Deborah L. Anderson was finishing her Ph.D. and serving as Vice Chancellor for Student Success at Ivy Tech Community College in Evansville, Indiana, when a series of life events launched her career in a direction she couldn't have predicted. Her husband was diagnosed with early‐onset Alzheimer's disease in 2018. She completed the degree in 2019, and then the COVID‐19 pandemic hit.
The present study focusses on exploring the impact of parental support on the academic performance of students with disabilities. A qualitative study approach was used to explore students with disabilities' perspectives of parental support and the impact it has on their academic performance. This qualitative study purposively selected eight participants. They were subjected to semi-structured, open-ended, one-on-one interviews, and these interviews were recorded using an audio recorder with their permission. The collected data was analysed using thematic content analysis. Parental support may take numerous forms, including emotional, physical, and financial assistance. As a result, parental support influences academic success and the adjustment of students living with disabilities to their new environment. However, parental knowledge, attitudes, and tolerance of a student's disability have been shown to be obstacles to meaningful parental support. This study concludes that for students with disabilities to perform to their maximum potential, parents must be trained and empowered to provide necessary support including motivating their children.
The styles of leadership exemplified in higher educational organizations has an important role to play in organizational success or failure. The development of leadership style and organizational skills of students can be achieved through student organizations. The study aimed at understanding gender differences in leadership style preferences and the influence of residential background on leadership style preference. It was conducted among 20 students (7 males and 13 females) from Executive and Legislative Organization Students of State University of Jakarta. The primary data was collected through online questionnaire. The questions were adapted from Introduction to leadership: Concepts and practice by Northouse, P. G. It was analyzed using descriptive and cross-sectional method. The results will be presented in tables and chart. It revealed that there was significant gender difference on leadership style. It was seen that more preference for democratic leadership. Based on gender, and males also indicated preference for democratic leadership than authoritarian or laissez-faire leadership style. The students from rural and urban areas didn't show any differences in their leadership preferences. The complete results have been explained along with the existing theories and literature.
Entrepreneurship is an innovative and creative process that can add value to products, create job opportunities, raise productivity, revitalize, and diversify markets, improve social welfare, and, more broadly, develop the economy. Entrepreneurship education encourages the founding of new businesses by students and alums and equips them with critical decision-making skills that enhance the success of graduates in the job market. That is why we seek to develop better entrepreneurs. Part of that is raising their intentions to start a business; another is making their intentions more realistic. To do both requires a deeper, richer understanding, and analysis of an entrepreneurial implementation intention in vocational education students is essential. In this study, researchers want to know what variables affect Entrepreneurial Implementation Intention in vocational education students at Universitas Padjadjaran. The results of this study found that Entrepreneurial Knowledge affects the main determinant of this research to encourage the increase of Entrepreneurial Implementation Intention.
The leadership of development programs in developing countries is characterized by complex leadership processes failing to produce the intended results of improving education, economic development or poverty reduction in many developing countries. The research revealed that the programs had not been able to resolve such complex matters as the achievement gap and improvement of the quality of education in Tanzania. A lack of visionary leaders and leadership failures meant that these development programs did not produce their intended results. The purpose of the study was to examine the past educational development program efforts in order to assess issues that contributed to their success or failure and secure recommendations to improve future educational development program implementation. Historical analyses of changes of leadership over significant periods demonstrated that leadership had a profound influence on the development or lack of development of the country. Thus, these failures bring into question the effectiveness of processes and leadership strategies that rely on foreign aid as the fundamental source for sustainable development programs in African countries. The study focused on the evidence that many government programs sponsored by international institutions do not lead to improvement in education, social or economic development. The qualitative research study facilitated the use of an inductive approach (new information) from the selected coastal region in Tanzania to identity concepts that could lead to better leadership processes and strategies in the future implementation of educational development programs. Theoretical sampling of the emerging concepts may reveal mental models, strategic structure, processes and outcomes that could result in implementation of sustainable development programs in Tanzania in the future. The study results indicated several educational development program successes included increased enrollment at primary and secondary school levels and increased access to education for female students. Results from the study illustrated that a shortage of teachers due to increased population, inadequate budgets to conduct school inspection, and cultural beliefs hindered development programs' successes. Two other areas reported as concerns included a lack of accountability and discrimination regarding special needs children. Participants' recommended training of visionary leaders, recognition, training and remuneration for teachers, and the updating of policies with clear expectations.
Student design agencies have not previously received much – if any – academic attention, despite their having become fairly common in the context of tertiary design / visual arts institutions since the late 1990s as a way of providing work–study experiences. This article, for the first time, outlines case studies of four international student design agencies in Germany, Malaysia and the USA, including their background, their legal set-up, their relations with their parent institutions, and their (business) activities and general operations, as well as their members' motivations for participation. All case studies are based on interviews by email or Skype with respective agency heads conducted from November 2012 to January 2013. The information obtained from the interviews was further rounded by additional materials – where available – and turned into short comprehensive narratives that highlight the particular qualities of the respective cases.
