Participation In Education Programs Research Articles

Mandated Parent Education: Applications, Impacts, and Future Directions.

Mandated participation in parent education programs is a common practice across the United States for families who are undergoing divorce or who are involved in the child welfare or juvenile justice systems. Mandates to participate in parenting programs create substantial challenges for families, service providers, and service systems. Furthermore, the type and quality of the parenting services accessed vary widely, and their impacts need to be better understood. To address this need, an overview of the current state of the empirical literature on the impacts and outcomes of mandated parenting interventions for divorce and in child welfare and juvenile justice settings is provided, and suggestions to the field are offered to refine research related to mandated parenting programs. Given the challenges that mandated parenting programs pose, an alternative approach that views parenting through a public health lens is highlighted to build on the growing body of research on the impacts of population-wide applications of parenting support programs, and as a possible way to decrease the number of parents who are required to attend parenting programs. Opportunities to advance universal parenting support within a range of community settings, including primary care, early childhood education, and community mental health systems are offered. Gaps in knowledge regarding mechanisms of action of universal supports and impacts on the number of parents mandated to treatment are highlighted, and future directions for research in this area are suggested.

Management of innovation and technology to guide financial education for guayaquil families

The work presented addresses the field of financial education and its necessity, starting from the identification of gaps within the surveyed population among families in the city of Guayaquil. There is a significant demand among young adults and those with lower incomes, indicating the urgency to provide tools and resources to improve personal financial management. Additionally, the widespread preference for interactive learning methods, such as applications and games, underscores the need to integrate technology and innovative approaches into financial education programs to increase participation and engagement. The diversity in educational and socioeconomic levels within the sample emphasizes the importance of designing programs that are accessible and adaptable to different demographic profiles, which implies offering a variety of resources and learning modalities to meet the individual needs of the population. Lastly, the low prior participation in financial education programs highlights the need to increase awareness and promotion of these programs among the population, involving implementing effective dissemination strategies to inform people about the availability and benefits of financial education. Taken together, these findings support the importance of developing financial education programs that are accessible, innovative, and tailored to the needs of the target population, in order to promote greater financial literacy and contribute to overall economic well-being.

Entrepreneurship Education, Intention and Self -Efficacy of Chinese College Teachers

This research investigates the connection between entrepreneurship education, intention, and self-efficacy among Chinese college teachers. The study aims to understand how entrepreneurship education influences the entrepreneurial intentions and self-efficacy beliefs of college teachers in China. A quantitative research approach particularly descriptive research was employed, utilizing surveys to collect data from a sample of Chinese college teachers. The survey included measures of entrepreneurship education, entrepreneurial intention, and self-efficacy across various dimensions. Statistical analyses, using non-parametric tests, were conducted to explore the relationships between these variables. Findings from the study contribute to both theoretical understanding and practical implications in the field of entrepreneurship education. By examining the specific context of Chinese college teachers, the research sheds light on the nuanced dynamics of entrepreneurial intention and self-efficacy within the academic community. The results offer valuable insights for policymakers, educators, and stakeholders involved in designing and implementing entrepreneurship education programs tailored to the Chinese higher education landscape. However, the findings reveal no significant associations between entrepreneurship education, entrepreneurial intention, and self-efficacy among Chinese college teachers. Specifically, participation in entrepreneurship education programs do not positively influences teachers' intentions to engage in entrepreneurial activities and enhances their confidence in their entrepreneurial abilities. These results underscore the importance of integrating entrepreneurship education into professional development programs for college teachers in China, as it can play a crucial role in fostering entrepreneurial attitudes and behaviors among educators. The implications of these findings for policy and practice in higher education are discussed, highlighting the importance of promoting entrepreneurial education initiatives to support innovation and entrepreneurship ecosystems within Chinese universities.

Successful Practices in the Formation and Development of Management Competencies of the Head of an Educational Organization

