Education Student Support Research Articles

Characteristic features of building life strategies by university student: Psychological and educational support for developing

Introduction. The article addresses the problem of psychological and educational support for university students in building their life strategies in the context of global transformation. The purpose of the study is to identify the characteristic features of building life strategies by university students and to determine the ways and forms of psychological and educational support for this process. Materials and Methods. The study is based on the ideas of learner-centered approach. In order to achieve the purpose of the study and test its hypotheses, the authors used theoretical (analysis, comparison, generalization, systematization) and empirical (questionnaire, method of mathematical and statistical information processing) methods. An electronic survey was used to collect empirical data. The study sample included 422 students of Kostroma State University. Results. The article presents a theoretical analysis of approaches to the problem of building life strategies, as well as the research findings in the field of psychological and educational support for students in the educational environment of the university. The study revealed the following characteristic features of the process of building university students’ life strategies: the external determination of this process, the dominance of short- and medium-term planning, the close connection of their own readiness for long-term planning with the existing experience of building life strategies in the family; the greater dependence of life strategies on the circumstances of a close social environment than on global transformational processes, the determination of the dynamics of building life strategies by personal competencies to a greater extent than changing social circumstances; ambivalence of the university’s impact on the process of building individual’s life strategies, which is expressed positively in the increase in the ability to plan and negatively – in the destruction of previously established life strategies. The authors have drawn the conclusion that mediated, contextual formats of education have a much stronger impact on individual’s life strategies than specially organized training programs on self-design. The study revealed the willingness of students to engage in specially organized activities aimed at designing life strategies at the university. Students’ demand for individual, psychological formats of support in the process of long-term planning has been identified. University teachers and curators are considered to be the most referential subjects for students to influence the life strategy in the university environment. Conclusions. Based on the data obtained, the authors identified the characteristic features of building university students’ life strategies and revealed the ways and forms of psychological and educational support for this process.

Class tutoring in Russian schools as a part of social education: The analysis of educational studies

Introduction. The author examines the development of the institute of class tutorship as an element of social education in Russia, taking into account the current problems of socialization of children and youth, as well as theoretical pedagogical concepts of Russian and international school education. The purpose of the article is to conduct a comparative analysis of approaches to moral and social education within various educational systems and identify the characteristic features of class tutoring in the comparative context. Materials and Methods. The research is theoretical in nature, including analysis, comparison and generalization of Russian and international conceptions of social education as a part of school education. The methodological basis of the research includes historical, socio-cultural, cross-cultural and axiological approaches which enable to consider the specifics of the development of class tutorship on the basis of historical analysis, taking into account social changes, the influence of changing requirements of the state and society, as well as the transformation of value orientations in the process of education development. Results. The paper describes the characteristic features of class tutorship as an element of social education within school education system on the basis of the identified trends in the development of this process in the historical aspect; defines the specifics of Russian educational approaches compared to similar phenomena in international school education; identifies the differences in the professional activities of the class teacher and tutor as subjects of psychological and educational support for students; reveals the interrelations and contradictions of the normative educational process and the socialization of students in the changing society. Conclusions. The specificity of class tutorship as an element of social education of Russian schoolchildren is determined by: professional activities of the teacher who carries out their work in strict regulatory restrictions within the centralization of the general education process; reliance on the creation of a relatively cohesive group of students (school class), which remains almost unchanged throughout the entire period of general school education; the desire of the class teacher to create a highly organized group – a collective based on the common activities, values and relationships of all participants of the educational process; maintaining a balance between individualization and collectivism to create appropriate opportunities for self-realization and self-development of the individual with the inevitable influence of group pressure.

초등학교 일반교사의 정서·행동장애학생을 위한 교육적 지원에 대한 인식

연구목적: 초등학교 일반교사의 정서․행동장애학생을 위한 교육적 지원에 대한 인식을 살펴봄으로써 이들 학생의 성공적인 통합교육을 위한 제도마련의 기초자료를 제공하고자 한다. 연구방법: B광역시 초등학교 일반교사 85명을 무선표집하여, 정서․행동장애학생을 위한 교육적 지원에 대한 인식을 묻는 설문지를 이용하여 결측값을 제외한 78명의 설문지를 빈도분석 및 교차분석하였다. 연구결과: 초등학교 일반교사들은 정서․행동장애학생을 지도하는데 심리적 부담감을 크게 느끼고 있었으며, 그 기저에는 자신의 교육 전문성에 대한 부정적 인식, 장애에 대한 이해 부족 및 지침 부재 등과 같은 교육적 지원에 대한 어려움을 호소하였다. 그리고 이러한 결과는 정서․행동장애 출현율이 점점 낮아지는 것과도 관련성이 있었는데, 일반교사들의 이 장애에 대한 올바른 인식 개선이 필요한 것으로 나타났다. 결론: 정서․행동장애학생의 성공적인 통합교육 위해 교육의 주체적 역할을 해야 하는 일반교사의 교육적 역량을 강화할 수 있도록 교사양성과정의 교육과정에서부터 교사연수, 법규상의 개념 재정립 등이 필요함을 강조하였다.

