316,562 research outputs found
Residential Life Curriculum: Wyoming Seminary
This course linked capstone will focus on creating a residential life curriculum that is student centered, increases cultural competencies, and strengthens the community of the Wyoming Seminary Upper School. Many boarding schools have accepted international students into their schools to respond to a growing revenue need while simultaneously adding to a school’s diversity. The shift in student demographics has created a secondary level international education sector without many people specializing in this arena. Additionally, there has been a push to increase residential life resources in schools to help increase student support. With the drive for additional support and a growing international community within US boarding schools, Wyoming Seminary strives to design a residential life curriculum that serves the international and domestic student populations while simultaneously providing students with the social and emotional needs that they are not getting from their parents
Organizational Climate and Teachers' Job Satisfaction in Residential and Non Residential Schools
The usefulness of teacher perceptual data in school organizational climate
and job satisfaction research was illustrated by a study of two selected residential
and two non residential schools in Kuala Lumpur. Seven school climate
dimensions of mission and goal consensus, empowerment, student support,
affiliation, professional interest, resource adequacy and work pressure were
assessed by seventy teachers from residential schools and sixty four teachers from
non residential schools. Comparisons of school climate in the selected residential
and non residential schools revealed statistically significant difference on six
dimensions, namely mission and goal consensus, empowerment, student support,
affiliation, professional interest and resource adequacy. Teachers in the selected residential schools perceived more positive school environments than teachers in
the selected non residential schools.
The selected school teachers' job satisfaction were determined by two
separate measures of facet specific and facet free job satisfaction. Comparisons of
teachers' facet specific job satisfaction in residential and non residential schools
revealed no statistically significant difference on teachers' intrinsic, extrinsic and
social satisfaction. Nevertheless, comparisons of teachers' facet free job
satisfaction in residential and non residential schools revealed statistically
significant difference on all the five global measures of occupation satisfaction,
occupation expectation satisfaction, present job satisfaction, re-entry and optional
retirement decision. Teachers in residential schools were found to be more satisfied
with their facet free overall job satisfaction. Analysis for the combined sample revealed that majority of the teachers
were satisfied with their social satisfaction; only three out of ten teachers
perceived high level of intrinsic satisfaction while seven out of ten teachers were
dissatisfied with extrinsic satisfaction. The overall job satisfaction for the
combined sample was only at the medium level. This study also revealed that
majority of the combined sample only perceived highly of affiliation while the
perceptions for empowerment, student support, professional interest, mission and
goal consensus, resource adequacy and work pressure dimensions were only at the
medium level
Residential Life
One of Student Council’s primary functions is to support students in their residential lives.https://digitalcommons.imsa.edu/studco_dimensions/1005/thumbnail.jp
University of Dayton 5K Run for Humanity; UD Students Planting Trees, Cleaning Up Neighborhoods; Neighborhood Spring Festival to Encourage \u27Community\u27
News release announces that a 5K run will take place to support Dayton Habitat for Humanity; the UD Student Government Association and residential programs office are holding a residential landscaping and cleanup event; residents of the Montgomery County Fairgrounds neighborhood are holding a spring festival
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Developing research degrees online
Research degrees have been changing radically in the last twenty years, with an extensive body of work accumulated on improving the practice of research degrees and on developing skills for independent researchers. However, most of this work focuses on full-time residential research degrees, and little attention has been paid to part-time research degrees at a distance. This paper presents a novel research degree, the Virtual MPhil in Computing, offered by The Open University (UK), supported by a blend of technologies, and designed to address this gap. We discuss the support it provides for the development of student community, research dialogue and progress monitoring of distance research students
The Effects of a Roommate-Pairing Program on International Student Satisfaction and Academic Success
While great attention has been given to the growth of international students
at U.S. institutions, there is a gap in the literature examining support for
this student population within residence halls. To address the gap, this
quantitative study evaluated an international roommate-pairing program
(IRP) by comparing the residential experience of IRP participants with a
control group. The results showed the roommate-pairing program had a
positive impact on the residential experience of international students.
These findings suggest physical environment and structured support are
critical factors in the satisfaction and success of international students.
This research can inform the practice of Residence Life professionals and
aid in the establishment of effective support programs
Higher Education Housing Professionals and Disability: A Grounded Theory Exploration of Resident Directors’ Understandings of Disability
The residential experiences of students with disabilities in higher education play a pivotal role in their overall campus education. However, little is known about the ways in which the staff who manage and support these residential environments understand and work with issues and concepts of disability. Utilizing constructivist grounded theory, this study examines the ways in which resident directors think about and work with disability within their positions of residential management. The study also explores the ways in which resident directors think about and understand disability as a component of diversity, the steps that resident directors take in working with students with disabilities, and the support they provide their student staff in fostering residential communities inclusive of students with disabilities. The findings suggest that resident directors’ work related to disabilities and disability identity is marked by tensions between individual understandings of disability and institutional systems and job expectations. Suggestions are provided for ways to better support resident directors as they navigate conflict between personal beliefs and positional responsibilities
1990-91 Annual Report, Illinois\u27 Investment
On June 11,1990, following a year of community discussions, extensive research and intensive planning, the Illinois Mathematics and Science Academy unveiled a revolutionary strategic plan for its future. The plan, which received unanimous support from the board of trustees, included strategies in ten areas: curriculum; assessment of student achievement; teaching; business, research and educational partnerships; recruitment and support of a diverse student population; private sector funding; marketing/communications; integration of academic and residential life; organizational structure; and personal and professional growth for faculty and staff
An application of the theory of planned behavior to student retention
Although student integration theory, a sociologically-based model, has been the dominant explanation for student drop-out from colleges for over 40 years, it has received only mixed empirical support in residential colleges and less in non-residential colleges. Psychological theories of active choice and behavior change offer an alternative explanation for drop-out. In research at a non-residential UK university, structural equation modeling was used in two separate studies to compare a model of student dropout based on student integration theory with a psychological model based on the theory of planned behavior (TPB). In the first study (N=633), a model including TPB variables and two key student integration theory variables (academic integration, and social integration) showed good fit to the data, Although all three TPB variables predicted intention to quit, neither of the two student integration theory variables did so. The TPB variables explained over 60% of the variance in student's intention to voluntarily withdraw from college before completing their studies, and intention to withdraw was associated with actual dropout behavior. In the second study (N=180), using alternative measures of student integration theory factors, a model including both student integration theory and TPB variables had acceptable fit, and over 70% of the variance in intention to quit was explained. But only the TPB variables predicted intention to quit significantly. The benefits of adopting a process-based psychological explanation to student retention are discussed
Trauma-sensitive school leadership
Public schools welcome and support students from all walks of life. As a result, educators in public schools are responsible for meeting multiple and divergent student needs. Events surrounding the COVID-19 pandemic – such as increased anxiety, domestic abuse, neglect and school closures – as well as growing awareness of systemic societal inequities for many under-represented groups, and historical atrocities such as the discovery of unmarked student graves at residential schools, have led to an increased public awareness of student and staff trauma
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