Introduction. In modern conditions of development of educational systems, managerial competencies of a leader play a key role in the productive development of organizations. Theoretical analysis of scientific publications, empirical analysis of management practices of participants in additional professional education programs, professional skills competitions, carried out by the authors of the article, allowed us to formulate the research problem: the search for such directions, forms of implementation of the formation and development of management competencies of the head of an educational organization, which are examples of learning in action and stimulate the development of professional subjectivity. The purpose of the article is to update modern guidelines, successful ways of forming and developing management competencies in the practice of pedagogical universities. Methodology. The methodological basis of the study was the andragogical and competency-based approaches, the principle of learning in action. To achieve the goal of the study, the authors used theoretical (analysis, synthesis, generalization and systematization of scientific publications) and empirical (analysis of continuing professional education programs, survey, observation) methods. Applied research was carried out on the basis of the Novosibirsk State Pedagogical University and the Orenburg State Pedagogical University. Results. It has been revealed that the unifying principle of the formation and development of management competencies is learning by doing. The process of formation and development of management competencies is objectively connected with the actual practice of management and is characterized by the manifestation of activity and proactivity of the teaching worker (as the ability to show conscious volitional efforts between influencing factors and reaction to them). The specifics of modern education determine the reboot of the process of formation and development of management competencies. Conclusion. Based on an analysis of the practices of forming and developing managerial competencies of the head of an educational organization, the importance of professional subjectivity is substantiated, and examples of its manifestation are given. The methodological foundations and semantic grounds for the implementation of master’s programs in the direction of “Management in Education” are revealed. Criteria for the successful implementation of current strategies, methods for the formation and development of management competencies are proposed.

Perceived stigma toward naloxone among overdose education and naloxone distribution program participants: Implications for opioid overdose response.

Perceived stigma toward naloxone among overdose education and naloxone distribution program participants: Implications for opioid overdose response.

The influence of social networks on children’s literacy: challenges and opportunities

This article addressed the influence of social media on childhood literacy, exploring challenges and opportunities. The study was based on a bibliographic research, utilizing theoretical references from Castro (2021), Bezerra and Pimentel (2016), Veiga (2002), and Barros (2015). The central objective was to comprehend how frequent use of social media affects the development of literacy in children and adolescents, seeking to identify patterns, challenges, and coping strategies. The analysis of theoretical data revealed significant correlations between exposure to educational content on social media and positive development of linguistic skills. However, challenges such as cyberbullying and inappropriate exposure were also identified, necessitating educational and supervisory strategies. The discussed theories pointed to parental and educational mediation as crucial factors in promoting a secure digital environment, aligning with Bezerra and Pimentel's (2016) proposal. The promotion of educational content on social media, as analyzed in light of Veiga's (2002) theories, emerges as a valuable opportunity for the development of reading and writing skills. Exploring the development of critical thinking, as proposed by Barros (2015), the research indicated that participation in educational programs focused on this skill is positively associated with children's ability to discern information and confront different perspectives. In summary, this study provided an understanding of the complexities between social media and childhood literacy, highlighting the importance of parental mediation, promotion of educational content, and development of critical thinking as fundamental components for a balanced approach in the digital era.

기업가정신이 창업동기와 교육프로그램 참여의도에 미치는 영향

The specific purpose of this study is as follows. First, through theoretical considerations of senior entrepreneurs, prior studies such as entrepreneurship, motivation for start-ups, participation in start-up education programs, and family support will be reviewed in detail to present definitions and concepts. The empirical analysis results of this study are as follows. First, it found that corporate spirit partially affects the motivation for start-ups. In other words, risk sensitivity and initiative significantly affected the motivation for start-ups. In contrast, innovation did not affect the motivation for start-ups. Second, entrepreneurial motivation significantly influenced the intention to participate in entrepreneurship education programs. Third, there was a partial difference between entrepreneurship and entrepreneurial motivation based on family support. In other words, the path coefficient of the effect of risk sensitivity on entrepreneurial motivation according to family support differs in the high group.

Examining the Impact of Loan Diversification Policy on the Operational Efficiency of Bank of Kigali and Ecobank Rwanda

To mitigate overall loan portfolio risk, commercial banks often turn to diversification strategies. However, the impact of such diversification remains contested among scholars. This study delved into the analysis of the Loan Diversification Policy's influence on the efficiency of Bank of Kigali and Ecobank Rwanda. Employing a mixed-methods approach— both qualitative and quantitative—the study encompassed 191 employees, with a sample size of 66 managers. Data collection utilized questionnaires and annual reports from the banks. Cronbach’s Alpha measured internal tool consistency, yielding a coefficient of 0.861. Analysis involved descriptive and correlational statistics, executed through Statistical Package for Social Sciences (SPSS), with findings presented via charts and tables. Regarding the first objective, among 66 respondents, reasons for risk in the loan portfolio varied: competition among banks (15.2%), global financial crisis (13.6%), currency fluctuation (9.1%), high lending rates (15.2%), loan recovery issues (13.6%), new regulations (12.1%), government policies (9.1%), and declining interest margins (12.1%). Concerning the second objective, factors influencing bank efficiency included education levels (16.7%), experience (22.7%), participation in education programs (19.7%), professional organization memberships (18.2%), training methods (21.2%), and supervision quality (1.5%). Regarding the third objective, the study revealed a significant correlation (99.3%) between the loan diversification policy and commercial bank efficiency, indicating a strong positive relationship. Keywords: Commercial banks, Loan portfolio, Diversification policy, High correlation, Management of banking institutions

