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The goal of this paper was to examine the relation between teachers and students and between students on societal involvement in Dutch secondary schools. As such, we studied the role of parents on adolescents' societal involvement and to what extent positive teacher-student and student-student relationships reduced differences in societal involvement due to parental background differences. To estimate this cross-sectional multilevel analyses, a rich combination of datasets from the Netherlands was used, encompassing 4,128 15-year-old students in 58 schools in 2010/2011. The results showed that teacher-student relations and student-student relations were positively associated with societal involvement. The level of societal involvement differed between students' from households with lower incomes, level of education and employment, even though parenting styles seemed unrelated to societal involvement. Students from higher educated parents were found to benefit more from these positive relationships with teachers. This advantage arguably amplifies the differences in societal involvement between students with lower and higher educated parents. Future studies can give further insight into the role of classroom interrelations using additional longitudinal data or focus on more qualitative observations to explore the role of classroom interrelations and their influence on developing societal involvement.

When the Students Teaching Students program called for submissions for student created courses I jumped at the opportunity to learn and share with a group of peers dedicated to a subject. The close to year long process culminated in the first Students Teaching Students course at URI, focusing on the history of lesbian, gay, bisexual, transgender and queer (LGBTQ) people: HPR 107: Introduction to LGBTQ History. Just getting ready to teach was a multifaceted process, since I tend to fluctuate between ravenously seizing every book I can get my hands on and devising practical applications for that intellectual knowledge. First I needed to create a syllabus that represented what I wanted to teach, which in my case involved questions in the field of Gay and Lesbian studies. Once the syllabus was accepted I set about creating lesson plans and course materials to help get across the ideas I found so important. For example, I looked at questions around the construction of sexual and gender identities, differing sexual customs and practices, and the struggle to create minority identities in America. After months of preparation - including serving as a class assistant for PHL 205: Philosophical Topics where I studied and practiced pedagogical techniques for my course - I was finally ready to teach on my own. Though the preparation for this course was important, the strongest benefit of this project was uncovered through the actual day to day teaching. Twice a week I was able to meet and discuss my favorite ideas with an engaged group of brilliant honors students who worked hard to sustain our common vision for the course. While creating group work, quizzes, essays and lectures helped me process, digest and communicate about the material, interaction with other students, and my evaluation of that interaction, prompted the greatest growth in me as a teacher. My pedagogical preparation was invaluable to my success in this project yet it was though actually working with students that I learned to teach. This project allowed me to test the waters of my field, and I managed to swim to the finish. Not only did I vastly expand my knowledge of LGBTQ history; I developed pedagogical techniques that will sustain me throughout my professional career, a career as a professor of history. Students Teaching Students allowed me to step out of the armchair of academia into the real world, to discuss issues of critical importance to our society and to begin the process of knowledge and understanding that lies at the heart of overcoming oppression.

A member of the Student Government Council sells a ticket to a student regarding an upcoming Winter Carnival. The student on the left sits in front of a table featuring a sign labelled "BUY NOW, Winter Carnival Tickets, only one more day!", an open notebook, and a teacup filled with money. This photograph can be found on page 92 of the Lesleyan,1966. ; https://digitalcommons.lesley.edu/student_life_images/1378/thumbnail.jpg

The members of the Student Government Council stand together in front of a curtain. Members from Left to Right. Row 1: Francine Braddon (Treasurer), Joan Lubow Stone (Vice President), Jane Garvey (Penguin Club - Senior President). Row 2: Nonnie Goodale (Cultural Chairman), Wendy Cole (Corresponding Secretary), Janet Heske (President), Carolee Gott (Publicity Chairman), Ina Nesson (Recording Secretary). Row 3: Davida Lansky (Junior Class President). More information can be found on page 90 of the Lesleyan,1964. ; https://digitalcommons.lesley.edu/student_life_images/1175/thumbnail.jpg

