Learning Of Young People Research Articles

A családi háttér és a munkaerő-piaci sikeresség összefüggései

Tanulmányunkban arra vállalkozunk, hogy feltárjuk a diplomás (abszolutóriumot szerzett) pályakezdők társadalmi hátterét képzési területek szerint. Ennek során nagy hangsúlyt fektetünk a szülők iskolai végzettségére és a család anyagi helyzetére vonatkozóan, hiszen e tényezők szignifikáns hatást gyakorolhatnak a fiatalok tanulási lehetőségére, attitűdjére, valamint szakmai pályafutására. Kutatásunk elméleti részében fontosnak tartjuk ismertetni a hazai és nemzetközi szerzők szocio-ökonómiai helyzettel kapcsolatos tapasztalatait. Ezt követően a Diplomás Pályakövetési Rendszer (DPR) 2015-ös adatbázisa kiváló lehetőséget nyújtott számunkra, hogy a 34 felsőoktatási intézmény által gyűjtött komplex adatokat tanulmányozhassuk. Elemzésünk során rávilágítottunk a különböző tudományterületek végzettjeinek eltérő szocio-ökonómiai hátterére. Kutatási eredményeink alapján arra a következtetésre jutottunk, hogy a gazdagabb családokból származó fiatalok előnyösebb helyzetben vannak a munkaerőpiacon, magasabb jövedelemre tesznek szert, szemben az alacsonyabb társadalmi státuszú szülők gyerekeivel.

Vulnerable learners in the age of COVID-19: A scoping review

This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.

Ima miselnost o nespremenljivosti inteligentnosti učinek v neustrezni bralni samopodobi?

Does the mindset about fixed intelligence have an effect on inadequate reading self-concept? Recognition that students’ beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning is amongst the top twenty psychological principles for teaching and learning of young people (APA, 2015). Research into these beliefs, which are named fixed versus growth mindset, suggests that a fixed mindset represents an important barrier to successful learning. In our paper, we use the PISA 2018 data to investigate the occurrence of a fixed mindset amongst Slovenian 15-year-olds, and, as a focus of the paper, the context that the mindset forms for the relationship between actual ability and self-concept. We address the question of whether there is a difference in reading self-concepts for students with similar reading literacy but different mindsets. We found that there are no gender differences in the proportion of students with fixed mindsets and, as expected, somewhat higher proportions of low-achieving students have fixed mindsets in comparisons with high-achieving students. Differences amongst reading self-concepts of boys and girls are well-known. Our analyses further revealed the within-gender differences in self-concepts between those with fixed and those with growth mindset; girls or boys with a growth mindset have, on average, higher reading literacy, higher self-concept and enjoy reading more than girls or boys with a fixed mindset. If these comparisons are further adjusted only to students with similarly low levels of reading literacy, we find that students with average-low reading literacy have a similar self-concept of reading competence regardless of their mindset, their perceptions of how many difficulties they have in reading in general and on the PISA reading test are, however, very different. While girls with average-low reading literacy and a growth mindset are perceived to have an average (within the group of average-low readers) amount of problems in both reading in general and in the PISA test, girls with average-low reading literacy and a fixed mindset are perceived to have more of such problems – despite being similarly successful on the PISA test. Boys with average-low reading literacy of both mindsets reported fewer difficulties in reading in general than girls – even though their reading achievements are similar. However, fewer problems on the PISA test were reported by boys with average-low reading literacy and a growth mindset, while those with a fixed mindset, interestingly, reported a similar amount of these problems as girls with average-low reading literacy and a growth mindset. The effects of a fixed mindset therefore seem to show in some cases in an inappropriate self-assessment of reading problems. Key words: Fixed and growth mindset, reading literacy, reading self-concept, PISA study

Factors Influencing Life-Long Learning: An Empirical Study of Young People in Vietnam

This study, not only investigates the important role of lifelong learning in shaping young people's knowledge and in maximizing their potential, but also aims to shed light on the influencing factors of lifelong learning of young people in Vietnam. The author applied STATA and SPSS to analyze quantitative data collected from questionnaires with 332 respondents aged between 19 years old and 24 years old. Based on a holistic review of literature, this study concludes that four driver factors affect young people's lifelong learning ability, comprising: organizational culture, motivation, human resource development, and domestic private type of enterprise. The results emphasize the positivity of organizational culture, human resource development, and the nature of work, especially organizational culture and human resource development, which are dominant reasons for young people to maintain lifelong learning. The relationship between demographics and lifelong learning was tested and it indicated that male has a stronger interest in learning than female. The result of the study also shows the impact of different types of business sectors on employees' learning intentions. It points out that the domestic private type of enterprise is the most effective factor that has a positive relationship with the lifelong learning of the individual.

