Äô. Jacqueline Stevenson, Professor Sue Clegg and Paula Sealey undertook research with students and staff across a range of education-related courses as well as with employers from schools, local authorities and other education settings

    Bullying and school disruption assessment: studies with Portuguese adolescent students

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    Problem Statement: The question of bullying and school disruptive behavior has emerged as a powerful issue in Portuguese educational context. The lack of evaluation instruments, with studied psychometric characteristics, has constituted a problem. Purpose of Study: School disruption and bullying assessment, in Portuguese adolescents, was the focus of this research. Research Methods: The psychometric qualities ‚ÄĒ internal consistency and the external validity ‚ÄĒ were analyzed in different scales. Findings: The analyses carried out confirm the scales as reliable and valid instruments. Conclusions: These instruments may be a useful avenue for teachers, psychologists and other education professionals

    Education and older adults at the University of the Third Age

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    This article reports a critical analysis of older adult education in Malta. In educational gerontology, a critical perspective demands the exposure of how relations of power and inequality, in their myriad forms, combinations, and complexities, are manifest in late-life learning initiatives. Fieldwork conducted at the University of the Third Age (UTA) in Malta uncovered the political nature of elder-learning, especially with respect to three intersecting lines of inequality - namely, positive aging, elitism, and gender. A cautionary note is, therefore, warranted at the dominant positive interpretations of UTAs since late-life learning, as any other education activity, is not politically neutral.peer-reviewe

    Collaboration in education: Lessons from Actor Network Theory

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    This chapter concerns the growing interest in networking and partnership in post compulsory education and training in the face of increased risk and uncertainty in the globalised context. Internationally, the sector is evolving in a context of globalisation, and now the Global Financial Crisis (GFC), where schools and other education, training and employment providers are facing increasing challenges in facilitating young people’s transitions to secure employment in the context of the risk society (Bauman, 1998; Beck, 1992). The chapter is theoretical but draws on empirical research undertaken in Victoria, Australia to illustrate its arguments around the insights into collaboration that can be gained through the use of Actor Network Theory

    Making A Difference: Year Two Report of the Pennsylvania High School Coaching Initiative

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    This report examines the implementation of the second year of three for the Pennsylvania High School Coaching Initiative (PAHSCI). Funded by the Annenberg Foundation, this initiative focuses on literacy and math coaches providing support to teachers from across the major subject areas to create literacy-rich classrooms in which students actively engage in learning tasks that deepen their content knowledge and strengthen their abilities to think critically and communicate well. This report presents findings from the first two years of research. It includes survey research as well as in-depth qualitative research in participating schools and districts and provides recommendations for PAHSCI stakeholders as they refine the program and for other education reformers as they consider the benefits of instructional coaching as a strategy for improving high schools and student achievement
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