scholarly journals Functions of Career Resilience Against Reality Shock, Focusing on Full-time Employees During Their First Year of Work

2017 ◽  
Vol 59 (4) ◽  
pp. 255-265 ◽  
Author(s):  
Makiko Kodama
Keyword(s):  
First Year ◽  
Full Time ◽  
Shock Focusing ◽  
Reality Shock ◽  
Career Resilience

Transitioning Out of Foster Care

2017 ◽  
Vol 51 (4) ◽  
pp. 529-547 ◽  
Author(s):  
Sunny Harris Rome ◽  
Miriam Raskin
Keyword(s):  
Foster Care ◽  
Lived Experience ◽  
Phenomenological Study ◽  
Mental Health Problems ◽  
Aging Out ◽  
First Year ◽  
Full Time ◽  
Employment Education ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

Youth aging out of foster care are at particular risk for negative outcomes including school dropout, homelessness, poverty, unemployment, substance abuse, health and mental health problems, and victimization. Yet we know little about how, when, and why these youth find themselves on a downward trajectory. This qualitative, phenomenological study—conducted in partnership with four public child welfare agencies—examined the lived experience of 19 youth during their first year after exiting foster care. The authors used monthly, contemporaneous interviews to explore domains including housing, employment, education, and relationships with trusted adults. Although outcomes in employment were poorest, participants’ experience in all domains was characterized by frequent changes and instability. Adverse events began immediately and many youth were unsure how to navigate the system to get help. Yet youth who were successful in one domain were more likely to be successful in others. Risk factors included having four or more foster care placements, being on probation, accumulating fines, and losing government assistance. Protective factors included living with an adult who shares the rent and maintains a positive, consistent presence; being a full-time student; receiving educational and housing subsidies; having reliable means of transportation and communication; and maintaining the same job throughout the transitional year. Despite facing significant obstacles, the youth demonstrated resilience and optimism as they contemplated their futures. Recommendations include providing specialized services that target youth as they exit the system, and emphasizing stability rather than self-sufficiency.

scholarly journals Designing for Students: Creating a Robust Interdisciplinary First Year Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Deborah E. Bordelon ◽  
Colleen M Sexton ◽  
Ann M Vendrely
Keyword(s):  
General Education ◽  
Course Design ◽  
Natural World ◽  
Assessment Process ◽  
First Year ◽  
Full Time ◽  
First Year Students ◽  
Underserved Students ◽  
General Education Curriculum

Building a general education program from scratch for a population of first generation and underserved students provided both a challenge and opportunity. Faculty who had limited previous experience teaching and assessing first year students engaged in study of the best practices and research. Faculty designed a four-year general education curriculum that began with a robust First Year Seminar (FYS) course, the focus of this study. This required three-credit hour interdisciplinary humanities course (FYS) was designed to embrace the understanding of what it means to be human, including understanding oneself in relation to the natural world and to others. Full time faculty from all disciplines were selected through a competitive process to teach the FYS course with embedded High Impact Practices (HIPs). Four years of teaching FYS has provided qualitative and quantitative data on the effectiveness of the design, the role of faculty, and application of HIPs. Through the course assessment process and data analysis, faculty have expanded their repertoire of pedagogical strategies to engage the first year student, and as a result, positively influenced teaching in their other courses. This report offers insights on strategies for course design, the role of faculty, and the power of selected HIPs that may be replicated at other institutions.

E-Learning at Politecnico di Torino

2013 ◽  
pp. 690-702
Author(s):  
Salvatore Barbagallo ◽  
Roberto Bertonasco ◽  
Fulvio Corno ◽  
Laura Farinetti ◽  
Marco Mezzalama ◽  
...  
Keyword(s):  
Distance Education ◽  
Large Scale ◽  
Sustainable Use ◽  
First Year ◽  
Preliminary Evaluation ◽  
Full Time ◽  
Large Scale System ◽  
Part Time ◽  
E Learning ◽  
Real Challenge

Politecnico di Torino has been actively experimenting distance education scenarios since 1992, through the development of innovative methodologies and tools. The real challenge today, however, is to move from small settings to a large-scale system able to suit the needs of a broad number of users belonging to different categories, from traditional students to part-time or full-time workers, from students living far from Torino to people with participation restriction due to disability. The emphasis then, is not only on the innovation of methodologies and technologies, but on their effective and economically sustainable use in a complex and multi-faceted setting. This chapter describes the services introduced in this direction and gives a preliminary evaluation after the first year of delivery.

Use of a Residency Program in Preservice Teacher Preparation

2022 ◽  
pp. 93-103
Author(s):  
Kat D. Alves ◽  
Melissa K. Driver
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Residency Program ◽  
First Year ◽  
Full Time ◽  
Preparation Programs ◽  
Residency Programs ◽  
Short And Long Term

The training and retention of special education teachers is a critical need in the education field. One innovation that can be used in educator preparation programs to better prepare teachers is to establish a residency model. In this model, preservice teachers work as full-time teachers, while also completing their coursework. They receive support from university faculty and peers during this structured first year of teaching. This chapter will explore the need for residency programs, possible features and structures, short and long-term benefits, and potential challenges. In addition, this chapter explores ways to incorporate high-leverage practices into residency coursework.

