It's Never Too Late to Learn: Implementing RTI2 With Older Students

2011 ◽  
pp. 238-261
Author(s):  
Douglas Fisher ◽  
Nancy Frey ◽  
Diane Lapp
Keyword(s):  
Older Students

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

scholarly journals Adherence to Mediterranean Diet among Lebanese University Students

Nutrients ◽  
2021 ◽  
Vol 13 (4) ◽  
pp. 1264
Author(s):  
Joanne Karam ◽  
Maria del Mar Bibiloni ◽  
Mireille Serhan ◽  
Josep A. Tur
Keyword(s):  
University Students ◽  
Mediterranean Diet ◽  
Eating Habits ◽  
Meat Products ◽  
Older Students ◽  
Adequate Intake ◽  
Cross Sectional ◽  
Adherence Score ◽  
The Mean ◽  
The University

Scarce studies described eating habits and diet quality among university students in Lebanon. The aim of this study is to assess the rate of adherence to the Mediterranean diet (MedDiet) among Lebanese university students. A cross-sectional nutritional survey was carried out on 525 students (53% men, 18–25 years old) from the University of Balamand, Lebanon. Adherence to the MedDiet was assessed using a validated 14-item MedDiet adherence score. Mean adherence to the MedDiet was 7.96 (standard deviation 2.2), and it was adequate in 59% of participants. Adherence to the MedDiet was higher in older students and nonsmokers. Legumes, vegetables, fruits, and nuts were consumed according to the MedDiet standards among a minimum of 48.4% and a maximum of 69.5% of participants. Chicken, turkey, or rabbit was preferred by 66.9% of participants instead of beef, pork, hamburgers, or sausages; however, just 56.2% of participants showed adequate intake of red meat, hamburger, or meat products. Only 28.8% of them referred to an adequate intake of fish or shellfish. Most of the participants (86.3%) used olive oil as the main added fat, and 67.2% reported a low intake of butter and derivatives. Sofrito was also very usual among participants (79.6%). Only half of the studied sample reported an adequate intake of sweet or carbonated beverages and commercial sweets or pastries. Among the assessed sample, half the participants showed adequate adherence to the MedDiet; however, the mean of adherence among the sample is low.

scholarly journals Ageism on Campus: Opportunities to Include Age in Diversity and Inclusion Efforts

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 7-7
Author(s):  
Cassandra Barragan ◽  
Stephanie Wladkowski
Keyword(s):  
Older Adults ◽  
Older Students ◽  
Leadership Positions ◽  
Older Learners ◽  
University Campuses ◽  
Diversity And Inclusion ◽  
Midwestern University ◽  
Barriers And Opportunities ◽  
The Many ◽  
The University

Abstract Diversity and inclusion are essential perspectives on university campuses. In recent years, there has been a nationwide decline in admissions resulting in changes to traditionally FTIAC driven college campuses. An environmental scan was completed at a mid-sized midwestern university to explore age-inclusive barriers and opportunities for change. In-depth interviews were held with 28 EMU stakeholders representing a wide variety of ages in leadership positions across campus. Students aged 40 and above (N=248) were also surveyed about their experiences on campus. Qualitative analysis revealed ageist attitudes about older adults and older students from at all levels of the university. Results demonstrate that initial responses to ‘age-friendly’ focused on stereotypes of older adults, but attitudes adjusted when reframed as older learners and further refined when older learners were defined as 40 and above. Additionally, there was a distinct disconnect between ageist perceptions towards older adults and older students which highlights the importance of intergenerational opportunities as an approach to combat ageist attitudes on campus. While these barriers require long-term and complicated solutions, participants described the many benefits that older learners bring to enrich the campus. Results of this research revealed opportunities to reframe aging in the context of diversity and inclusion efforts on campus. Adopting diversity efforts to include age can benefit universities in not only admissions, classroom experiences, and connections to surrounding communities.

