tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Youth with emotional and behavioural disorders (EBD) are guaranteed the same right to inclusive education as other students with and without disabilities. While Finland and the United States (U.S.) are committed to the ideals of inclusion, evidence suggests that these students are often excluded. This paper discusses Finnish and U.S policies and practices that identify and ‘push out’ youth with EBD. Additionally, the quality of education in exclusive settings, including Finnish reform schools, U.S. alternative schools and day treatment/residential psychiatric facility schools, as well as (juvenile) correctional facilities in both countries, are discussed. Recommendations are provided for policy and practice that will promote access to inclusive education for these troubled youth. Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: According to the United Nations Human Development Report (2016), poor, marginalized, and vulnerable groups still face substantial barriers to access post-secondary education and employment. These marginalized and vulnerable groups include women, girls, indigenous peoples, ethnic minorities, people with disabilities, migrants and refugees, the LGBTI community, and those discriminated because of their socio-economic status (UN Human Development Report (2016). Increasingly, proficiency in mathematics is required for careers and for solving daily problems in life (Starkey & Kline, 2008; Ramaa, 2015). Basic numerical, mathematical, and scientific skills are an important mechanism to further education and to enable individuals to improve their job market potential. The risk of underachievement in mathematics around the world is greatest for students from low-income backgrounds, as well as linguistic and ethnic minorities (Ramaa, 2015;… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In recent years, educational systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facing the challenges of an unfamiliar educational system is of continuous relevance in youth studies. This article aims to explore the schooling experiences of 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national educational system. It draws on semi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are that familiarity with the majority culture, how the educational system works and how to use the majority language for learning purposes in Sweden constitute crucial knowledge for progress in upper secondary… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Afterschool interventions in STEM are linked to learning gains during the school day. These opportunities engage and excite students about STEM concepts since they observe a more hands-on, project-oriented approach. Often these opportunities for afterschool interventions are infrequent in nature and leave gaps for students in their maturation and understanding. Herein we describe the first report of an afterschool intervention, named NE STEM 4U, targeting socioeconomically disadvantaged middle school youth via a twice weekly, year-long intervention, studied across two years. We assessed the impact of this program on i.) short-term, individual student gains in STEM content knowledge and ii.) delivery of the program in terms of appropriateness for age group and content using the DoS observation tool. We… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract A systematic review was conducted to investigate the literature on effectiveness of life skills programs. The aim of this review was to gain a comprehensive understanding on the effectiveness of life skills education globally, and to identify research gaps and priorities. Findings revealed differences in life skills education within developing countries and developed countries. In general, developed countries conduct more systematic life skills education programs promoting positive behavior, with research articulating outcomes on individual youth. In contrast, the majority of developing countries’ life skills programs lack systematic implementation, evaluation and monitoring. Programs are often conducted to yield short term results only. This review will be useful to administrators, policy makers, researchers and teachers to implement effective life skills… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Pearl Jephcott’s (1967) research on Scottish teens, Time of One’s Own, is one of the first sociological studies of leisure in the postwar period. This research is remarkable not only for its emphasis on ‘ordinary’ young people but also for its ambitious and eclectic research design, which incorporates field research, sample surveys and task-based participatory methods. The (Re)Imagining Youth team revisited Jephcott’s Scottish research alongside her survey of The Situation of Children and Youth in Hong Kong (1971) as part of a contemporary study of youth leisure and social change. This paper outlines our attempt to reimagine Jephcott’s work for the contemporary context, highlighting the ways in which her method was both a product of its time and… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Schools are expected to fulfil different types of goals, including citizenship development. An important question is to what extent schools can simultaneously promote different learning outcomes. In this paper, we investigate the relationship between language ability and youth citizenship. Using a representative sample of 2429 grade 6 pupils (age 11–13) in 138 primary schools in the Netherlands, our findings confirm that language ability is strongly associated with pupils’ youth citizenship outcomes, in particular with citizenship attitudes and knowledge. Contrary to popular belief, we conclude that stimulating pupils’ language development need not compete with investing in pupils’ citizenship development. Rather than a trade-off, our findings suggest a positive relationship between language ability and citizenship development. Link til kilde
Like this:
Like Loading...
Læst 10 gange 