Analysis of coping strategies of adolescents with delinquent behavior as a factor of improving psychological and educational support for students

Introduction. The authors investigate the problem of improving psychological and educational support for adolescents with delinquent behavior. The purpose of the article is to analyze coping strategies of adolescents with delinquent behavior as a factor of improving psychological and educational support for students. Materials and Methods. The theoretical framework of the research includes the following methodological approaches: systemic, person-centered, activity-based and subjective. The research methodology consists of a theoretical analysis of psychological, educational and sociological literature; an ascertaining experiment, testing, a questionnaire, an analysis of psychological, medical and educational documents; qualitative and quantitative analyses involving mathematical and statistical data processing (Fisher's F-test). Results. The authors have developed and described criteria for the analysis of adolescents' coping strategies. The study reveals statistically significant differences between manifestations of stress factors, resources, coping strategies of adolescents with delinquent behavior and adolescents with socially acceptable behavior. It was found that coping strategies of delinquent adolescents, along with negative characteristics, have a resource potential, which is considered as a guideline for implementing preventive and remedial psychological and educational interventions. It was found that adolescents with delinquent behavior are more likely to use adaptive or relatively adaptive cognitive and emotional coping strategies when dealing with stressful situations (setting personal value, maintaining self-control, optimism). Behavioral coping strategies in most cases are non-adaptive (compensation, retreat, distraction). The authors have identified the factors, which, if taken into account, contribute to increasing the efficiency of psychological and educational support for students based on the analysis of their coping strategies. Conclusions. The article concludes that psychological and educational support for adolescents with delinquent behavior can be improved if peculiarities of their coping strategies are taken into account.

Making Summer Learning Equitable for Students in a Rural, Title I School District: Turning on the Faucet of Resources

This research explores summer learning loss and the effect of summer resources on students’ literacy growth. Using the faucet theory, this mixed methods sequential explanatory study was designed to provide equitable resources and educational support for students in grades five through eight in a rural, socioeconomically disadvantaged school district. Transportation, breakfast, lunch, books, and a literacy-focused enrichment program were coordinated and provided for all participants in an effort to reduce learning loss during summer break. The pragmatic approach to inquiry incorporated both quantitative (e.g., literacy outputs, registration, and attendance data) and qualitative data (e.g., parent open-ended question responses). Convenience sampling was used to recruit 97 students for this study. Summer learning gains were reported for two grade levels and three grade levels maintained above benchmark status throughout the summer. Students (74%) believed that their reading skills had improved and parents (100%) wanted the program to continue in the future. Registrations increased by 746%, retention increased by 34%, and daily participation increased by 18%. This study did not attempt to measure all factors that affect students’ summer learning, but factors that could reasonably be provided by a school district. Recommendations for practice include the provision of school-year resources and the delivery of enrichment-focused instruction during the summer months. Additional research is recommended to study the summer learning loss of male and female adolescent learners. In addition, continued research and multi-year studies are suggested for summer learning programs for adolescent learners.

Teachers’ Perspectives on the Identification of and Intervention for Students at Risk for Disabilities in South Korea

ABSTRACT This study investigated teachers’ experiences and perspectives on the identification of and educational support for students at risk for disabilities. Three focus groups with general education teachers and four with special education teachers were conducted. The interview data were analyzed using grounded theory methodology. The results, based on axial coding, revealed the core phenomenon to be the cycle of referral, identification, and intervention. The contextual conditions that sustained the cycle were: (a) parental denial, (b) families with low SES or vulnerability, (c) the negative effects of labeling, (d) general education teachers’ workload, (e) ambiguity of special education teachers’ role, and (f) poor collaboration between general and special education teachers. The key factors required to switch to the positive cycle were teachers’ responsibility and competence. The action strategies to facilitate the identification and intervention processes were summarized as implementation of: (a) valid and reliable identification procedures, (b) schoolwide preventative intervention system, and (c) comprehensive family support.