The concluding comparison of these four narratives establishes that student design agencies are worthwhile knowledge transfer endeavours with strong indications of educational value, though more formal research would need to be done to confirm quantitative and qualitative effects. The four cases also allow for the deduction that the most important criterion for the success of a student design agency is its ability to create an intensive working experience with a strong focus on team interaction, and that the achievement of such experience is essentially based on on-campus space, staff involvement, competitive admission and non-business-related activities.
The authors evaluate and advocate the need for comprehensive sexuality education that meets the unique needs of youth who are deaf or hard of hearing, while calling for the expansion of teacher preparation in this critical area. Effective comprehensive sexuality education is designed to prepare young people to become more comfortable with, and informed about, their sexuality. Teachers and parents are key adults in this process. However, the responsibility for preparing teachers to handle sexuality education lies with both the postsecondary teacher preparation program and the administrative team at the individual school; their willingness to provide comprehensive training, current resources, and continued support are crucial to the success of any comprehensive sexuality program. In the individual school, effective guidance of youth who are deaf or hard of hearing in making appropriate decisions about their sexuality is built upon a team that includes not only school staff, but also parents and deaf adults in the community.
Within the United States, bilingual education has historically been both accepted and restricted. Throughout the context of social and political events, diversity has impacted the educational system of the nation as millions of immigrants have become a part of American society. This continually changing demographic has proven to have a divisive as well as controversial impact on the concurrent political climate. Politicians and policy makers have mirrored the changing dichotomy of the United States nation through legislation that has impacted language minority students who have continually struggled to achieve academic success. Within the research, the author examines the historical background of legislation impacting immigrants and English learners throughout the years. Specific timeframes ranging from an era of linguistic tolerance to an era of linguistic value discuss the response to subsequent diversity. The disparities are examined as well as the changing bilingual program models that have evolved. To examine California's current educational state, ten pieces of enacted legislation have been evaluated in order to determine if bilingual education has been perceived as a problem, a right, or a resource. By framing the legislation and the impact that it has had, it served to negotiate an understanding of each situation, point to a cause, determine an alternative, and thereby promote change. The author has concluded that California has made strides towards creating an educational system where bilingualism and language diversity are perceived as resources that have led to implementation of increased numbers of dual immersion programs. Cautionary steps and guidelines are discussed, as well as programmatic recommendations for implementation of effective programs that will value and build on a child's native language rather than rebuke it.
Purpose of the study: The current study was conducted to investigate Holland's circular order model of interest, congruence between career interest and career aspiration, and congruence impact on students' academic performance in an indigenous context. Methodology: Data have collected from 669 (356 boys & 313 girls) students studying in grade 10th from 16 high schools, 8 boys school (4 government & 4 private sectors), and 8 girls school (4 government & 4 private sector)-from significant towns of Gilgit division, Pakistan. Career interest was measured using the Urdu version of Career Key (Jones, 2010), students' obtained marks measured academic achievement in the last examination, and career aspirations were assessed by asking about aspired future careers from students. A randomized test of hypothesized order (Hubert & Arabie, 1987) was applied to determine the circular model, congruence was measured using Holland's (1963) first-letter agreement, and academic achievement of congruent, incongruent, and ambivalent groups of students was compared using one-way analysis of variance. Main Findings: The study's findings revealed that the results did not support Holland's circular order model of interest. The congruence hypothesis was partially funded, and the impact of congruence on academic achievement was fully supported in the present study. Gender differences were found in some career interests as well as in aspired occupations. The findings are discussed in a cultural context. Applications of this study: The results of the study are applicable and valuable for the educational institutes. In the present study, we have evaluated three assumptions of Holland's theory: circular order model of interest structure, congruence between career aspiration and career interest, and impact of congruence on students' academic achievement. Novelty: In Pakistan, career success and relevant domains are least explored by researchers. However, it is imperative to provide academic and career counselling services to ensure academic and career success and satisfaction. Therefore, the current study was conducted to assess Holland's model of interest, congruence between career aspiration and interest, and its impact on student's academic achievement in Pakistan.
The domain of sustainable entrepreneurship has recently received great interest by many researchers, and this is due to the role it plays in sustainable economic development. Algeria has adopted a series of policies and programs to promote sustainable enterprises. Its success is linked to the awareness of emerging and potential entrepreneurs, particularly the contribution of the university in training and developing graduates, considered as the elite of the society. This research paper aims to measure the impact of personal perceptions of sustainable entrepreneurship on the intent of sustainable entrepreneurship. The study was conducted on a group of students who are about to graduate. The sample contained eighty-three (83) students from various disciplines of the university. It concluded that the perceptions of sustainable entrepreneurship have an impact on sustainable entrepreneurial intentions and that both the social and the environmental perceptions have a positive and statistically significant impact on sustainable entrepreneurial intention. However, the economic perception did not have a significant effect on the intention of sustainable enterprise.