Development of Students-Foreigners’ Communicative Competence by Means of Information Technologies under the Conditions of the Medical University

The article deals with an urgent issue of a systematic research of foreign students studying in Ukraine. Successful learning and social adaptation of young people greatly depend on learning the Ukrainian language. In addition to the obvious advantages, it is advisable to pay particular attention to the system of theoretical and methodological support of the educational process, starting from the author’s textbooks and finishing with modern information technologies. Forming the communicative competence of a medical professional is impossible without taking into account the value-motivational side of this process. In this regard, the communicative training of the healthcare worker is viewed within an axiological approach. As a consequence, professional values are the central category. Peculiarities of future doctors’ professional values formation as a component of communicative competence are considered. The study, aimed at analysing the development of professional qualities of foreign medical students, was conducted at I. Horbachevsky Ternopil National Medical University in the 2018-2019 academic year.The study was carried out under the guidance of professors A.Vykhrushch and N. Fedchyshyn by lecturers of I Horbachevsky Ternopil National Medical University T. Khvalyboha (EdD), I. Drach (PhD), M. Rudenko (PhD) that teach students-foreigners at the Department of the Ukrainian Language and Department of Foreign Languages.

Nát'oh Baa Hane': How Tobacco Saved the World from Destruction and Healed the People

Nát'oh Baa Hane':How Tobacco Saved the World from Destruction and Healed the People Avery Denny (bio), Adrian Lerma (bio), and Michael Lerma (bio) There comes a time in life, and in history, when we must be reminded and be retaught about wellness of life—what to do and not to do. On the Navajo Nation, we look around and see young people who are unaware of things that can be harmful to their health. It is our responsibility, as adults, to teach and provide guidelines for their safety needs. This is a Fundamental Law of the Navajo. Today, we all need a good lesson about life. We need to hear it repeatedly to be reminded of life's philosophy of Są'ah Naagháí Bik'ehózhóón, which reminds us that living a good healthy life includes keeping our mind, spirit, soul, and body clean. These lessons of living are not meant to put people down, insult, or embarrass them. These teachings are meant to help get people out of addiction. Many times, all we need is to have someone open our minds allowing us to escape narrow-mindedness. We need a holistic spiritual vantage point of the world. We also need that holistic spiritual view of ourselves, and our relatives. The mind and body manifest a desire to indulge in new educational perspectives. It is natural for our minds to have thirst and hunger for knowledge. Let us feed our minds and bodies with spiritual knowledge. Navajo Hataałii (Chanters) are trained to see to the needs of The People, to maintain their well-being, and to attend to the duty of saving a life. We seek the spirituality in life that is associated with nature and the Holy People, and we journey to better understand longevity and wisdom. As healers and guides, we give our concern with passion, and we believe that without spiritual healing, we will all suffer down the road. That is why we are sharing knowledge to save your internal organs and insist that you take care of your body and mind by not contaminating them with unhealthy chemical substances. It is said that all people should live to be 102 years old as this is the ideal age. We want you to be healthy and able-bodied experiencing minimal difficulties. With healing and prevention, we can walk on the correct path of life, which is also identified as the Corn Pollen Road of Life. There are options to turn your life around, to get rid of bad habits that are health hazards. Please choose the life of healthy living in your future. The end is never too soon in this journey of a lifetime. Many people are smart enough to know not to smoke commercial and electronic [End Page 1086] cigarettes, but still cut their lives short by contaminating their lungs. If only we intervened earlier, these relatives would still be alive. Nevertheless, it's not too late to help by sharing the teachings about the dangers of chemical tobacco use. The proper use of Navajo traditional Nát'oh (mountain tobacco) needs to be mentioned at this point. It is a medicinal herb utilized for healing in traditional Navajo ceremony known as "Nahagha." If it is abused, it will become a danger to your health. It should only be used in a prescribed way, to heal and nurture. Abusing Nát'oh will destroy your life and kill you, so quit and leave it alone. Live a long time. No need to smoke to pass time. Instead, smoke in ceremonies for treatment. We are responsible for taking care of our loved ones' lives by educating them with what we know and sharing our experiences. We respect young people's learning abilities, and we want them to live wisely and take life seriously. We hope we all succeed to make change for the better of all. Tobacco People In this section, and in the sections that follow, the information utilized to describe and enhance the understanding of tobacco is taken directly from Diné baa hane', or the Navajo creation account. In this account, each of the Four Worlds had conflict that...