Improvised Pyrography Designer Kit

Pyrography, an ancient art form, has experienced a resurgence due to DIY culture and the introduction of various kits. The Improvised Pyrography Designer Kit is an innovative tool that offers enthusiasts the opportunity to explore creativity and enhance woodburning abilities. This art form, which involves creating intricate designs on wood surfaces using heated tools, has gained popularity for its therapeutic benefits. However, limited access to suitable materials poses challenges for beginners and those with developmental needs. The kit caters to various skill levels and combines traditional artistry with contemporary tools and materials. Research on heat-modified wood (TMW) explores its impact on wood stability and durability, addressing the science behind pyrography. Pyrography's non-erasable and paint-resistant nature allows for high visualization and planning, making it a specialized medium for artistic expression. The "Improvised Pyrography Designer Kit" development focuses on accessibility and user satisfaction, offering adjustable temperature settings, interchangeable tips, diverse wooden surfaces, safety equipment, and an instructional guide. The research methodology involves a sampling procedure using online platforms and academic institutions to gather diverse participant groups, including Sumacab Elementary School's Technology and Livelihood Education program participants. The Enhanced Pyrography Designer Kit plays a transformative role in industrial arts education, catering to various skill levels, facilitating hands-on learning, and empowering teachers and students in the realm of pyrography. The design phase involves systematic critical studies to enhance the kit's features, providing a conceptual design through orthographic and isometric projections. The development phase emphasizes prototyping as a crucial component of product development, ensuring improved decision-making, learning, and communication.

Examining the Black Box of Prison Education Programs: A Descriptive Study of Statewide Correctional Education Practices

About half of incarcerated individuals housed in state prisons reported participation in educational or vocational programming (Harlow, 2003). These programs serve as a way to fill a disparity gap since the prison population tends to have literacy, education, and employment needs. Participation in education programs can result in positive impacts on reentry outcomes (e.g., reduced recidivism, increased employment outcomes) (Bozick et al., 2018). However, the characteristics of effective education programs remains a “black box” in terms of instructional strategies and classroom practices. This study examined the characteristics of over 200 literacy, general education, vocation/apprenticeship, and college courses across 28 prisons in one state. Interviews, observations, and staff surveys were used to gather data related to leadership, classroom management, and quality assurance practices in prison-based education departments. The results revealed substantial differences across programs and facilities. Implications for future research and opportunities to reduce social disparity through prison education are discussed.

ПОДДЕРЖКА АДАПТАЦИИ ИНОСТРАННЫХ СТУДЕНТОВ С ВЫСШИМ ОБРАЗОВАНИЕМ: ИНТЕГРАЦИЯ ФОРМАЛЬНОГО И НЕФОРМАЛЬНОГО ОБРАЗОВАНИЯ

The article analyzes the main barriers and ways to support the adaptation of foreign students with higher education. These are graduates of foreign universities who are preparing for master's or postgraduate studies in the Russian Federation. The author details the factors that accelerate or slow down the adaptation processes of the selected student population. The main inhibitory factors are the age of students and the need to prepare for mastering educational material of particular complexity. At the same time, the experience of receiving previous higher education at home mitigates the difficulties of academic adaptation. The basis of activities to support the adaptation of foreign students at Peter the Great St. Petersburg Polytechnic University is the developed and implemented innovative model based on the principles of self-control and self-development. Volunteer initiatives occupy an important place in this model. The educational components of volunteering consist primarily of student participation in non-formal education programs, as well as mentoring, which is typical for informal education. Another important aspect of supporting academic adaptation at the postgraduate stage is the preparation of foreign students for research work in the context of project-team activities in a Russian-speaking environment. The author provides statistics that demonstrate the effectiveness of the proposed adaptation support model. In traditional models of adaptation support, a foreign student acts as a relative passive participant in adaptation activities prepared by the university. The proposed model makes a foreigner not only an active participant in adaptation processes, but also it contributes to the formation of such qualities that allow student to become an adapter for new generations of students.

