Learning Of Young People Research Articles

Preparing conservatoire students for the music education workforce: institutional and industrial perspectives on instrumental teacher education in England

ABSTRACT A skilled music education workforce is essential to ensure longevity of music-making for future generations of young learners and access to high-quality instrumental music tuition remains crucial for school-aged pupils. Yet, Higher Education providers, including conservatoires, are not held accountable for providing high-quality pedagogical training to ensure that music graduates are best equipped to support musical learning in children and young people. Perspectives on instrumental teacher education obtained through interviews with academics at six English conservatoires were triangulated with questionnaire responses from senior leaders of 66 Music Education Hubs in England. Findings revealed institutional challenges relating to the privileging of principal study activity; inconsistent pedagogical provision across the conservatoire sector, and a mismatch between students’ pedagogical training and employer expectations. Closer collaboration and dialogue between institutions and employers are recommended to ensure that conservatoire graduates are trained appropriately to meet the needs of the modern music education sector.

Painting with natural pigments on drowning land: the necessity of beauty in a new economy

ABSTRACT This article draws on insights of young people learning to make natural pigments and traditional paintings in acute climate vulnerable areas. Why do they paint during ongoing crises and how do they voice their future concerns? Critical realism is applied as a meta-theory in this field-based study in a slum area in Kolkata and the Sundarbans mangrove forest. Methods comprise focus groups, semi-structured interviews, and participant observation. Analysis was done in an abductive process, applying Roy Bhaskar’s model of ‘four-planar social being’. The analysis demonstrates how painting with natural pigments leads the young ones towards: (a) discovering beauty in nature (b) transcendence of borders (c) transformation and responsible action (d) discovering one’s own dignity. Findings are discussed considering the key concepts co-presence and crisis system. I reflect upon how this local effort can inspire a new economy, with the signposts: becoming co-present with the natural world and the necessity of beauty.

Pendampingan Pelatihan Musik Bagi Pemuda-Pemudi Ebenhaezer Bawuaya Sebagai Upaya Peningkatan Kemandirian Jemaat Beribah

Based on research on guitar music training for youth in church (GKSI) one of the goals is to help increase the independence of congregations for worship. teaching youth to play the guitar is in the ministry at the GKSI EBENHAEZER BAWUAYA church. One of the methods that will be held by God's servants for youth is one of the approaches. the method of approach used by God's servants in training skills/proficiencies for young people learning to play music (guitar) and so that it produces good and correct music playing techniques. in guiding mentoring and also teaching playing music (guitar) both done individually and collectively for the music team with the aim of increasing self-confidence to worship so that activities to learn to play music (guitar) can be carried out patiently and happily. In the process of learning to play the guitar, it is carried out using the training and mentoring method. through this method is done either orally or also in theory and also in practice. In training activities, results are assessed. We can do it together with the music training team with the song leader in the last music (guitar) playing activity carried out by the trainer.

Exploring strategies for re‐engaging children and young people in learning while living in out‐of‐home care in the Northern Territory, Australia

AbstractThe education of children living in out‐of‐home care (OOHC) has been a long‐standing concern for children and their carers, policy‐makers and researchers who have long highlighted the issue of low educational attainment and disengagement among children in care. This study investigates the strategies and practices used within a pilot programme based in the Northern Territory, Australia, that aims to re‐engage children living in OOHC with education and training. Drawing on qualitative interviews with programme stakeholders, including educators, carers, child and family welfare workers, as well as an analysis of programme and client documentation, this study explores the programme's strategies to achieve re‐engagement. The findings highlight the role of agile child‐centred practice responding to the learning needs of participants, a focus on the ‘educational futures’ of students, as well as liaison and advocacy with schools and stakeholders on behalf of children in supporting re‐engagement in education settings. Barriers to successful re‐engagement include limited consideration of the cultural needs of children across education and OOHC systems, in particular the disruptive impact of OOHC placement changes, as well as programme discontinuity.

Teachers’ sensemaking of physically active learning: A qualitative study of primary and secondary school teachers participating in a continuing professional development program in Norway

Physically active learning (PAL) has been advocated as a strategy for enhancing young people's movement and learning. To understand how PAL is accepted, adapted, and used by teachers, this study interviewed 16 teachers. The concept of sensemaking and thematic analysis was used in the study. The findings illustrate that teachers made sense of PAL through the lens of professional identity, using PAL to vary their teaching and include students of varying abilities in learning. We conclude that teachers may be more likely to interact with PAL if primacy is given to its educational purposes.