Study of Discontinuing Students at Macquarie University

1976 ◽  
Vol 20 (1) ◽  
pp. 105-106 ◽  
Author(s):  
Neil Baumgart
Keyword(s):  
First Year ◽  
Full Time ◽  
Process Variables ◽  
Design Problems ◽  
First Year Students ◽  
Part Time Students ◽  
Part Time ◽  
Discriminant Analyses ◽  
Males And Females ◽  
Second Year

In a study of discontinuing students at Macquarie University major analyses were based on a sample of 444 students divided into four categories: students still persisting in Term 3 of second year, students who discontinued during first year, students who voluntarily discontinued after first year, and students excluded because of failure at the end of first year. Multiple discriminant analyses were used to relate potential predictors to category membership. Predictors included both entry and process variables. Results are reported separately for full-time and part-time students, and for males and females within these categories. The major findings carry implications for those who need to make management decisions in relation to higher education. Additionally, the paper attempts to highlight some of the design problems inherent in correlational studies and to present selected methodological strategies used in this study to minimize the effects of these problems.

College Persistence over Time and Participation in a First-Year Seminar

2014 ◽  
Vol 16 (3) ◽  
pp. 373-390 ◽  
Author(s):  
John W. Miller ◽  
Sally S. Lesik
Keyword(s):  
Academic Preparation ◽  
First Year Experience ◽  
First Year ◽  
Full Time ◽  
Survival Analyses ◽  
Entire Cohort ◽  
Entry Level ◽  
Alternative Hypotheses ◽  
New Research ◽  
Retention And Graduation Rates

Retention and graduation rates of an entire cohort of 1,913 first-time full-time college students are analyzed. The effects of participation in a first year experience (FYE) course and of entry level academic preparation (ELAP) on retention and graduation are examined, both descriptively and with discrete-time survival analyses. Although descriptive results support the efficacy of the FYE, survival analyses calls into question whether any unique variability beyond ELAP is attributable to FYE. Alternative hypotheses to explain the results and plans of new research for further exploration are presented.

scholarly journals The formation of a professionally-oriented communicative competence of foreign students-economists by means of distance technologies

2019 ◽  
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Learning System ◽  
First Year ◽  
Special Role ◽  
Full Time ◽  
Language Training

The article deals with the use of foreign language distance learning for first-year foreign students of economic specialties. The implementation of distance learning is one of the ways to modernize the education in Ukraine in the context of globalization and the intensive development of information technologies. Distance technologies are now widely used in many fields of education, especially when teaching a foreign language to inophones. Creating an effective learning system, based on information technology, is an urgent task at all levels of education. One of the systems focused on the professional development of future specialists is the system of teaching students a foreign language using information technology. The possibilities of organizing the educational process are not limited to traditional and distance learning. There is a significant educational sector in which distance learning cannot be fully applied, but individual elements of e-learning can be used (in particular, distance learning technologies). It is referred to full-time and part-time (1-2 courses) forms of higher education. The mixed learning has become a special role as a more perfect model of the educational process organization, which takes the advantage of distance learning and compensates for these disadvantages. To improve the organization of the educational process for the language training of foreign students, we consider appropriate to use the materials of distance courses in the models of mixed learning. The options for integrating distance learning into the traditional system of language training for foreigners in the mixed learning models have been analyzed. When integrating the model into a traditional educational process at this stage of foreigners' training, it is suggested to use the distance course developed by us with the prevailing classroom component, because the degree of students' independent work in learning the teaching material of the discipline in the first year is not high. The structure and content of the distance course «Foreign Language» (educational-professional sphere of communication connection), designed on the Moodle platform, are considered in the article. The importance of using distance technologies in the process of organizing language training for foreign students is noted. It contributes to the formation of professional competence of future specialists in the field of economics.

scholarly journals HEALTH MONITORING OF STUDENTS OF THE III FUNCTIONAL GROUP FOR CONTROLLING AND DESIGNING EDUCATIONAL ENVIRONMENT (PHYSICAL EDUCATION) IN A NON-SPORT UNIVERSITY

2020 ◽  
Vol 19 (4) ◽  
pp. 78-91
Author(s):  
V Lebedinsky ◽  
O Kuzmina ◽  
M Kudryavtsev ◽  
V Gruzenkin ◽  
T Arutunian
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
General Education ◽  
Functional Group ◽  
Physical Development ◽  
First Year ◽  
Positive Trend ◽  
Full Time ◽  
The Third ◽  
Vacation Period

Aim. The purpose of the article is to study the physical development and physical fitness of students of the III functional group under lack of physical activity and in the conditions of organized classes in a technical university. Materials and methods. The sample included 11 490 full time students (6051 males and 5439 females) aged 17–21 years. The study of physical deve­lopment and physical fitness was conducted in two stages. In all participants, anthropometric and physiometric health data were recorded. These data were studied in dynamics from the 1st to the 4th year. The obtained data were examined stage-by-stage during the academic year and vacation period. Results. Significant differences were obtained in the physical development of girls in terms of weight and height by the end of the third year. The values of the Stange and Gench tests improved by the end of the first year. However, by the end of the second year, the negative dynamics was detected. The results of the Genchtest significantly improved by the end of the fourth year. The study of physical fitness revealed significant positive dynamic in the development of speed and a significant decrease in strength preparedness by the end of the fourth year. By the end of the first year, strength endurance became significantly higher compared with the data obtained at the time of the beginning of training. By the end of the third year endurance decreased significantly. Conclusion. Young people who regularly engage in physical activity during the first two years at the university have a positive trend in most indicators of physical development and physical fitness. Lack of motor activity, caused by a decrease in the number of classes provided for by the general education program, significantly affects endurance, speed, the development of strength (static endurance of the muscles of the shoulder girdle and dynamic strength of the muscles of the lower extremities), speed and strength qualities (6th and 8th semesters), flexibility.

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