Abstract: Cooperative Student for Developing Students Character. The purpose of this study was to analyze the implementation of cooperative student development model as a model as character education in Vocational High School (SMK). The samples of this study are 20 SMK in DIY. Cooperative Student development, as a model of character education, uses the Research and Development. This study managed to compile a guidebook of Cooperative Student development. The study also proved that the activities in student cooperatives were able to develop the character values such as kinship, independence, responsibility, and democracy.Keywords: Cooperative development, character education.Abstrak: Koperasi Sekolah Sebagai Wadah Pengembangan Karakter Siswa. Tujuan penelitian ini adalah menganalisis implementasi model pengembangan koperasi siswa (kopsis) sebagai model pendidikan karakter di SMK. Penelitian ini mengambil sampel sekolah sebanyak 20 SMK di Provinsi DIY. Pengembangan kopsis sebagai model pendidikan karakter menggunakan Research and Development. Penelitian ini berhasil menyusun buku panduan penerapan model pengembangan kopsis. Penelitian ini juga berhasil membuktikan bahwa kegiatan berkoperasi mampu menumbuhkan nilai karakter seperti kekeluargaan, kemandirian, tanggung jawab, dan demokrasi.Kata Kunci: Pengembangan Koperasi, pendidikan karakter

Since after the historical moment of Malaysia Independence Day on the year of 1957, the government had been trying hard in order to find the most efficient methods in learning. However, it is hard to actually access and evaluate students whom will then be called an excellent student. It because in our realtime student who excellent is only excel in academic. This evaluation become a problem because it not balance in our real life interm of to get an excellent student in whole area in their involvement of curiculum and co-curiculum. To overcome this scenario, we proposed a method called Student Idol to evaluate student through three categories which are academic, co-curiculum and leadership. All the categories have their own merit point. Using this method, student will be evaluated more accurate compared to the previously. So, teacher can easily evaluate their student without having any emotion factor, relation factor and others. As conclustion this method will helps student evaluation more accurate and valid.

This paper is primarily intended to assist individual supervisors of research students to discern their students' expectations and to respond appropriately to these expectations. It is not intended to be prescriptive; issues are canvassed and possible approaches are suggested, but it is assumed that readers will formulate their own responses within their departmental and institutional constraints. The material in this paper is largely derived from my experience as inaugural Dean of the Graduate School at The Australian National University, Canberra (ANU), from 1990 to 1998. It is based mainly on comments made by individual PhD students in 150 confidential "exit interviews" conducted from 1994 to 1998 inclusive, and on matters raised in approximately 100 meetings requested throughout my term by graduate students from a variety of courses.Other activities involved in the role of Dean have also contributed, including regular meetings with the President and Council of the ANU graduate students' association, formal and informal meetings with students and staff from all of the University's Graduate Programs, 8 years as Chair of the University's Graduate Degrees Committee, and participation from 1991 to 1993 in a substantial study of PhD supervision at the ANU funded by the Australian government (ref.1). My views are inevitably influenced by my own experience in supervising research students in nuclear physics from 1961 to 1991, mainly at the ANU. Nevertheless, my Graduate School activities have provided a comprehensive overview of the concerns and expectations of research students from a wide variety of disciplines. I have also profited greatly from reading the now extensive literature on supervision, some of which is listed under "further reading". The structure of the paper is as follows: Section 2 describes some general approaches to the supervisory task, Section 3 discusses commonly expressed student expectations, Section 4 canvasses possible responses to these expectations, and, by way of epilogue,Section 5 considers some of the privileges and responsibilities inherent in supervising research students. The text includes numerous (anonymous) quotations from individual students. Although these reflect the ANU situation, I am sure that they represent the more or less universal experiences of research students.

This report reviews and briefly describes the major proposals contained in both the House-passed and Senate-passed versions of H.R. 2669 to achieve savings in mandatory spending through changes to federal student loan programs and to enhance student aid benefits or make other changes to existing federal student aid programs. It also reviews and describes the major changes enacted under P.L. 110-84 that are projected to achieve savings in mandatory spending and those that establish new or enhanced student aid benefits or that otherwise amend pre-existing federal student aid programs.