Harry Potter and cancel culture: Responding to fallen heroes

In the wake of the ongoing turmoil caused by J. K. Rowling’s tweets expressing transphobic prejudice, hurt fans must decide what, if any, future relationship they will have with the Harry Potter series. This article argues that the books provide a training ground for young people learning to grapple with difficult issues like problematic heroes, and that engaging in two kinds of fan activities can enable fans to continue to find value in Harry Potter while simultaneously registering their objections to prejudice and bias. These two activities are literary analysis and fan fiction, and both empower fans to articulate the problems of social justice in sustained, thoughtful ways that other short-form mediums like social media do not.

How did youth with cerebral palsy perceive participation in everyday life after participating in a periodical intensive rehabilitation program based on adapted physical activity in groups? A qualitative interview study

Purpose Explore how youths with CP experience participation in everyday life, their experience of having participated in a periodical intensive rehabilitation programme and their expectations for the future. Materials & methods A qualitative design that included semi-structured interviews with 14 youths with CP (mean age 17 years). Results The qualitative content analysis exposed six themes, (1) Everyday life – to get the pieces of your life to fit together, (2) Participation means inclusion and belonging – the meaning of life, (3) Individual and environmental factors influencing participation, (4) Experience of physical and social activities away from home together with like-minded people, (5) To be continued locally, and (6) You do not know the future, anything can happen – visions for the future. Conclusions Participation in everyday life increases the meaning of life but takes energy. Periodical intensive rehabilitation programme enabled youths to try new activities, make friends and increase self-insight in their own strengths and limitations. IMPLICATIONS FOR REHABILITATION Young people with cerebral palsy (CP) describe participation as the meaning of life and state that it is essential for inclusion and being able to contribute to society Adaptation of environmental factors including collaboration across service sectors and capacity building in young people within their preferred life situations appear to be essential A periodical intensive rehabilitation, including adapted physical activities in groups, is recommended to provide peer learning and mastery experiences in young people with CP. Young people with CP seem to have the same hopes for the future as their typically developing peers

Web-Conferencing Systems (WCS): Individual, Group or Full-Class Teacher Education Format?

Web-conferencing systems (WCS) are gaining momentum in the implementation of distance learning for young people, especially during and after the spread of COVID-19. In this regard, it seems urgent to identify technologies for distance learning education that correspond to modern teacher education to the fullest and are effective, user-friendly and convenient for all subjects of the educational process. This experiment revealed the most popular formats of communication for long-distance students in the implementation of future teachers’ professional training by means of video conferencing on the Zoom platform. The analysis of the implementation of various formats of interaction based on the questionnaire of research participants demonstrated a positive trend in the level of user expectations from educational interaction, technical preferences and students’ attitude to distance learning by means of web-conferencing. The implementation of distance learning using web-conferencing in group and full-class formats of interaction made it possible to increase social presence through the interactive cooperation of the students with each other and with the teacher in the educational and social context. These formats enhance social and cognitive interaction, thus developing key competencies in future teachers related to the ability to implement effective communication when working in a teaching team. It causes an increase in educational efficiency level and is critical, since it allows information to be obtained through interaction with each other and with the content presented on the screen. Thereby, educational distance communication with the help of web-conferencing should be considered as a new form of social and educational communication in the implementation of professional training rather than as a technical non-traditional tool for teacher education.

Anhedonia in Relation to Reward and Effort Learning in Young People with Depression Symptoms.