In response to an identified need to improve the emotional resilience of children in Palestine, the Palestinian Medical Education Initiative (PMED) developed a comprehensive program to support student mental health that was delivered at a private school in East Jerusalem in 2015–2016. This report describes the structure and function of the comprehensive program, in which training was provided for all school staff and for parents in a series of meetings and workshops, in addition to the establishment of a permanent school-based Taskforce, led by the trainer, consisting of two teachers, the principal, and the guidance counselor. The report also outlines the processes of outcomes measurement and evaluation of this program. The aim of the Taskforce was to develop school-wide programming supporting student resilience and to make specific plans to address individual students who had been identified with behavioral or learning problems. The success of this pilot program demonstrates the effectiveness of the training/Taskforce model and suggests that future policy planning and research in Palestine consider adopting similar comprehensive student support programs.
The article is devoted to the problem of the relationship of personality self-effi cacy and coping behaviour among university students. The authors demonstrate topicality of considering the aspect of coping with life diffi culties among students in connection with the high requirements of society for future professionals, on the one hand, and the high psychological load in the learning process, which leads to stress, on the other hand. Researchers consider self-effi cacy as a resource for coping with stress, and as a personality characteristic that depends on the success of solving diffi cult problems. The study was aimed at solving several problems: comparing the level of general self-effi cacy, self-effi cacy in activities and in the fi eld of communication among students of different courses; identifi cation of the relationship between the level of self-effi cacy and coping strategies in stressful situations for students of different courses (this is the main hypothesis of the study). As a result, the relationship between self-effi cacy and such coping strategies as self-monitoring and activity planning, as well as a strategy for avoiding diffi culties, is shown. However, the assumption that the level of self-effi cacy increases and the choice of coping strategies varies signifi cantly from course to course has not been confi rmed. There is also no connection with sociopsychological adaptation.
Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario. Doi: 10.28991/ESJ-2023-SIED2-017 Full Text: PDF
Published online: 14 Jan 2019; Open Access Journal ; In Sub-Saharan Africa, a knowledge void still exists on two contextual questions of university-community outreach: 1) how social demographics differences are related to farmer learning behaviour towards student outreach, and 2) how student outreach models compare with public and non-public extension services. A cross-section survey was used to obtain data from a sample of 283 respondents purposively selected from previous hosts of student outreach of Gulu University in Uganda. Results from Kruskal-Wallis method revealed that there were significant differences among host-farmers with respect to farmstead distance to the university for knowledge sharing (?2 (2) = 8.5; P < 0.05) and giving feedback (?2 (2) = 7.6; P < 0.05). Regarding the experience of participating in outreach program, significant differences among host-farmers were found in seeking information (?2 (2) = 12.3; P < 0.01); knowledge sharing (?2 (2) = 10.4; P < 0.01); seeking feedback (?2 (2) = 16.4; P < 0.01) and giving feedback (?2 (2) = 8.1; P < 0.05). Further, Friedman test results showed that host-farmers perceived the university-student outreach to be superior and significantly different from public and non-public agricultural extension. We conclude that university outreach is a useful service to farmer. However, its success in facilitating farmer learning is dependent on farmstead distance to the university and farmers' level of experience of participating in university activities. We recommend more logistical support from governments to university outreach programs so that outreach services can efficiently complement public and non-public interventions in delivering community-based training and learning approaches. ; Regional Universities Forum for Capacity Building in Agriculture ; Carnegie Corporation of New York ; Peer Review
The study was based on a theoretical presumption that social climate and relationships in the class can be in specific ways connected with students' achievement motivation. Previous research in the area of student motivation was mostly based on self-reports and was therefore focused on explicit motives, i.e. personal goals which the respondents strived for. Self-report measures of motivation, however, can be affected by biases and misperceptions of one's own self. Our study approached achievement motivation at its implicit, i.e. non-conscious level. It was conducted with students in five classes of a secondary school, N = 138, 107 female and 31 male, with an average age of 17 years. The respondents were administered a sociometric questionnaire and the projective Thematic Apperception Test (TAT) in McClelland´s adaptation using Heckhausen´s content-analytical clue for the measurement of achievement motivation. The hypothesized relation between social position in class and achievement motivation was only partly supported. Affiliation was unrelated to achievement motivation, even when analyzed for both achievement motives separately. We found a slight negative relationship between influence in the class and achievement motivation, especially with the motive to achieve success. These results, partly diverging from theoretical presumptions, can be explained in terms of specific features of the sample as well as a general methodological disparity in previous research, especially a lack of differentiation between implicit and explicit motives in the interpretation of the findings. Key words: achievement motivation, social position, sociometry.