라이프코스 관점으로 본 한국 고등교육 진학 성인이주민의 특성에 관한 연구

[Purpose] This study aims to understand the characteristics of adult immigrants who aspire to enter or have entered higher education institutions in South Korea from a lifecourse perspective.
 [Methods] Through an online survey, we collected data from 407 adult immigrants residing across the nation, seeking to explore the intricate interplay of pre-migration and post-migration factors that shape their educational aspiration and access to higher education.
 [Results] Our analysis revealed that pre-migration factors, such as prior education and job experiences, played a significant role, as did post-migration factors like participation in Korean language education programs. Additionally, we found that post-migration life conditions, such as current household income, marital status, and nationality significantly influenced adult immigrants' access to higher education.
 [Conclusion] These findings highlight the importance of understanding adult immigrants' educational aspirations or access within the broader context of their own lifecourse trajectory. By adopting a lifecourse perspective, we shed light on the multifaceted nature of the factors that influence adult immigrants' pursuit of higher education in South Korea.

COMMUNITY WASTE MANAGEMENT EDUCATION: STRATEGIES AND IMPACTS

The research aimed to evaluate the impact of community waste management education on waste handling and disposal practices among the residents of RW 08 in Kecamatan Binong, Kota Bandung. It sought to investigate how participation in education programs influenced community awareness and attitudes towards waste management, as well as to assess the long-term effects of these educational initiatives on the environment and the overall well-being of the community The chosen research methodology was a qualitative case study design, employing semi-structured interviews and participant observation. Thematic analysis and triangulation were utilized to examine the data. The findings underscore the transformative potential of community-driven waste management education programs. Participants not only improved waste management practices but also experienced a mindset shift, perceiving waste as an economic opportunity. Community involvement, hands-on learning, behavior change campaigns, collaboration with local authorities, and incentives were key factors contributing to the program's success. These findings not only advance waste management practices but also demonstrate the potential of community-based initiatives to drive positive change in both environmental and economic dimensions.

Does participation in livelihood education programs impact household food security? A comparative study in rural Uganda

Food and nutrition security projections from global to household levels show that the future requires multifaceted approaches to achieve desired goals. In Uganda, the government has tried several strate­gies to promote food production, including a public-private partnership with Iowa State Univer­sity through its Center for Sustainable Rural Liveli­hoods. In this comparative study, we surveyed 454 households to explore whether participation in livelihood education programs (LEPs) impact household food security. We also determine which LEPs and household characteristics influence food security. Overall, 46.3% of the surveyed house­holds were food secure, while the remaining were insecure or extremely insecure. Significantly, 51.0% of LEP participants were more food secure, com­pared to 35.5% of nonparticipants. Specific LEPs including agronomy and postharvest technologies, and livestock integration significantly influence food security, but less so for programs on nutrition and infant feeding, water supply and public health, complementary services like therapeutic porridge and assistance with immunization, and income innovations. Multinomial logistic regression analy­sis revealed that the household characteristics of keeping livestock and the number of meals eaten during periods of scarcity, influenced households having more food security than insecurity or extreme insecurity. Households participating in LEPs, having larger acreage of land, and having clean water and sanitation facilities were more food secure. The time taken to fetch water, days of ill­ness of male adults, and belonging to community social groups, also influence the level of household food security. Based on these findings, we recom­mend that households should participate in LEPs to build their capacity to manage crop and live­stock production, and also to acquire knowledge of nutrition and feeding, public health, and income innovations.

Can financial literacy education reduce the use of Medicaid and SNAP?

In recent decades, we have seen an increase in both the complexity of financial markets and the expectations of individual responsibility for people’s financial decision-making. Policies supporting financial literacy education are promoted as a way to decrease reliance on social safety nets. The assumption is that low levels of financial literacy translate to lower economic outcomes and, thus, increased dependence on social programs. We use the 2018 National Financial Capabilities Study to investigate the possible relationship between high school mandated financial literacy education and social program participation and find no evidence of such a relationship.

English Prospective Teachers' Views on Using Poetry to Enhance Reading Skills

Exploring the role of poetry in language education, this study seeks to understand its impact on reading skills from the perspective of EFL students preparing to become English teachers. With the increasing globalization of English, the techniques for teaching and enhancing its comprehension are evolving. Poetry, with its rhythmic and metaphorical nuances, offers a unique avenue to tap into this development. Using a descriptive qualitative approach, the research engaged ninety-one English Language Education program participants. The findings reveal multifaceted benefits: a significant majority viewed poetry as an avenue for vocabulary enhancement, emphasizing its rich and varied lexicon. Others associated poetry with improvements in literal comprehension, attributing this to the layered meanings often found in poems. The attributes of critical thinking, interpretation of figurative language, grammar refinement, and reading fluency were also highlighted, reflecting poetry's comprehensive influence on reading dimensions. These insights underscore the pedagogical value of poetry in language development, suggesting that integrating authentic poetic materials not only enriches the language repertoire but also amplifies the depth and relevance of the learning experience for students.