Anhedonia, a central depression symptom, is associated with impairments in reward processing. However, it is not well understood which sub-components of reward processing (anticipation, motivation, consummation, and learning) are impaired in association with anhedonia in depression. In particular, it is unclear how learning about different rewards and the effort needed to obtain them might be associated with anhedonia and depression symptoms. Therefore, we examined learning in young people (N = 132, mean age 20, range 17-25 yrs.) with a range of depression and anhedonia symptoms using a probabilistic instrumental learning task. The task required participants to learn which options to choose to maximize their reward outcomes across three conditions (chocolate taste, puppy images, or money) and to minimize the physical effort required to obtain the rewards. Additionally, we collected questionnaire measures of anticipatory and consummatory anhedonia, as well as subjective reports of "liking", "wanting" and "willingness to exert effort" for the rewards used in the task. We found that as anticipatory anhedonia increased, subjective liking and wanting of rewards decreased. Moreover, higher anticipatory anhedonia was significantly associated with lower reward learning accuracy, and participants demonstrated significantly higher reward learning than effort learning accuracy. To our knowledge, this is the first study observing an association of anhedonia with reward liking, wanting, and learning when reward and effort learning are measured simultaneously. Our findings suggest an impaired ability to learn from rewarding outcomes could contribute to anhedonia in young people. Future longitudinal research is needed to confirm this and reveal the specific aspects of reward learning that predict anhedonia. These aspects could then be targeted by novel anhedonia interventions.

What's to Eat and Drink on Campus? Public and Planetary Health, Public Higher Education, and the Public Good.

Public higher education institutions (PHEIs) have a unique and important role in responding to the public and planetary health crisis-they are centers of research on public and planetary health and of learning for young people, and have a public good mission. Yet, PHEI campus food environments are predominantly unhealthy and environmentally unsustainable, and associated with unhealthy food choices and unhealthy students. PHEIs are addressing high levels of student food insecurity (FI) that disproportionately affect the most vulnerable groups. Yet, because student FI is measured as individual access to adequate quantities of food, campus responses to FI often overlook unhealthy food environments. These environments result from neoliberal PHEI business policies that prioritize short-term revenue and encourage superfluous consumption, and unhealthy, environmentally harmful diets. PHEIs need to move beyond neoliberalism to honor their public good mission, including prioritizing health, the environment, and equity, in decisions about food on campus. My goal in this perspective is to encourage inclusive campus discussion about why this change is required to adequately respond to the crisis of student, public, and planetary health, and about how to begin.

Cultivating the Past, Living the Modern: The Politics of Time in the Sultanate of Oman

Cultivating the Past, Living the Modern: The Politics of Time in the Sultanate of Oman

Training in the age of liberalization and crisis: Understanding the learning experiences of young Active Labour Market Programme Participants

AbstractVocational Training has been a prominent aspect of Active Labour Market Policy (ALMP) across EU member states, as part of efforts to boost the employability and human capital of young unemployed people and address new social risks arising within knowledge economies. However, young people's learning experiences of these programmes, and how these shape their early formative experiences in the labour market is underexplored. We address this gap by presenting new analysis of an extensive qualitative dataset, involving interviews with participants in Greece's Continuous Vocational Training (CVET) Program. Drawing on Unwin and Fuller's influential theory of restrictive and expansive learning environments which was developed through examination of formal apprenticeship programmes, we explore the extent to which these short‐term vocational training programs provide meaningful learning and work experiences for young people. We show that vocational training facilitated through ALMPs is often experienced as restrictive, underpinned by a lack of meaningful training, occupation‐specific skills, supportive guidance and quality employment prospects. Furthermore, we show how ALMPs in such contexts not only fail to support young people, but they also reinforce and legitimize precarious work practices by socializing the younger generation of workers into low‐pay, temporary and routine jobs.

What makes supported internships an effective approach to VET?

Internationally, there have been varied attempts to secure the inclusion of young people with Special Educational Needs and Disabilities (SEND) in Vocational Education and Training (VET). This paper investigates supported internships (SIs), which are programmes that include college courses in numeracy and literacy, workplace learning, and broader life skill development. Drawing on an empirical study of one SI in England, this paper focuses on the pedagogic structure of SIs to explore how systematic instruction combines with elements of the workplace environment to bring about successful vocational learning for young people with SEND. It considers whether the expansive-restrictive conceptualisation of apprenticeship learning explains successful outcomes within an SI. A case study approach using a qualitative methodology of semi-structured interviews was adopted to explore the experiences of people involved in the SI. These included two job coaches, four colleagues, six interns and three graduates from the SI. Thematic analysis revealed this SI facilitates workplace learning for young people with SEND because it models an expansive (not reductive) approach to internships. Systematic instruction did not result in restrictive learning because of role design and broader organisational features. A key facilitating aspect was that the design of the internship fostered opportunities to develop identity through crossing boundaries. Implications for the design of SIs (to facilitate social inclusion and ensure employment outcomes for young people with SEND) are discussed.

