Social Experiences Of Students Research Articles

American campus kaleidoscope

This study explores the academic and social experience of international students in colleges in the United States of America. Specifically, the study focuses on colleges with a high percentage of international students as they represent diverse cultural backgrounds and contribute significantly to the campus environment. Data were collected from 30 participants (undergraduate students) across five focus group interviews and a thematic analysis was performed. For academic experience, four sub-themes emerged: relationship with professors, academic resources, liberal arts requirements; and class participation weightage. For social experience, four sub-themes emerged: role of student clubs and societies; inter-college collaborations; intercultural sensitivity; and religious/cultural events. Findings provide valuable implications on how colleges with a high population of international students can improve the academic and social experience of these students.

FORMATION OF ADOLESCENTS’ SOCIAL COMPETENCE IN EDUCATIONAL INSTITUTION ENVIRONMENT

The study is devoted to the actual problem of the formation of social competence of adolescents. The aim of the research is to present the theoretical essence of the social competence and try the method of forming the social competence of teenagers out in practice. It is stated that the formation of the personal social competence is one of the key tasks of the present-day school due to the main school documents and the guidelines for the schoolchildren education in educational institutions. It is justified that social competence is an acquired skill that can be formed and developed throughout the person’s life. The developed social competence determines the status of an individual in society and affects personal success in further professional activities.In the study, the social competence is presented as universal personal qualities, knowledge, skills, behavioural models, which are required for person’s successful socialization. The key features of social competence are: 1) recognition of the person’s value-motivational sphere; 2) readiness to solve complex tasks (state of internal psychological mobilization); 3) persistence of the manifestation of this quality. It was found that important components of social competence for today’s adolescence are: the ability to find constructive models of behaviour in various problem situations; navigate in the information space; apply the acquired theoretical knowledge in practice; the ability to work in groups, to cooperate with peers and older people; the ability to resolve productively conflict situations, based on the understanding of mental, ethnic, and cultural characteristics of different social strata of the population; the ability to conduct business electronic correspondence with various recipients, etc.Diagnostics for determining the manifestation of social competence of schoolchildren is presented, which is based on Doll’s theory of social competence. The study describes the method of forming the social competence of teenagers by means of the case method. The didactic requirements for the use of the case method in order to form the researched quality are revealed, namely: saturation of the content of the cases with a meta-subject social context, multi-problems; connection of tasks with life priorities, interests, values of teenagers; the use of cases, that involves a combination of curricular and extracurricular activities, actualization of interdisciplinary knowledge, social experience of students; use of cases based on group work; implementation of the principle of cooperation in the process of solving cases, performance by the teacher of the role of moderator.

ЩОДО ПИТАННЯ ПЕРЕВІРКИ ДІЄВОСТІ ЗАСТОСУВАННЯ МІЖДИСЦИПЛІНАРНОГО ПІДХОДУ ПІД ЧАС ПІДГОТОВКИ МАГІСТРІВ ГРОМАДСЬКОГО ЗДОРОВ’Я

The expediency of conducting research and experimental work at the stage of identifying opportunities to improve the educational process in training future public health professionals on the basis of interdisciplinary integration is substantiated. The article is devoted to the role of experimental pedagogical research as a means of testing the effectiveness of interdisciplinary integration in the training of future public health professionals. It is generalized that the issue of professional training of future specialists in the specialty «Public Health» in the pedagogical literature is considered as a component of professional self-determination and professional development in the context of the study of professional self-awareness. It is proved that the interdisciplinary integration in the training of future public health professionals is an integrated component that combines individual and personal features (awareness of the choice of profession, completeness and strength of knowledge in the chosen profession, the formation of professionally significant and empathetic qualities). It is socially oriented and oriented at building relationships and positioning oneself in the team, develops the ability to make decisions independently and take responsibility as well as personality characteristics; it implies the presence of strong beliefs in the values of the profession of public health specialist for the design of their own subjective deontological position in the work connected with their specialty. It is substantiated that the professional training of future medical professionals on the basis of interdisciplinary integration involves creating conditions for identifying personal and social experience of students with the profession and the professional community, is a process of mastering normative professional requirements that allow them to adequately perceive medical reality, as well as to develop professionally expedient strategies and tactics, tasks and plans of professional activity, to consciously regulate one’s own behavior within the established professional and normative imperatives. It was found that the professional training of future public health professionals on the basis of interdisciplinary integration is characterized by the presence of future professionals with a set of knowledge that reflects the substantive essence of intellectual, ideological and moral values; the ability to predict and design the process of professional activity taking into account its specifics in interaction with colleagues and patients and is determined by the content of professional medical ethics and deontology, ethical and moral imperatives and professional and ethical ideals and values of public health. The peculiarities of the formation of professional training of future public health specialists on the basis of interdisciplinary integration are studied.