Research on participation in cultural arts spaces and cultural arts education programs

Research on participation in cultural arts spaces and cultural arts education programs

대졸 초기경력자의 직장적응 변화에 대한 종단적 분석

Objectives This study aims to identify work adjustment among early-career MZ generation college graduates, explore latent classes with distinct work adjustment changes, verify influencing factors, and examine tenure and stress differences based on these classes.
 Methods For this purpose, 9th to 14th wave of the Korea Employment Information Service’s Youth Panel 2007 were utilized to conduct analyses on the latent growth model and growth mixture model of work adjustment for early-career college graduates.
 Results Firstly, when examining the averages of work adjustment of early-career college graduates at three time points, the level of work adjustment followed a linear latent growth model. There were individual differences at the initial stage, confirming the presence of heterogeneity within the change trajectory. Secondly, work adjustment was classified into three latent classes: the “Low-Increasing” group (2.5%), the “High-Decreasing” group (12.7%), and the “Mid-Level Sustaining” group (84.8%). Thirdly, factors predicting the latent classes included congruence between job details and skill level, participation in vocational education programs, and the number of job search experiences. Lastly, there were differences in stress levels among the work adjustment groups of early-career college graduates. The “Low-Increasing” group had lower stress levels compared to the “High-Decreasing” group, and the “Mid-Level Sustaining” group exhibited lower stress levels than the “High-Decreasing” group.
 Conclusions The results of this study confirmed the existence of different patterns of work adjustment changes among early-career college graduates of the MZ generation and identified implications for vocational education and organizational onboarding strategies for each group.

A 10-YEAR SCOPING REVIEW OF PARTICIPATION IN SOCIAL ACTIVITIES AMONG HEALTHY OLDER ADULTS

This scoping review aims to explore the current evidence regarding participation in social activities among healthy older adults and the types of social activities. The Web of Science, Scopus, and PubMed databases were used to search for potential studies published from 2013 to 2023, and 24 studies met our inclusion criteria. The findings revealed variability in the types and number of social activities utilized in the included studies. This review has identified three main categories of social activities: formal social activities, informal social activities, and online social activities. Formal social activities can be further categorized into four sub-categories: participation in religious activities, participation in senior citizen clubs or senior centers, participation in education classes or programs, and participation in community groups, associations, or organizations. On the contrary, informal social activities can be categorized into seven sub-categories: connecting with family or relatives, connecting with friends, connecting with the community, participating in leisure activities, participating in outdoor activities, participating in indoor activities, and participating in physical activities. In conclusion, this review has identified critical and up-to-date evidence on social activities participated in by healthy older adults. With the growing attention on promoting successful aging, the results gathered from this review can significantly inform various community stakeholders in planning strategies to cultivate social participation among this population group.

"It Has a Lot to Do With the Cumbersome Paperwork": Barriers and Facilitators of Center-Based Early Care and Education Program Participation in the Child and Adult Care Food Program.

The Child and Adult Care Food Program (CACFP) is a federally regulated feeding program that reimburses early care and education (ECE) programs for providing nutritious meals to low-income children. Participation in CACFP is voluntary and varies widely across states. This study assessed barriers and facilitators of center-based ECE program participation in CACFP and identified potential strategies to promote the participation of eligible programs. This was a multimethod (eg, interviews, surveys, and document reviews) descriptive study. Participants included stakeholders from 22 national and state agencies that work with ECE programs to promote CACFP, nutrition, and quality care; representatives of 17 sponsor organizations; and 140 center-based ECE program directors from Arizona, North Carolina, New York, and Texas. Barriers, facilitators, and recommended strategies to promote CACFP that emerged from interviews were summarized with relevant illustrative quotes. Survey data were analyzed descriptively using frequencies and percentages. Key barriers to center-based ECE program participation in CACFP shared by participants included the cumbersome CACFP paperwork, difficulty meeting eligibility requirements, strict meal patterns, difficulties with meal counts, penalties for noncompliance, low reimbursements, inadequate ECE staff to assist with paperwork, and limited trainings. Facilitators to participation included supports provided by stakeholders and sponsors through outreach, technical assistance, and nutrition education. Potential strategies recommended to promote CACFP participation would require policy change (eg, streamlining paperwork, modifying eligibility requirements, and leniency toward noncompliance) and systems-level change (eg, more outreach and technical assistance) by stakeholders and sponsor organizations. Stakeholder agencies recognized the need to prioritize CACFP participation and highlighted ongoing efforts. Policy changes are needed at the national and state levels to address barriers and ensure consistent CACFP practices among stakeholders, sponsors, and ECE programs.