Programs For Students Research Articles

ОБ ИНДИКАТОРАХ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ШКОЛЬНИКОВ И СТУДЕНТОВ (обзор)

The article analyzes the effectiveness of indicators of physical education programs for schoolchildren and students. It has been established that in order to evaluate the effectiveness of the educational process, it is necessary to develop standards for assessing changes in the indicators of general physical preparedness of students from the beginning to the end of the school year. The evaluation of schoolchildren mastering the physical education program exercises requires justification for the use of special tests and standards for assessing sports movements, as well as control exercises when performing certain sections of the program.

The Coordination between Arabic Studies Programs and Job Prospects for Undergraduate and Postgraduate Students in Chennai City

In the rapidly evolving landscape of education, it's essential to adapt strategically to changing trends and job opportunities for graduates. The Master's Program in Arabic Language is taking proactive steps to ensure the curriculum remains relevant to the demands of the job market. This study aims to assess the alignment between the curriculum and job requirements for graduates and postgraduates, the time taken to secure employment, the skills utilized in Arabic teaching roles, and the adequacy of the curriculum in preparing graduates for the challenges of the professional world. Utilizing a qualitative descriptive approach, data was gathered from alumni and employers between 2018 and 2022 through questionnaires, interviews, and group discussions. Analysis of the data revealed that 69.9% of graduates found their work aligned with the curriculum, with 39.2% working as Arabic language teachers, 20.3% in Computer, Media and MNC Companies and 28.4% are working outside the education sector. The average time to secure employment was less than six months, with technology-based teaching skills being the most impactful. Recommendations include adapting the curriculum to embrace technology in Arabic teaching, enhancing research methodology, and encouraging publication of articles and books to meet the demands of the digital era and the labour market.

Peningkatan Kemampuan Guru Reguler dalam Deteksi Dini dan Pengembangan Program Belajar Siswa Berkebutuhan Khusus di Surabaya

Inclusive education remains a challenging program to implement ideally, requiring ongoing management to continuously foster inclusivity in schools through various efforts. This service program aims to enhance the understanding of regular teachers in inclusive schools regarding the characteristics, early detection skills, and the development of learning programs for students with special needs. This is based on the principle that each student has unique needs, with some requiring special assistance from accompanying teachers. The program uses a needs analysis method, involving interviews and questionnaires to identify the needs of the teachers. Based on the analysis results, intervention objectives are set and a training program is designed. The intervention was conducted over two days: the first day focused on psychoeducation about inclusive education and understanding the characteristics of students with special needs, while the second day consisted of training in early detection and the preparation of specialized learning programs. The results of the intervention showed an improvement in teachers' ability to identify students' functional difficulties in physical, cognitive, and behavioral aspects. Teachers were also able to classify the characteristics of students with special needs and develop appropriate learning programs. This psychoeducation and early detection skills training effectively equips teachers in inclusive schools to be more optimal in identifying and designing learning programs for students with special needs.

The Rural Youth Public Health Summit: A Pilot Pathway Program for Rural Adolescents.

There is a pressing need to increase the health care and public health workforce in rural communities across the United States. In Colorado, many of the rural communities are medically underserved, lacking resources and employment prospects to appropriately address the health needs of its communities. A potential strategy to address these medically underserved areas and the public health workforce shortage is to develop pathway programs for rural adolescents into health-related careers. The Rural Youth Public Health Summit (Summit) was a pilot pathway program for rural secondary school students hosted at a 4-year public university. The planning and formation of the Summit were done through the collaboration of school administration and teachers, university faculty and staff, educational non-profits, and health care and public health professionals. The Summit's goals were to increase awareness and interest in public health careers and to further partnerships between a university and rural secondary schools. Participants included 22 secondary school students and 10 chaperones from rural schools. Throughout the 2-day Summit, participants engaged in campus tours, a keynote speaker, workshops facilitated by faculty and public health professionals, and an overnight stay in the dorms. Despite some limitations, the Summit showed promising results as a pilot program in its ability to conduct planning, outreach, recruitment, and facilitation of a pathway program to connect rural adolescents to college education and career opportunities in public health.

Inspiring Careers in Mental Health: Piloting a Pipeline Program for Underserved High School Students.