СОЦИАЛИЗАЦИЯ ОБУЧАЮЩИХСЯ ШКОЛЫ СРЕДСТВАМИ ИНТЕГРАЦИИ ФОРМАЛЬНОГО И НЕФОРМАЛЬНОГО ОБРАЗОВАНИЯ

In addition to the quality of education, the national project «Education» defines the education of a socially responsible person, which updates research into the possibilities of school in purposefully regulating and accompanying the process of socialization of an growing person. This article focuses on one of these possibilities: expanding the space of life and social experience of students in the integrated space of the school-complex, which widely uses the resources of formal and non-formal education. The article is devoted to the analysis of the possibilities of implementing an integrative approach in modern school. The results of the scientific search for the application of the integration ideas in modern education are presented, their dynamics in the context of the development of pedagogical science of the XX and XXI centuries are shown. Theoretical conclusions are confirmed by the analysis of the experience of the innovation activity of school № 1409 in Moscow on the integration of formal and non-formal education. The article describes the means of implementing three strategic lines of educational organization development: development of reflexivity, activity and personal position. Empirical data are given confirming the effectiveness of the integration of formal and non-formal education in educational, educational-research and educational-project and out-of-hours activities. It is noted that the use of integrative educational practices positively affects the level of students’ socialization, their adaptation, autonomy and social activity, as well as contributes to the expansion of the space of social trials and situations of success of schoolchildren. The study confirmed the importance of the integration of formal and non-formal education for the formation of a school student as a subject understanding the education as an indispensable attribute of his whole life, as space for choosing social strategies and a means of achieving success.The article is of scientific and practical nature and contains detailed coverage of the results of pilot work on the introduction into practice of the model of integration of formal and non-formal education in the interests of the social formation of students and the formation of their life competence.

Marcas das Experiências Sociais e Interculturais de Estudantes em Mobilidade Internacional: dos laços de amizade aos “perrengues”

Das mudanças ocorridas quanto ao mercado de trabalho global, emerge a exigência por um perfil profissional com visão intercultural, entre outras características. Desde o início dos anos 2000, o governo brasileiro intensificou sua atuação nos programas de mobilidade estudantil de nível superior em âmbito internacional. No mesmo compasso, as universidades brasileiras, também, estimulam os estudantes à prática do intercâmbio, aderindo aos diversos programas de mobilidade nacional e internacional. Esta pesquisa teve como objetivo reunir e analisar experiências sociais e culturais de estudantes de administração da Universidade Federal de Uberlândia (UFU) relativas ao período vivido em mobilidade internacional. Para tanto, foram realizadas entrevistas semiestruturadas com oito estudantes do curso de Administração da UFU que participaram dos programas de Mobilidade Internacional nos últimos dois anos. Para a análise do corpus de pesquisa, foi utilizada a técnica de análise de conteúdo. Como resultado, foi identificado que as experiências sociais dos estudantes em mobilidade internacional são marcadas por laços de amizade, aventuras, conhecimento, fala negociada e “perrengues”.

The physics of social butterflies

Education As science education moves toward more active classes, what can we learn about how student socialization affects learning? Zwolak et al. used social network analysis to investigate the academic and social experiences of students in an introductory Modeling Instruction (active learning) physics course. Students were asked to list the names of fellow students with whom they had a meaningful interaction five times throughout the semester. Using centralities, which are measures of position within the social network, intrapersonal interactions between students were quantified. Results showed that students with a higher centrality at the end of the semester were more likely to persist in physics (i.e., continue through the sequence of courses), suggesting that social integration may help in keeping students in science, technology, engineering, and math disciplines. Phys. Rev. Phys. Educ. Res. 10.1103/PhysRevPhysEducRes. 13.010113 (2017).

Students’ network integration as a predictor of persistence in introductory physics courses

Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and social integration into an institution seems to be vital for student retention, research into the effect of interpersonal interactions is rare. We use network analysis as an approach to investigate academic and social experiences of students in the classroom. In particular, centrality measures identify patterns of interaction that contribute to integration into the university. Using these measures, we analyze how position within a social network in a Modeling Instruction (MI) course -- an introductory physics course that strongly emphasizes interactive learning -- predicts their persistence in taking a subsequent physics course. Students with higher centrality at the end of the first semester of MI are more likely to enroll in a second semester of MI. Moreover, we found that chances of successfully predicting individual student's persistence based on centrality measures are fairly high -- up to $75\%$, making the centrality a good predictor of persistence. These findings suggest that increasing student social integration may help in improving persistence in science, technology, engineering, and mathematics fields.