All’s Simple (Club)? Education and Learning in the Digital World

Young people use the potentials of digital media to learn outside of school, for example through explanatory videos and tutorials. The use of such YouTube videos has long since found its way into everyday school life. However, it is entirely unclear how the (educational) market for explanatory videos and tutorials currently presents itself, especially to pupils since it is no longer shaped solely by semi-professional and amateurishly created moving images. In this article, we present the first data and findings of a market analysis of school-related explanatory videos and tutorials with their communicative embedding, and of a survey of ca. 700 secondary school students regarding their usage and motivation gathered for the BMBF-funded project "Digital extracurricular learning and education-related action practices of young people". We present a scope of forms these videos can take, show how differently knowledge and education are valued and how the students’ attention is increasingly treated as a good in business models.

All’s Simple (Club)? Education and Learning in the Digital World

Young people use the potentials of digital media to learn outside of school, for example through explanatory videos and tutorials. The use of such YouTube videos has long since found its way into everyday school life. However, it is entirely unclear how the (educational) market for explanatory videos and tutorials currently presents itself, especially to pupils since it is no longer shaped solely by semi-professional and amateurishly created moving images. In this article, we present the first data and findings of a market analysis of school-related explanatory videos and tutorials with their communicative embedding, and of a survey of ca. 700 secondary school students regarding their usage and motivation gathered for the BMBF-funded project "Digital extracurricular learning and education-related action practices of young people". We present a scope of forms these videos can take, show how differently knowledge and education are valued and how the students’ attention is increasingly treated as a good in business models.

The policies of the Organization for Economic Cooperation and Development (OECD) in financing pre-university education

Abstract In this article, we want to present the comparative report, as well as the results of the Organization for Economic Co-operation and Development policy review to improve the efficiency of the use of educational resources (Review Resources Resources). The Organization for Economic Cooperation and Development report provides analysis and options to assist governments in achieving the goals of education policies, as well as the fair use of financial resources in this area. This report focuses on the more topics of interest, such us: how responsibilities for raising and spending school funds in increasingly complex education systems can be effectively organized, the way in which mechanisms for distributing funding to schools can be designed effectively to support the learning of young people and how planning procedures can support the preparation of education budgets to ensure their long-term sustainability and align them with the priorities of government education policies. At the same time we set out to present the governance of school funding and describes increasing the involvement of different bodies in the management and allocation of school funds in different States as well as how they are organized and interact with each other. The article also contains some examples of sources of education funding in Organization for Economic Co-operation and Development Member States such as Austria, Finland, Germany, Greece, The United Kingdom and the United States of America.

An appreciation of Arie de Geus’ contribution to the learning organization

Purpose This paper aims to locate its appreciation of the life and work of Arie de Geus within the context of developments in approaches to management practice, education and learning since the Second World War. It emphasizes the important influence of top management-led applications of social science (Beckhard) and the impact of crises upon planning and the generation of memories of the future for effective organizational learning. The paper also describes the roles of learning from experience and of reflective practice in shaping de Geus’ contribution. Design/methodology/approach The approach traces the development of de Geus' career and thinking from Shell cost accountant, to top line manager in three continents, to Head of Shell Group Planning, to prize winning author, to global adviser to the World bank, etc., and as an inspirational speaker as champion of the learning organization. Findings The paper acknowledges Arie de Geus as coining the phrase “The Learning Organization” together with his role in the foundation and development of the Society for Organizational Learning (SOL) and as an international champion of young people's learning through the processes of the Finnish Team Academy model. Social implications Arie de Geus was an exemplar of reflective practice and applied learning. As such, his contribution might be considered as that of a sage rather than as a guru. Originality/value The paper endeavours to emphasize the importance of the role of both the internal and external contexts for effective organizational learning, suggesting that the contribution of Arie de Geus to the field exemplifies this importance.