Given mental health workforce shortages, academic psychiatry departments have a compelling interest in developing pipeline programs. This article examines a pilot program for high school students within an academic psychiatry department, assessing whether it successfully informs students about mental health career options and increases their interest in them. The authors recruited all program participants in 2022 and 2023 during data collection. The program served as an intervention, teaching participants about mental health career options, clinical practice, and client experiences via presentations from psychiatrists and other mental health professionals. Participants completed a pretest at the start of the two-week program and a posttest at the end. On both the pretest and posttest, participants rated their agreement with 22 statements relating to mental health career knowledge, attitudes, and interest. The authors analyzed the data using dependent means t tests. The program increased participants' knowledge of the roles and paths to pursuing different mental health careers. It also increased participants' belief that they could pursue a mental health career. The program improved some but not all measured attitudes toward mental health and mental health careers. In 2023, the program increased participants' likelihood of pursuing a mental health career. A pipeline program for underserved high school students delivered by an academic psychiatry department is feasible, and it was effective in changing attitudes and increasing the likelihood of pursuing a mental health career.

Financing Higher Education in Kenya, 1960-2012

In the last two decades or so Kenya has witnessed increased demand for university education. This has forced education planners to experiment with a number of strategies to admit these increased numbers of qualified students to existing public universities. These strategies have seen remarkable flexibility in public university programs and admission requirements. Some of these strategies include: evening programs, weekend programs, holiday programs, and open and distance learning programs. But one which has raised enough public attention is the variedly labeled parallel, module two or self- sponsored students programs. Although this program has substantially increased access to public university education in Kenya, it has equally been criticized particularly on its ability to deliver quality university education. The argument has been that the programs were primarily tasked with the purpose of raising income and ensuring institutional survival in the prevailing harsh economic conditions. What is however unknown is the extent to which the program has promoted quality training for students and improved skills for public university academic staff. The brief paper seeks to address this gap. The paper is extensive review of secondary data and personal observations. The paper concludes that the introduction of cost sharing and the increasing need for the universities to fundraise to effectively meet the budgetary deficits has negatively affected the quality of public university education in Kenya

The Impact of a Metacognitive Intervention on Student Experiences and Success in an Academic Probation Program for First-year Students

First-year students often struggle with self-regulated learning, particularly in monitoring and accurately assessing their level of understanding and translating that into appropriate preparation for rigorous post-secondary coursework. When their academic struggles become extreme, they can be placed in probationary programs. An intervention involving weekly reflective surveys focused on study strategies and metacognitive skill development was integrated into one such probationary program for first-year students. During the intervention, a slightly higher rate of successful completion of the program was observed compared to previous years. The self-reported experiences and patterns of engagement of the students suggested that the intervention positively impacted metacognitive skill development and additionally provided evidence of the importance of motivation at various points throughout the process. Identifying appropriate timepoints for intervention can better prepare stakeholders to support those students who may not be retained.

Program pembelajaran bagi peserta didik autis di Raudhatul Athfal Maestro NU Purbalingga

The study conducted at Raudhatul Athfal NU Maestro Purbalingga outlines the learning program for autistic students in group A as well as the problems faced by teachers in the 2022/2023 school year. This type of research is descriptive qualitative. The subjects of this study consisted of a class teacher and a group A student who had been detected as autistic. Data collection was done through interviews and observations. The data obtained was tested for validity by increasing persistence, triangulation, and using reference materials. Data analysis techniques were carried out by collecting data, reducing data, presenting data, and drawing conclusions. Without special preparation, autistic students joined their classmates. Teachers use various learning approaches, such as games and movements, and adjust their schedules accordingly. Due to limited electronic means, learning media is more traditional. Standardized adjustments for autistic children are used to conduct holistic evaluations. The absence of special preparation, the absence of a dedicated space, and the difficulty of handling and evaluating autistic students, which interferes with the overall learning process, are the main obstacles.

A Dedicated Graduate Certificate in Health Equity: A Novel Approach to Increase the Future Physician Capacity to Address Health Inequities.