IEEE EMBS International Student Conferences -Insights From 2022 Editions.

Student members within IEEE Engineering in Medicine and Biology Society (EMBS) are one of the most active segments among all other membership levels. Student-led initiatives all around the world have shown the necessity to give students the opportunity to present solutions to educational challenges, aiming to make the learning of young people an enriching and continuous experience while honing their organizational skills. IEEE EMBS SAC [1], formed under vice president for member and student activities, has taken the responsibility to initiate and implement programs for undergraduate and graduate student members of the society. One of these programs, IEEE EMBS ISC, is the flagship event under the oversight of the Professional Development Portfolio. The purpose of the ISCs is to help students learn to manage an IEEE-style conference in a low-pressure environment and improve on their soft skills like leadership, communication, teamwork, and project management. Moreover, it gives them a platform to practice giving and receiving peer feedback on scientific writing and presentations, as well as making international connections which could turn into future collaborations.

Adquisición de segundas lenguas en contextos de inmersión lingüística. Un modelo estructural acerca del rol de la inteligencia y las actitudes lingüísticas

This study aims to know how fluid intelligence and linguistic attitude participate in the language learning of young people who are in a linguistic immersion situation in Catalonia. Considering the linguistic particularities of the Catalan territory, a path model has been designed in which the effect of the fluid intelligence and linguistic attitude on the acquisition of the two official languages of the territory (Spanish and Catalan) in young immigrants of Romanian origin is studied. The results show how fluid intelligence exerted a significant facilitating effect of medium-low magnitude on learning of similar intensity for both languages. However, the attitude shows to exert a significant facilitating effect of low magnitude for the acquisition of the vehicular language (Catalan), but not significant for the language of non-academic use (Spanish). These results suggest that fluid intelligence and linguistic attitude are facilitating agents of language acquisition in situations of linguistic immersion, although in the case of attitude, the intensity of this effect may depend on the way in which learners are in contact with the language.

Second language acquisition in a language immersion context. A structural model about the role of intelligence and language attitudes

This study aims to know how fluid intelligence and linguistic attitude participate in the language learning of young people who are in a linguistic immersion situation in Catalonia. Considering the linguistic particularities of the Catalan territory, a path model has been designed in which the effect of the fluid intelligence and linguistic attitude on the acquisition of the two official languages of the territory (Spanish and Catalan) in young immigrants of Romanian origin is studied. The results show how fluid intelligence exerted a significant facilitating effect of medium-low magnitude on learning of similar intensity for both languages. However, the attitude shows to exert a significant facilitating effect of low magnitude for the acquisition of the vehicular language (Catalan), but not significant for the language of non-academic use (Spanish). These results suggest that fluid intelligence and linguistic attitude are facilitating agents of language acquisition in situations of linguistic immersion, although in the case of attitude, the intensity of this effect may depend on the way in which learners are in contact with the language.

Learning and memory function in young people with and without perinatal HIV in England.

Learning and memory are important for successful education and career progression. We assess these functions in young people (YP) with perinatal HIV (PHIV) (with or without a previous AIDS-defining illness) and a comparable group of HIV-negative YP. 234 PHIV and 68 HIV-negative YP completed 9 tests; 5 National Institutes of Health (NIH) Toolbox tests (2 executive function, 1 speed of information processing, 2 memory); 2 Hopkins Verbal Learning Test Revised (HVLT-R) (learning (L), delayed recall (R)), and 2 verbal application measures. Z-scores for each test were calculated using normative data and averaged by domain where appropriate. The effect of predictors on test scores in the three domains with the lowest z-scores were analysed using linear regression. 139(59%) and 48(71%) PHIV and HIV-negative YP were female, 202(86%) and 52(76%) Black, and median age was 19 [17, 21] and 18 [16, 21] years respectively. 55(24%) PHIV had a previous Center for Disease Control and Prevention (CDC) class C AIDS-defining diagnosis (PHIV/C). For HVLT-R, there was a trend towards PHIV/C YP having the lowest mean z-scores (L -1.5 (95% CI -1.8,-1.2), R -1.7 (-2.0,-1.4)) followed by PHIV without a CDC C diagnosis (L -1.3 (-1.4,-1.1), R -1.4 (-1.5,-1.2)) and then the HIV-negative group (L -1.0 (-1.3,-0.7), R -1.1 (-1.3,-0.8)); all were greater than 1 SD below the reference mean. The same trend was seen for verbal application measures; however, z-scores were within 1 SD below the reference mean. NIH Toolbox tests were similar for all groups. In multivariable analyses PHIV/C and Black ethnicity predicted lower HVLT-R scores. Black ethnicity also predicted lower executive function scores, however each year increase in age predicted higher scores. In conclusion, cognitive performance in verbal learning and recall fell below population normative scores, and was more pronounced in PHIV/C, supporting wider findings that earlier antiretroviral therapy initiation, before the occurrence of AIDS-defining conditions, may protect aspects of cognitive development.