This report reviews and briefly describes the major changes proposed in H.R. 2669 to federal student loan and other federal student aid programs that would achieve savings in mandatory spending or that would result in changes to existing federal student aid programs.

This report reviews and briefly describes the major proposals that would change the federal student loan programs to achieve savings in mandatory spending and the proposals that would enhance student aid benefits or result in changes to existing federal student aid programs.

In 2010 we taught a large first-year class of Women's Studies students. The previous year we had reviewed the literature amassing in support of the Federal Government's push to increase the representation of Indigenous, low socio-economic status (SES) and rural students at university in the wake of what is known as the Bradley Review (2008). This reading had sensitised us to the situation that some students were at risk of dropping out, particularly those who were first in their family at university, a category of students which overlaps with those who are Indigenous, rural or from low SES backgrounds, as well as some who are refugees. Not wanting to put students on the spot, but wanting to identify those who might need some extra support, we designed a 'getting to know you' questionnaire for students to complete in the first tutorial. While we both had a keen intellectual interest in the information we gathered, and while we both would have characterised ourselves as committed and conscientious teachers, we were unprepared for the transformative effect the exercise had on us. ; Heather Brook and Dee Michell

The case of Covid-19 affects the world of education. One of the consequences is that learning to be carried out online is decided by the Indonesian government. However, in learning, this strategy is burdensome for learners. The goal of this case study is to find out student opinions on online applications are used, what their challenges are, and what online learning expectations of students are. This research uses a questionnaire to find out student opinions using a Google form. Ninety-two students from various universities were the number of respondents. To get results, the questionnaires that have been collected are evaluated manually. The outcome of this study is that most of the software used by lecturers was unable to enhance the comprehension of the content being learned by students. During this pandemic, the hope of students in learning is to increase discussion time and time to complete assignments, not too many assignments, and the strategy of the university to have internet quota buying subsidies

This study examined the association between teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools. In addition, it studied differences in the effects of teacher-student relationships and student-student relationships among students from various parental backgrounds on societal involvement, indicating the possibilities of schools to reduce social inequalities between students. In two studies, multilevel Hierarchical Linear Modeling analyses on the Cohort Onderzoek Onderwijs Loopbanen(5-18) data were used for students age 12 and age 15 to investigate the relative and lasting association between teacher-student and student-student relationships from primary to secondary school on societal involvement. In analysis A, 9,334 students from 1,036 classes were included in the analyses. In analysis B, 934 students from 667 classes were included. The results showed that teacher-student relationships are positively associated with societal involvement in both primary and secondary school. The association between teacher-student relationships and societal involvement in primary school were also important in secondary school. Moreover, positive teacher-student relationships were more beneficial for societal involvement for students with parents from lower educated backgrounds, indicating that schools can compensate for inequalities between students. Student-student relationships were found to be unrelated to societal involvement in both primary and secondary school.

Photos of the student elections being held at Gulf Coast Community. ; Uploaded to CONTENTdm 2005-04-14. Moved to Islandora, November 2016.

The relevance of the problem under study is due to the fact that the introduction of student government models in the professional development of students is one of the most effective mechanisms for developing the competence of the future graduates, which may significantly increase the demand for them in the labour market in future. The purpose of the article is to develop a model for setting up a functioning student government body, to present the results of implementing the given structural-functional model, to study the positive effect of the student government body on the professional development of students, as well as on the integration of formal and non-formal education. The article describes a model for setting up a functioning student government body, presents the results of implementing the structural-functional model of the student government body, specifies the basic conditions for effective work of the student government body, examines the positive impact of the student government body on the professional development of students, investigates the influence of the student government body on the integration of formal and non-formal education. The model is aimed at increasing the impact of student government on the effectiveness of professional development at the university; it is also oriented towards the development of non-formal education environment of the university. © 2016 Dorozhkin, Zaitseva & Tatarskikh.