Pervasive health inequities require new approaches to medical education to equip future physicians to address unjust disparities in health outcomes. Few curricula exist that focus on development of competencies and leadership skills in health equity, and little is known about the content that should be included. Vanderbilt University Medical Center and Vanderbilt University School of Medicine developed and implemented the Graduate Certificate in Health Equity (CHE) to address this educational gap. The CHE proposal was approved in summer 2019, enrollment began in October 2019, and the first course was offered in February 2020. The CHE includes 11 objectives, and programming spans medical school years 2 to 4. Students must complete 2 foundational courses, 2 health equity-focused electives, and a health equity immersion experience. Seventy-three students have enrolled since the CHE launched in academic year 2019 to 2020. In year 1, 14 third-year students enrolled in an inaugural condensed version and 16 second-year students enrolled in the full program. In subsequent years, 16 students (year 2), 15 students (year 3), and 12 students (year 4) enrolled. To date, 38 medical students have graduated. The CHE has engaged 16 community partners, including community health centers, immigrant and refugee services, rural health programs, and the LGBTQI+ community, as lecturers and hosts for immersion experiences. Future work will focus on updating objectives and developing a rigorous evaluation scheme. The CHE team members will follow up with graduates to determine how the CHE influenced their care for marginalized and minoritized patients, ability to identify and address systemic and structural barriers, and career development. The CHE is a potential model for other institutions to adapt and implement. Accruing a critical mass of institutions with health equity-focused programming for medical students is necessary to develop future leaders in health equity.

Management of Tahfidz Quran Programs in Shaping Elementary Students' Character

The current study intends to analyze the management of the Tahfidz program in shaping students' character. The non-mulazamah program became the subject of the study. A qualitative approach using a case study method was employed in this study. Data collection techniques included interviews, observation, and documentation. Data were generated from the analysis process, comprising data reduction, data display, and conclusion drawing. The results showed that the management of the Tahfidz program was successful in shaping students’ characters based on four indicators. First, in the planning stage, the madrasah conducted a need analysis and prepared stakeholders to ensure proficiency in reading the Qur'an, creating an ideal learning environment. Second, in organizing the Tahfidz program, the madrasah had a clear purpose, well-defined job responsibilities, and adequate facilities to support the program. Third, the Madrasah leaders implemented a situational leadership style during the program's execution. Finally, in the control phase, the management team ensured that the program produced quality outcomes, with many students surpassing the expected targets. The study indicates that the Tahfidz program nurtures students’ characteristics such as discipline, responsibility, independence, and compliance.

The effects of laughter programs on nursing students' laughter index, self-esteem, and career decision making self-efficacy

The purpose of this study was to conduct a laughter program for third-year nursing students who completed the first semester of hospital practice, to investigate the effects of the laughter program on nursing students' laughter index, self-esteem, and career decision making self-efficacy, and to identify the relationship between laughter index, self-esteem, and career decision making self-efficacy. Data from a total of 29 subjects who experienced the laughter program (intervention time: 2 sessions for 60 minutes, number of applications: once a week, a total of 6 times over 3 weeks) were analyzed (paired t-test, Pearson correlation coefficient). Laughter programs were confirmed to have a significant impact on laughter index, self-esteem, and career decision making self-efficacy, and laughter index had a statistically significant positive correlation with career decision making self-efficacy. Therefore, if the laughter program is utilized, the positive self-management can be induced by increasing interest and motivation for studying and employment, and it can guide the students to resolve negative emotions such as psychological tension caused by excessive study load, stress due to hospital practice, and burden of employment.

Effectiveness of Training in Evidence-Based Practice on the Development of Communicative Skills in Nursing Students: A Quasi-Experimental Design.

Communication skills (CSs) and evidence-based practice (EBP) are key foundations for offering personalized and quality nursing care. CS that results in open communication is fundamental for applying EBP. The objective of the study was to assess the relationship between the acquisition of EBP competencies and learning CS after taking an EBP course in the nursing degree. Pre-test-post-test quasi-experimental study without a control group. The study population comprised fourth-year undergraduate nursing students. Before and after an EBP course, students completed a questionnaire on CS competence (HP-CSS) and EBP competence (EBP-COQ). The EBP course lasts for 15 weeks, with 150 h of work for the student. Out of these 150 h, 60 are conducted in person, while the remaining 90 h are for independent or group work, utilizing the flipped classroom methodology. Bivariate, correlational, pairwise Student's t-test, and linear regression multivariate analyses were performed. The sample was composed of 153 students. After completing the EBP course, there was a statistically significant improvement in informative communication (p = 0.046) and assertiveness (p = 0.018). However, there were no observed changes in empathy, respect, and the total score of the CS competence. The results from the multivariate analysis showed that the dimensions of attitude towards EBP and EBP knowledge had a positive relation to three of the four dimensions of the CS and overall competence. Regarding the students' variables and characteristics, admission through special programs for athletes and older students (p < 0.001) and being female (p = 0.004) were positively statistically associated with empathy. EBP training positively affects the development of CS in nursing students, as shown by significant improvements in the total scores of the CS and the dimensions of informative communication and assertiveness after the intervention. This study demonstrates the initial applicability and usefulness of an EBP training program for the development of CS in nursing students.

