Participation in education among older people

National random sample data on 4254 people in four adult age categories were analyzed with regard to enrollments in different kinds of education settings, enrollment motives, and barriers to enrollment. Further analysis compared participants to nonparticipants. Most adult enrollments were at the college or university level before age 40, in other settings thereafter, and instrumental motives were predominant across the lifespan. Lack of time and interest were major barriers to enrollment among older people, and those enrolled generally had higher prior educational attainments, were younger, and lived in urban or suburban locations.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44538/1/10755_2005_Article_BF01080356.pd

Creating the Back Ward: The Triumph of Custodialism and the Uses of Therapeutic Failure in Nineteenth Century Idiot Asylums

My focus in this chapter is on the origin of the back ward rather than its demise. Where did the “back wards” that [Burton] Blatt and [Senator Robert] Kennedy witnessed come from in the first place? What 3 exactly were those “antecedents of the problems observed” that Blatt cited? This chapter reviews that history and argues that, in fact, there is a specific narrative to the evolution of the institutional “back ward” as an identifiable place where people with the most significant intellectual disabilities were to be incarcerated and largely forgotten.https://digitalcommons.chapman.edu/education_books/1006/thumbnail.jp

Monitoreo del progreso del alumno en la identificación de riesgo en la lectura

Este estudo tem por nalidade analisar o uso da monitorização com base no currículo como sistema escolar de identi cação de alunos em risco na leitura, no contexto de um modelo educativo baseado no grau de resposta à intervenção. Realizou-se uma investigação quantitativa em que participaram todos os alunos do 3o ano (82 alunos) de um agrupamento de escolas do norte de Portugal. O tratamento de dados foi feito com recurso à estatística descritiva e inferencial. Destacam-se, entre outras conclusões, a existência de dez alunos em risco na leitura durante todo o ano letivo e o facto de, no nal do 3o ano de escolaridade, a média de resultados dos alunos que nunca estiveram em risco ser superior ao dobro da média de resultados dos alunos que estiveram em risco todo o ano.This study aims to analyze the use of curriculum-based monitoring as a school system to identify students at risk in reading, in the context of an educational model based on the degree of response to intervention. A quantitative investigation was conducted with all third grade students (82 students) from a group of schools in the north of Portugal. Data processing was done using descriptive and inferential statistics. Among the conclusions, the following stand out: the existence of ten students at risk in reading throughout the school year and the fact that, at the end of the third year of schooling, the mean results of students who were never at risk was more than double the mean results of students who were at risk for the entire year.Cette étude a pour but d’analyser l’usage du contôle ayant pour base le coursus comme système scolaire d’identification des élèves présentant des risques dans la lecture, dans le contexte d’un modèle éducatif fondé sur le degrée de réponse à l’intervention. On a fait une investigation quantitative à laquelle ont participé tous les élèves de CM1 (82 élèves) d’un groupement d’écoles du nord du Portugal. Le traitement des données a été fait à l’aide de la statistique descriptive et inférentielle. On souligne, entre autres conclusions, l’existence de dix élèves en risque dans la lecture pendant toute l’année scolaire et le fait qu’à la fin de la troisièmme année de scolarité, la moyenne des résultats des élèves n’ayant jamais été en risque soit supérieur au double de la moyenne des résultats des élèves qui ont été en risque toute l’année.Este estudio tiene la finalidad de analizar el uso del monitoreo del currículo como sistema escolar de identificación de alumnos en riesgo en la lectura, en el marco de un modelo educativo basado en el grado de respuesta a la intervención. Se llevó a cabo una investigación cuantitativa en la que participaron todos los alumnos del 3er año (82 alumnos) de un agrupamiento de escuelas del norte de Portugal. El tratamiento de datos se efectuó por medio de la estadística descriptiva e de inferencias. Se destacan, entre otras conclusiones, la existencia de diez alumnos en riesgo en la lectura durante todo el año lectivo y el hecho de que, al final del 3er año de escolaridad, el promedio de resultados de los alumnos que nunca estuvieron en riesgo era superior al doble del promedio de resultados de los alumnos que estuvieron en riesgo todo el año.(undefined)info:eu-repo/semantics/publishedVersio