Motivation zum Deutschlernen in Kroatien

The benefits of language learning of children and young people in Croatia have been brought to attention due to increasing global cooperation and international networking. Above all, the tourism sector, which is now the most important branch of the economy in the country, is partly responsible for the continuing motivation to learn foreign languages. Language acquisition is a complex topic that combines many aspects and perspectives. It is influenced by different factors (Riemer 2001) and can often be viewed in relation to specific regions – the latter has aroused our interest after many years of experience in higher education. Croatian students from Zagreb, Osijek, Rijeka and Zadar were asked about their motivation for learning German. Considering the differently developed regions in Croatia, it was investigated whether there are region-specific differences in attitudes towards the German language and motivation to learn German between students from the two geographical regions of Croatia (continental vs. Adriatic Croatia). The procedure was quantitatively oriented. The results come from a questionnaire survey that was carried out specifically for this purpose and they clearly indicate that students from Croatia make a very specific decision to study German and thus to learn German language. It was found that region-specific characteristics or the economic situation of the region and the job opportunities it offers also have an impact on the choice of study in Croatia.

How Alternative Education teachers embarked on getting to the heart of young people’s schooling stories

ABSTRACT This article documents the first phase of an Action Research project that examines how teachers can inquire with young people into critical moments across their schooling journey. Each year, approximately 3000 young people aged from 13 years to 16 years are directed to continue their schooling in Alternative Education sites in New Zealand. More than 60% are Māori young people. Most arrive in Alternative Education with just referral documents detailing the negative reasons for exclusion. Teachers are expected to make a fresh start with re-engaging young people in learning, while the stories young people hold closest remain largely unspoken. Six teachers volunteered to plan inquiries that give voice to students’ schooling experiences. The findings from this research should inspire a shift in schooling practices, particularly for those who are marginalised. Data from the first phase revealed that the teachers’ critically informed outlooks, their considered responses to the complexity of lived experience, and finding cultural reference points were all central to formulating their inquiry. Moreover, the teachers embraced Action Research as a professional learning opportunity. In turn, these approaches closely reflect a philosophy of pedagogy found in Alternative Education that make for potentially messy but, nevertheless, liberating inquiries.

‘For once I Felt Useful’: A Self Study of A Physical Education Teacher Navigating School Culture through Professional Learning Communities during Induction

ABSTRACT Teachers in contemporary schools carry a host of work-related responsibilities. As such, the act of teaching (delivering content) is only one aspect of being a teacher. Interactions with colleagues, administrators, and students combine to form a complex socialization process as teachers, especially novice teachers in their induction years, learn to navigate the sociopolitical climate and culture of schools. In many schools, professional learning communities (PLCs) are utilized as one method for continuous professional development, but these formations introduce unique considerations for a teacher’s socialization because of the various ways they are structured. Guided by Occupational Socialization Theory, this self-study explores Molly’s experiences navigating two school cultures during her induction years. Molly’s graduate school experience coincided with her induction years of teaching in the K-12 setting. As Molly learned more about PLCs in her master’s program, she desired to learn how she could more fully contribute to them. Molly found her reflections returning repeatedly to the notions of belonging and community while striving to find her way as a beginning teacher. Implications from this study include the necessity to conceptualize teaching as more than delivering content. Schools are political spaces with built-in mechanisms designed to reproduce the culture. Teachers in physical education have often reported feeling marginalized within the school community. Physical education teachers may need more experience with cross-curricular collaborative work designed to improve the learning and well-being of young people. Learning how to specifically contribute to and navigate PLC school structures is perhaps underemphasized in teacher preparation programs.