Lau v. Nichols revisited: unveiling dual language program disparities in California for Asian students and marginalized communities

AbstractCalifornia has witnessed substantial growth in multilingual programs over the past half-century since the foundational Lau v. Nichols decision, with one in seven public schools statewide offering such programs for students. Likewise, the rapid rise in California’s Asian population, as well as the increase in both overall racial diversity and socioeconomic disparities across the state, have influenced dual language bilingual education discussions. Commemorating the fiftieth anniversary of the Lau decision, this study examines the impact of school and community characteristics on the availability of dual language programs in California public schools, with particular focus on the state’s Asian student population. Employing logistic regression analysis to delve into the American Community Survey and California Department of Education datasets, the study specifically examines how student demographics and school characteristics (e.g., grade level, charter, and magnet status), as well as community features (e.g., the share of foreign-born populations and median household income), are associated with the offering of dual language programs in California schools. Despite the considerable growth of the state’s Asian American population, the study could not find a meaningful connection between Asian representation and the provision of dual language programs. In addition, the results reveal severe equity concerns regarding low-income students’ access to dual language programs. Charter schools also tend to underutilize dual language programs compared to their non-charter counterparts. Based on the study’s findings, we raise concerns regarding why the presence of Asian students cannot be better leveraged as a driving force for implementing dual language programs in California’s public schools and highlight the persistent disparities faced by economically disadvantaged students.

Student perspectives on optimising AI tools to enhance personalised learning in higher education

This explanatory qualitative paper discusses students’ recommendations on how AI tools can be optimised to enhance personalised learning in higher education. There are several obstacles to the successful adoption and application of AI technology, two of which are user acceptance and striking a balance between AI-assisted and conventional teaching techniques. The Technology Acceptance Model is used in this research as a theoretical framework to analyse how users accept and use technology. It makes the case that users’ acceptance of technology is mostly influenced by their perceptions of its usefulness and ease of use, which can direct the creation of strategies to enhance the application and efficacy of AI technologies in individualised learning. Open-ended questionnaires were given to 40 University of the Free State students from different faculties as part of a qualitative explanatory case study methodology. The findings reveal that both students and lecturers need to be trained in using AI tools and that there should be a balance between using AI tools and traditional teaching methods to enhance personalised learning in higher education. Considering the findings, the study suggests that institutions and lecturers need to address the challenges posed by AI tools immediately and leverage AI to its full potential in creating an effective and personalised learning environment by establishing clear ethical guidelines and policies for AI usage in higher education and implementing comprehensive AI literacy programs for lecturers and students to ensure they understand the capabilities, limitations, and ethical considerations of AI tools.

Ed Tech in Adult Online Learning

Educational technology facilitates convenient access to online programs for adult students but also presents challenges. Using a conceptual framework of Knowles' andragogy process of program development and learner interaction theory, this study examined ed tech in an online degree program designed to serve adult students. Participants included adult educators and students from an online degree program at a large, public, Hispanic-Serving Institution in the Southwest region of the United States. Using qualitative methods, data collection comprised observations and documents, and data analysis used Creswell and Creswell's five-step process. Findings illuminate three major online facilitations: Ed tech facilitates an andragogical process of development for programs, traditional and new learner interactions, and the research process of adult students. The findings offer implications to develop the theory, practice, and policy of ed tech in online learning for adult students and educators.

Minimal computing in refugee education in Uganda: economies of digital use and non-use, and the right constraints

ABSTRACT Using the Foundations for All (FFA) project as a frame for broader discussions of minimal computing, this paper expores education for displaced populations in Uganda and the role technology has in that education. FFA (2018–2022) was a collaboration designed to develop and implement a blended bridging programme for refugee students to participate in universities in Uganda. This paper explores the role that digital technologies had to play in this project in imagining educational futures predicated on minimalism and the judicious use and non-use of technology. When used, the emphasis on available technology was dominant, as was a pedagogical emphasis on psychosocial support and social justice. Technology seen in this approach is best imagined as facilitating opportunities for contact and care, rather than as the driver of the educational enterprise. Such an approach runs counter to many of the discourses around digital development.