Choice and interest in designed learning environments: the case of FUSE Studios

PurposeEmpirical investigation into the e-learning innovation, FUSE Studios, is both timely and relevant because FUSE is rapidly expanding domestically and abroad and there is continued interest in the interdisciplinary fields of information and learning sciences in the constructs of choice and interest as they relate to the provision and design of learning experiences. In particular, this paper aims to contribute to scholarly and design-based conversations on how e-learning innovations – especially those situated within the digital youth and constructionism strands of research – can be designed in ways that support robust opportunities for learning for young people (Reynolds et al., 2019).Design/methodology/approachDrawing upon a large corpus of mixed-methods data including computer-generated activity log data, youth survey data and studio facilitator interview data, this paper examines patterns of use and interest-related experience among young people in a range of FUSE Studios settings across the USA.FindingsThe results suggest that student choice within FUSE’s curricular and Studio model tends to support a broad exploration of interests across a wide range of youth, rather than a deep dive into particular Science, Technology, Engineering, Arts, and Mathematics (STEAM) content areas.Practical implicationsAlongside the broad exploration that was found to characterize the patterns of student choice in FUSE Studios, a striking number of students from those surveyed reported that FUSE supported their interest development: they liked the FUSE challenges, were always able to find something of interest to do in the FUSE Studios and saw the FUSE challenges are supportive of their current and future interests. (See similar findings in Stevens et al., 2016). We understand these student self-reported experiences as evidence that the FUSE Studios model did well to encourage meaningful, interest-driven learning experiences for youth.Originality/valueCommitted to making research usable for practice, this paper offers implications for future e-learning designs that seek to make choice and interest central to the organization of activity and environment.

Relationship with Literacy: a longitudinal perspective on the literacy practices and learning of young people without a diploma

This article explores the temporal dimension of the ‘rapport à l’écrit’ (relationship with literacy) in the lives of two young people-Anaïs (aged 19) and Zachary (aged 22)-without a secondary school diploma. The article draws on data taken from a mixedmethods longitudinal study looking at young people’s transitions in Québec (Canada). Process Analysis is used as an analytical framework. The results suggest that young people without a secondary school diploma do not necessarily have a difficult or negative relationship with literacy. By focusing on the relationship with literacy and its evolution over time, it is possible to put emphasis on young people’ positive investment in a number of literacy practices and not be limited to school practices alone. Our findings confirm the relevance of exploring the temporal dimension of the relationship with literacy for policy makers, researchers, and educators.

Scaffolding homework for mastery: engaging parents

ABSTRACT The value of parental engagement in the learning of children and young people has repeatedly been shown to be of value in the literature, and in practice. One of the ways many parents feel they can be involved in their children’s learning is through support with homework, and homework forms a ubiquitous part of schooling in most systems. However, parental engagement with homework has been shown to be problematic in the literature. This paper combines the literature on parental engagement, with that on both the effectiveness and purposes of homework and that on the importance of mastery orientations for young people, to argue that the effective forms of parental engagement in young people’s homework will be engagement that supports and leads to mastery orientations on the part of children. The paper includes a schematic for this engagement and concludes with principles for designing homework tasks.

Makerspaces as Social Innovation and Entrepreneurship Learning Environments: The DOIT Learning Program

Abstract Developing social innovation and entrepreneurship competences and skills of children and young people is on the agenda of European educational policy-makers. The European research and innovation project “DOIT – Entrepreneurial skills for young social innovators in an open digital world” suggests using makerspaces and tools, within schools and externally, to promote practice-based social innovation and entrepreneurial learning of children and young people. This article first gives an overview of different types of maker-spaces, addresses the concept of maker education, and highlights common development goals of such education with entrepreneurship education regarding particular attitudes and competences. The main part then describes the DOIT learning program that allows children and young people (6–16 years) to acquire skills and an entrepreneurial mind-set for turning creative ideas into potential social innovations. This program is currently trialed in DOIT pilots in different types of makerspaces in ten European countries. The article describes learning processes and outcomes that are promoted by the program with two examples that are different regarding the makerspaces, topics and other aspects. Some first experiences and lessons learned from these and other pilots are summarized.

Young People's Response to Six Smartphone Apps for Anxiety and Depression: Focus Group Study.

BackgroundSuicide is one of the most frequent causes of death in young people worldwide. Depression lies at the root of this issue, a condition that has a significant negative impact on the lives of those who experience it and on society more generally. However, 80% of affected young people do not obtain professional help for depression and other mental health issues. Therefore, a key challenge is to find innovative and appealing ways to engage young people in learning to manage their mental health. Research suggests that young people prefer to access anonymous Web-based programs rather than get face-to-face help, which has led to the development of numerous smartphone apps. However, the evidence indicates that not all of these apps are effective in engaging the interest of young people who are most in need of help.ObjectiveThe study aimed to investigate young people’s response to six currently available smartphone apps for mental health and to identify features that young people like and dislike in such apps.MethodsFocus groups were conducted with 23 young people aged 13 to 25 years in which they viewed and used six smartphone apps for mental health. A general inductive approach following a realist paradigm guided data analysis.ResultsThe results revealed that young people value autonomy and the opportunity to personalize experiences with these apps above other things. Finding a balance between simplicity and informativeness is also an important factor.ConclusionsApp developers need to consider using participant-design frameworks to ensure that smartphone apps are providing what young people want in a mental health app. Solutions to the need for personalization and increasing user engagement are also crucially needed.