Pedagogical competencies functioning development of social competencies of students

In this paper, we are presenting results of the theoretical analysis of mutual conditioning of pedagogical communication and social competencies of students with special review on the ways in which ways influence the social competencies of students. The research keeps pace with the new comprehension of the process of education, which transcedentaly-philospohically only in the second half of the 20th century started to be treated as 'communication' between teachers and students. Initiating and managing this kind of research are significant for clear conceptualisation of social skills and social competency, because teaching is based on the forms of social interaction and pedagogical effects (value systems, attitudes, interests...), depend on social experience of students. Theoretical analysis proved significant features of pedagogical communication: conditioning with the system of pedagogical work, professional creating and programming its currents and outcomes by the pedagogues, high level of interaction and possibilities of mutual interests, openness, interpersonally, active listening, understanding, exhibiting of emotions, empathy. Pedagogically formulated and realised communication represents the frame for development of communication competencies of students which are multi-dimensional and connected to other competencies and aspects of their personalities. Development of communication competencies of students is not the only and main aim, but their development represents at the same time the basis for development other abilities which are connected to communication competencies and which are chained to them: professional, work, action, social, creative, intellectual... Development of social competencies of students always means that she/he has created (mastered) communication competencies, because without them, he could not be affirmed within social environment. The school is expected to adjust way of work with students to new needs, so that from many individual and social abilities (potentials) some segments could be developed such as capacities for social achievements, i.e. social competency.

Racing tradition: Catholic schooling and the maintenance of boundaries

This article seeks to add to the underdeveloped strain of inquiry on the raced social experience of students in private and parochial institutions. We examine the role Catholic schools in the city of Chicago play in the maintenance and creation of racially problematic policies, spaces, and rhetoric. The research uncovers a multitude of responses framing African American students as an exotic other in mission and action through the leveraging of liturgical, ideological, and political language and practice. Using Cultural Studies and Critical Race Theory the work seeks to create a discursive space for representation and resistance in the repositioning of dominant and sanguineous narratives about Catholic schooling both in the US and globally. We use moments when race became particularly and often painfully salient in our experiences of Catholic schooling to expose the structural and racial inequity perpetuated in establishing and enforcing racial barriers to success through religion-for-segregation educational policies.

Understanding the gender and ethnicity attainment gap in UK higher education

In recent years, the success rates of different groups of students in higher education have come under considerable scrutiny, with gender and ethnicity identified as key attributes predicting differential achievement of ‘good degrees’. A review of previous studies highlights the need for research which looks beyond ‘the deficit model’ to explain the attainment gap. This research used a mixed-methods approach to explore the academic and social experiences of students, as well as lecturers’ views on student achievement, in one UK University. Findings suggest that there are significant differences in motivation and confidence speaking English for different ethnic groups in this study, and a divergence in attendance and study time by gender – both of which may go some way to helping understand the gaps in attainment. In addition, male and BME students tended to overestimate their likelihood of achieving a good degree outcome, compared to other groups.

Students in higher education with reading and writing difficulties

The aim of this study is to explore adult students’ descriptions and understandings of their reading and writing difficulties, and to describe the ways they are copying with them. In higher level studies, information is typically gained by reading and giving evidence of knowledge acquisition in writing. When students have difficulties with these essential academic skills, studying and lifelong learning can be hard work as well as time-consuming. General understanding of dyslexia and reading difficulties at the higher education level has improved, although considerable ambiguity remains about what these mean in practice. This is a qualitative, interview-based study that seeks to improve our understanding of these difficulties. The data were analysed using content analysis, and our findings are presented in terms of: (a) the social experiences of students; (b) their expectations and solutions with respect to their academic progress; and (c) the individual strategies employed for copying with reading and writing tasks.

Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, whereas students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. The authors use the Education Longitudinal Study of 2002 to describe national patterns in learning disability identification. Results indicate that sociodemographic characteristics are predictive of identification with a learning disability. Although some conventional areas of disproportionality are confirmed (males and language minorities), differences in socioeconomic status entirely account for African American and Hispanic disproportionality. The discrepancy between the results of bivariate and multivariate analyses confirms the importance of employing multivariate multilevel models in the investigation of disproportionality.

Social Participation in Public and Catholic Schools

This paper will look at the informal life of secondary schools through the eyes of the children. What is the atmosphere in schools of different types and sizes? How does school atmosphere affect the social experience of students with differing abilities and from different family backgrounds? Of particular interest is the relevance of these matters to the question of efficacy of the Catholic school system in America. Are there any special effects which Catholic schools have on their students?