Психологическая диагностика личностного ресурса как одно из условий психолого-педагогической коррекции и предупреждения девиантного поведения подростков

The study describes the solutions to problems of preventing deviant behavior in adolescents by identifying personal resource as a condition for preventing disorders in adolescent behavior as well as predictors of deviant behavior. The results of psychological asses-sment make it possible to take targeted preventive measures in relation to students and level their deviance in the future. The study presents the descriptive statistics of the fourth stage of questionnaire testing. Such scales as Propensity to Break Norms and Rules, Computer Addiction, Propensity for Suicidal Intentions, Satisfaction with the Attitude of Teachers, Self-Confidence, Volitional Control of Emotional Reactions, and Assessment of Family Well-Being received acceptable values according to descriptive statistics (indices of skewness, kurtosis, intra-scale Cronbach’s alpha). The paper summarizes the preliminary results and discusses the prospects of the questionnaire under deve-lopment. In particular, it is necessary to refine such scales as Self-Government, Empathy, and Responsibi-lity. The author concludes that the questionnaire results can be applied in the context of the psychological and educational support for students at risk.

ENCOURAGING FUTURE AGRARIANS TO FORM A PROFESSIONAL COMMUNICATION CULTURE

The article deals with the means , incentives and educational support for students in the process of cultural skills for professional communication. In order to ensure that students feel not just spectator s in this environment, but also bec o me active participants . A pplication of models of typical situations of professional communication, introduction of interviews and workshops to develop skills for professional communication have been consider ed in the article . The task of teachers, therefore, is to use student-centered approach to each of the students. We believe that encourag ing of future agrarians s to the professional communication culture should be based on the awakening of their interest to the professional communication culture and the desire for personal self-improvement, interest in communicative interaction with other specialists in solving professional issues. Key words: incentives, educational support, professional communication culture, motivation, interest, skills, professional environment, interactive learning tools, training, student-centered approach.

Explicit instruction for word solving: Scaffolding developing readers’ use of code-based and meaning-based strategies

Response to Intervention (RtI) has brought about significant changes in the way schools provide educational support for students at risk for reading difficulty. Much of the research on RtI has focused on evidence-based interventions that are typically offered outside of the regular classroom, with less attention given to instruction that is part of the core curriculum. In this article, the author describes an explicit approach to word solving instruction that has been key to an intervention proven effective in contexts outside of the classroom. The approach emphasizes the interactive and confirmatory use of both code-based and meaning-based strategies for figuring out words. The author offers guidance for using a gradual release of responsibility model to incorporate this explicit approach into small-group instruction in primary classrooms.

건강장애학생 교육지원에 관한 일반교사의 경험 분석

건강장애학생 교육지원에 관한 일반교사의 경험 분석

건강장애학생의 교육적 지원에 관한 초·중등교원의 인식

건강장애학생의 교육적 지원에 관한 초·중등교원의 인식

A Study Comparing the Educational Support for Students Experiencing Learning Disabilities in Australia and Saudi Arabia

Learning Disabilities also referred to as (LDs) are very common despite their variations in preference estimates, which are highly dependent on the definition and the nature of the applied diagnostic approach. This study undertakes a comparative analysis of the educational support systems for people with learning disabilities in Australia and Saudi Arabia. Apparently, it can be heart wrecking trying to address the challenges presented by people with LDs. This is especially considering that LDs are life-long problems that can neither be treated nor fixed. Fortunately, with the right interventions and support systems, children with the learning disabilities have the potential to succeed in school and after school lives. Considering that Australia and Saudi Arabia are at different stages of development, the support systems may be varied as well. Although there are different support systems, this paper has primarily focused on three supportive approaches that are applicable in the two countries. Firstly, it has looked at the supportive rules, Acts, and policies. Secondly, the study has also undertaken a comparative analysis of the supportive education systems and teachers in the two countries. Finally, there is a discussion of the supportive government funding.

Getting on the Same Page: Expanding Student Support Services to Increase Candidate Success and Educator Accountability

Today’s teacher candidates frequently exhibit confusion and express discouragement while navigating the expectations of their educational journeys and career goals. Characteristically, many candidates tend to be first-generation college students limited in universal knowledge, global travels, diverse experiences, and multiple perspectives. Contemporary candidates continue to live at or near home, work full- or part-time, and intend to seek teaching positions in their local communities. Overall, they appear restricted in individual ingenuity and academic acumen contributing to personal, professional, and pedagogical competence and confidence. Thus, faculty specializing in middle and secondary education customized a College of Education student support system to assist their candidates. This article describes the department services, candidate interactions, faculty growth, and program benefits through narrative enquiry addressing thematic, structural, dialogic, and visual aspects of their student support services and educator accountability.