Differentiated measurement of cognitive loads in computer programming

AbstractThis study had two objectives: (1) to evaluate the validity of an instrument for measuring differentiated cognitive loads in its Spanish version; and (2) to evaluate the three types of cognitive loads and their relationship with self-efficacy, self-concept, and interest in programming of students in an introductory course. Understanding and assessing cognitive loads when learning computer programming is key to supporting student learning. While there are instruments in English and German assessing the different types of cognitive loads, there is no validated instrument in Spanish. This study took place during the implementation of an online training program in basic programming, with a sample of 1162 students. We used Exploratory Factor Analysis and Confirmatory Factor Analysis to validate the structure of the instrument. The results allowed us to establish a factorial structure of the subjective scale of differentiated cognitive loads, managing to measure the germane, intrinsic, and extraneous cognitive loads. The bivariate correlation analysis allowed identifying statistically significant associations between the study variables, including (a) the negative relationship between extraneous cognitive load and germane cognitive load and (b) the negative relationship between extraneous cognitive load and self-efficacy in programming.

Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders

BackgroundNowadays, inclusive education is becoming an increasingly important method in the education of people with various types of disabilities. This study is aimed at investigating the effectiveness of utilizing collaborative digital mind-mapping techniques in the practical work of students in inclusive educational groups, as well as examining how the use of AI-provided prompts influences the development of creative skills.MethodsThe study involved 163 participants, among whom 28 had neurodevelopmental disorders. The application of the proposed methodology resulted in an improvement in the indicators of creative thinking as measured by the Torrance Figural Creativity Test, specifically in terms of Fluency, Originality, Elaboration, and overall creativity score; the observed increase was statistically significant according to the Wilcoxon signed-rank test (p = 0.05).ResultsThis increase in indicators was observed both in students with neurodevelopmental disorders and in students without developmental disorders, with a notably stronger impact observed on students with neurodevelopmental disorders. Furthermore, a slightly higher effectiveness of the applied methodology was recorded when AI prompts were used for both categories of students. Students with neurodevelopmental disorders largely perceived the usefulness of the prompts they received subjectively.ConclusionsThe present research may contribute to further study of various creativity development methodologies in inclusive education, as well as regarding the influence of AI utilization on creative skills. The obtained results can be utilized in the development of educational programs for students in higher education institutions that support inclusive forms of learning.

การพัฒนาชุดฝึกปฏิบัติการพื้นฐานการเขียนโปรแกรมไมโครคอนโทรลเลอร์และการควบคุมหุ่นยนต์เบื้องต้น สำหรับนักเรียนในโครงการความร่วมมือทางวิชาการ

การพัฒนาชุดฝึกปฏิบัติการพื้นฐานการเขียนโปรแกรมไมโครคอนโทรลเลอร์และการควบคุมหุ่นยนต์เบื้องต้น สำหรับนักเรียนในโครงการความร่วมมือทางวิชาการ

Developing Servant Leadership through Experience and Practice: A Case Study in Service Learning.

Servant leadership is characterized by a core altruistic calling and central attributes of genuine caring, humility, and empathy, and in recent years, has become a style of leadership recommended to be addressed in sports management classrooms because of its associated positive outcomes and emphasis on ethical behavior and decision-making. As the relevance and popularity of servant leadership continue to grow, it gives rise to matters of how this approach to leadership can be better studied and taught to current and aspirant sports professionals. Thus, the purpose of this qualitative case study is to analyze a community-based service-learning project as a mode for developing servant leaders as part of a college sports management curriculum. Nineteen upper-level college sports management students participated in this study by serving as mentors in an after-school program for underprivileged elementary school students for 12 h across the course of six weeks. Participants then completed a written reflection upon the conclusion of the service project. Content analysis of these reflections suggests that service learning may be a positive method for developing servant leaders. The article closes with a discussion of findings, proposed future research questions, as well as ideas for future service-learning projects aimed at developing servant leaders.