Water consumption in public schools for the city of Bologna, Italy

2013 ◽  
Vol 13 (2) ◽  
pp. 257-264 ◽  
Author(s):  
Marco Farina ◽  
Marco Maglionico ◽  
Marco Pollastri ◽  
Irena Stojkov
Keyword(s):  
Public Schools ◽  
Water Consumption ◽  
Residential Buildings ◽  
Secondary School Student ◽  
Educational Interventions ◽  
Daily Basis ◽  
Published Data ◽  
Older Students ◽  
Consumption Data ◽  
The City

For most buildings considered to be of a public non-residential type there are insufficient published data to establish and compare the theoretical standards with actual consumption data. Therefore, water consumption per user in non-residential buildings is still a very complicated issue for engineers and designers involved in analysing water demand and water management. This is why linking water consumption and school occupancy is the goal of this paper, trying to set the basis for further design, conservation and educational interventions on this topic. This research integrates quantitative data of water consumption, through water metering and analysis, and historical data about users in buildings. We focused on consumptions for four types of schools: nurseries (0–3-year-old children), kindergartens (3–6 years), elementary schools (6–11 years) and secondary 1st grade schools (11–14 years). The results are that the rational basic demand for water is estimated as 48.8 l per pre-school student per day and 18.7 l per elementary/secondary school student per day. Therefore we found that younger children use more water on a daily basis than older ones, probably because they need more services, such as laundries and kitchens, whereas older students consume water mainly in restrooms.

Locus of Control, Political Attitudes, and Voting Behavior in a College-Age Population

1972 ◽  
Vol 30 (2) ◽  
pp. 529-530 ◽  
Author(s):  
Edward B. Blanchard ◽  
M. Eugene Scarboro
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Voting Behavior ◽  
Political Attitudes ◽  
Political Activity ◽  
Older Students ◽  
College Age ◽  
Activity Factor ◽  
Previous Election ◽  
First Time

Rotter's (1966) I-E Scale and Mirels' (1970) Political Activity Factor derived from that scale were shown to have no significant value in predicting the voting behavior or political attitudes of 18- or 19-yr.-old college students voting for the first time or of older students who had been eligible to vote in a previous election Parental voting behavior and political attitudes were not significantly related to those behaviors and attitudes in students.

ASSISTING OLDER STUDENTS TO READ EXPOSITORYTEXT IN A TUTORIAL SETTING: A CASE FOR A HIGH-IMPACT INTERVENTION

2002 ◽  
Vol 18 (2) ◽  
pp. 119-150 ◽  
Author(s):  
Janet S. Gaffney ◽  
Jeanette M. Methven ◽  
Shahe Bagdasarian
Keyword(s):  
High Impact ◽  
Older Students

From theory to practice: Jewish and Arabs students in academia practice multicultural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asmahan Masry-Herzallah ◽  
Meital Amzalag
Keyword(s):  
Graduate Students ◽  
Multicultural Education ◽  
Older Students ◽  
Content Type ◽  
Global Era ◽  
Positive Attitudes ◽  
Jewish Students ◽  
Arab Students ◽  
Research Findings ◽  
Faculty Of Education

PurposeThe research examined factors of academic studies as perceived by Jewish and Arab students in Israel, and changes in their implementation of activities in a multicultural context in the field of education, comparing between undergraduates studying for a BA in education and graduate students for MA in education and attending a course titled “Multiculturalism in the Global Era”.Design/methodology/approachThe findings are derived from a questionnaire distributed to Arab and Jewish students (N = 434), studying together in the Faculty of Education of one academic college in Israel. In total, 251 of them were graduate students, and 183 who were undergraduates.FindingsIt was found that insofar as the students from either programme acquired knowledge and tools regarding multiculturalism, they reported (1) more positive attitudes regarding the “Other” group and regarding multiculturalism, (2) implementation of a larger number of activities relating to multiculturalism in the field of education, (3) Arab students performed more activities in multicultural contexts and (4) older students performed a larger number of activities in multicultural contexts. The research findings also indicated a direct relation between participation in the course and activities conducted in the field of education. In addition, students' acquiring of knowledge on multiculturalism mediated the relation between participation in the course and implementation of multicultural activities in the field of education.Originality/valueThe research stresses the importance of higher education institutions in promoting knowledge and practice of multiculturalism in Israeli society.

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