The influence of parents in the discursive construction of technology-mediated learning experiences

ABSTRACTIn the new learning ecology, Information and Communication Technologies (ICTs) promote the learning of children and young people in a variety of contexts and also shape their learning trajectories. However, empirical studies often ignore how learners construct narratives about their own learning trajectories and about what it means to learn with ICTs. Thus, we propose Subjective Learning Experiences (SLEs) as a unit of analysis for studying personal learning trajectories. SLEs allow us to investigate learning both across settings and over time. To illustrate our empirical approach, we present a brief study in which we explore how dominant discursive constructions, from parents, about what it means to learn with ICTs influence the learning experiences of children and young people. For this study, we conducted semi-structured interviews with 30 Spanish children and their parents, using thematic analysis to identify their discursive constructions. Our results provide evidence that discursive constructions about what it means to learn, present in the contexts of activity in which children and young people participate, influence their learning experiences. We conclude that our empirical approach advances the analysis of personal learning trajectories by allowing us to capture the fluid and boundless nature of learning across settings and time.

The Complex Ecology of Young People's Community Engagement and the Call for Civic Pedagogues

This paper focuses upon the community engagement of young people growing up in socio-economically disadvantaged areas and the creation of apt civic learning spaces. It is in direct response to public policy within the UK, as in many other democratic countries, giving continued attention to how young people’s active citizenship can be best supported. As a consequence of processes of globalisation, social change and technological advancement it is being increasingly recognised that young citizens face unprecedented challenges in the 21 st century. At the same time young people growing up within areas of socio-economic disadvantage are commonly identified as being most at risk of social exclusion and discouragement with regard to their civic participation. This paper draws from the EngagED research project, a two-year study based in England that used a mixed methods approach to explore the civic action and learning of young people living in both inner city and rural areas of socio-economic disadvantage. It presents an eco-systemic model of the host of factors and agencies that influence young people’s civic identity and patterns of community engagement. It outlines two new civic learning spaces that were created in response to these complex ecologies and from these experiments in ‘pre-figurative practice’ proposes a set of key principles for the effective civic pedagogue. This radical notion of the civic educator moves away from educational strategies that seek to ‘transform’ young people into good future citizens, towards finding personalised ways of supporting young people ‘as’ citizens.

Enhancing the generative learning of young people in the domain of financial literacy through learning study

Purpose The purpose of this paper is to collect new evidence about the efficacy of the pedagogical principles derived from our earlier study on boosting students’ financial literacy, with the aim of providing a theoretically and practically powerful account of how generative learning in the domain of financial literacy can be enhanced. Design/methodology/approach This is an example of learning study consisting of a design experiment, which aims to test the conjectures of the variation theory of learning. A total of 156 students who were aged from 14 to 16 years were taught under the three learning conditions which embedded the test criteria, and a total of seven lessons were used by the two participating teachers for each of the classes. To assess students’ appropriation of the object of learning, four tests were conducted, i.e. a pre-test, post-test immediately after the lessons, delayed post-test after six weeks and second delayed post-test after six months. Findings This study shows that a systematic use of the pattern of “contrast-fusion-generalization” to deal with the individual core economic concepts identified can help students lay a solid conceptual foundation for developing financial literacy. Furthermore, with the use of the meta-level pattern of “contrast-fusion-generalization” through complex everyday financial problems or situations which transcend the specific concepts, students can make effective use of the core economic concepts learned and transform them organically into one’s analytical framework. This enables students to discern and focus upon the critical aspects of novel financial situations and have a greater likelihood of making well-reasoned and sound financial decisions. Originality/value This paper sheds light on the ways in which students’ generative learning in the domain of financial literacy can be enhanced through the conceptual approach grounded in the variation theory of learning.

Cuando los memes me enseñan algo bueno (a escribir).

This paper exhorts you to think of the meme as an implement that high school students can use to improve their learning of spelling and writing, as well as a tool to be used by teachers to widen their teaching strategies. This paper is divided into three sections: in the first one we discuss what learning means, in the second one we point out and submit three learning styles, highlighting the visual learning, and in the final section the meme is displayed as a teaching resource that can impact the processes of teaching and learning for young people.

Clinical Pocket Reference: Nursing Care of Children and Young People

This is a welcome addition to nursing children and young people learning resources. It is well written by credible experts and logically presented.