Good intentions: teaching and specialist support staff perspectives of student disclosure of mental health issues in post-secondary education

This article reports findings from a qualitative case study, as part of which staff perspectives of student disclosure of mental health issues in an Australian post-secondary vocational education setting were explored. Twenty teaching and specialist support staff from four vocational education and training institutions participated in individual semi-structured interviews. Institutional policies and practices related to the management of disability at each site provided contextual information relevant to the staff experience. All data were analysed thematically. Staff participants strongly supported student disclosure of mental health issues. Staff linked the likelihood of course success for students experiencing mental illness with disclosure and the implementation of educational supports. Findings draw attention to subtle differences in constructions of student disclosure reported by the specialist support staff and the teachers: differences in perspective which were consistent across locations. This study highlights the influence of personal experience of mental illness and institutional processes for educational adjustment on staff perspectives of student disclosure. Implications of the current practices in post-secondary education student support services are discussed. Further research on disclosure beliefs among teachers and specialist support staff, in a wider range of educational settings, would allow for a deeper exploration of issues raised by this study.

Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study

Cultural competence and cultural safety are essential knowledge in contemporary nursing care. Using a three-phase, mixed methods sequential triangulation design, this study examines the extent to which Anglophone Schools of Nursing in Canada have integrated cultural competence and/or cultural safety into the undergraduate nursing curricula. Factors that influence successful integration are identified through the lens of Donabedian's structure, process, and outcome model. Results suggest that several facilitating factors are present, such as leadership, partnerships and linkages, and educational supports for students. Of particular concern is the lack of policies to recruit and retain Aboriginal faculty, financial resources, and outcome evaluation indicators. A conceptual model of integration is offered to explain how Schools of Nursing function to support the implementation of these concepts into their curriculum. This study provides theoretical and practical implications for initiation and improvement of cultural competence and/or cultural safety integration strategies in Schools of Nursing.

Teachers' Perception on Difficulties and Educational Supports for Students with Health impairment in the School in Hospital

Teachers' Perception on Difficulties and Educational Supports for Students with Health impairment in the School in Hospital

Educational Supports for Students With Special Needs

Historically, music educators have expressed concerns about inadequate preparation to work with students with special needs, specifically desiring skills related to instruction adaptation. Research has indicated that educational supports (written words, color coding, icons, echoing, buddy system, and other visual aids) can be particularly successful for teaching students with special needs. To determine if preservice music teachers can employ these supports and determine which are most beneficial in various music settings, preservice music educators ( N = 47) completed a 5-week field experience in which they taught general music concepts to secondary students with special needs incorporating educational supports. Participants rated the educational supports of echoing and icons most important when leading various activities to teach concepts in general music and predicted that the educational supports of echoing and other visual aids would be most important when teaching in various ensembles settings. For implementing assessments, participants rated icons and small groups or stations most important. Implications for preservice and in-service teachers are discussed.

Educating children and youth in care: A review of barriers to school progress and strategies for change

Research has demonstrated that young people in care are at a significant educational disadvantage. Over the past decade, a number of qualitative research studies have focused specifically on identifying barriers to school success. These findings reveal widespread systems failings and a pervasive disregard for the educational needs of foster children and youth. Potential solutions focus primarily on facilitating collaborative relationships between the various systems and individual professionals in charge of these students' needs. Other core recommendations call for improved school records, increased stability of educational placements and educational supports for students in care. Yet, while limited progress is evident to date, new systemic and local strategies in Ontario, Canada hold promise for the future. Such strategies, combined with high expectations and a focus on individual needs, may result in more positive educational outcomes.

A Literature Review of the Concept, Assessment, and Educational Supports for Students with Severe and Multiple Disabilities

A Literature Review of the Concept, Assessment, and Educational Supports for Students with Severe and Multiple Disabilities

軽度の発達障害を有する児童生徒の学校不適応の実態と教育支援の課題 : 都内小・中学校情緒障害通級指導学級調査から

軽度の発達障害を有する児童生徒の学校不適応の実態と教育支援の課題 : 都内小・中学校情緒障害通級指導学級調査から