scholarly journals Students’ Sense of Belonging: The Development of a Predictive Retention Model

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Glenn M. Davis ◽  
Melissa B. Hanzsek-Brill ◽  
Mark Carl Petzold ◽  
David H. Robinson
Keyword(s):  
Student Persistence ◽  
Sense Of Belonging ◽  
Positive Impact ◽  
Educational Institutions ◽  
First Year ◽  
Retention Model ◽  
Academic Factors ◽  
Social Belonging ◽  
Transition Points ◽  
Student Belonging

Educational institutions increasingly recognize the role that student belonging plays in retention. Many studies in this area focus on helping students improve a sense of belonging before they matriculate or identifying belonging as a reason for their departure. This study measures students’ sense of belonging at key transition points during the first year and finds that social belonging and academic performance are both strong predictors of retention that are not necessarily correlated. These results suggest that a comprehensive, focused outreach protocol that encompasses both social and academic factors could have a positive impact on student persistence.

ANALYSIS OF THE STRUCTURE AND DYNAMICS OF VERBAL FUNCTIONS FOR THE FIRST YEAR AFTER ISCHEMIC STROKE

2019 ◽  
pp. 19-23
Keyword(s):  
Ischemic Stroke ◽  
Speech Therapy ◽  
Positive Impact ◽  
Speech Disorders ◽  
First Year ◽  
Structure And Dynamics ◽  
Speech Therapist ◽  
Late Recovery ◽  
Verbal Functions ◽  
Stationary Period

The results of psycho-correction speech therapy are analyzed in dynamics in 78 patients with varying severity and various forms of speech disorders in the early and late recovery periods of ischemic stroke. The effectiveness of conducting classes during the stay of patients in a neurological hospital and the positive impact of these exercises in the inpatient period (outpatient classes, classes at home with a speech therapist and trained relatives) are shown. Patients who did not conduct speech recovery classes during the inter-stationary period showed a decrease in speech activity, in some even a negative dynamic.

Factors which Influence Students Enterpreneurship Intentions: The Role of Education Programs, Subjective Norms and Perceived Behavioral Control

2017 ◽  
Vol 7 (1) ◽  
pp. 173-179
Author(s):  
Elona Cera ◽  
Nevila Furxhiu
Keyword(s):  
Public Administration ◽  
Positive Impact ◽  
Behavioral Control ◽  
Subjective Norms ◽  
The Other ◽  
First Year ◽  
Perceived Behavioral Control ◽  
Education Programs ◽  
The Empirical Analysis

Abstract The entrepreneur aim is a very important factor, which is considered as a key element in youth employment and the development of the country's welfare. Literature suggests that same of factors which influence enterpreneurship intention are educatin programs, subjective norms and perceived behavioral control. This study was conducted based on an intentional sample, which consisted of master's student, respectively the first year Business Administration and Public Administration, in Economic Faculty of Tirana University. The sample is composed with 63 people. The empirical analysis is based in the main two elements: first, the use of a standardized instrument and secondly, statistical analysis, factor analysis, correlation and linear regression. The study shows that education programs and subjective norms don’t relate positively with the entrepreneur aim. On the other hand, it emerges that perceived behavioral control has a positive impact on the development of entrepreneurial goal.

scholarly journals Perceived Impact of a Longitudinal Leadership Program for All Pharmacy Students

2014 ◽  
Vol 5 (3) ◽  
Author(s):  
Jane R. Mort ◽  
Joe D. Strain ◽  
David L. Helgeland ◽  
Teresa M. Seefeldt
Keyword(s):  
Positive Impact ◽  
Leadership Skills ◽  
Pharmacy Students ◽  
First Year ◽  
Leadership Perceptions ◽  
Leadership Program ◽  
Leadership Potential ◽  
Professional Business ◽  
Perceived Impact

Objective: To describe a longitudinal leadership program involving all students and report the perceived impact. Design: The program included a first year Leadership Interview, a third year Report of Leadership, and a fourth year Professional Business Meeting Attendance. Activities involved guided reflection. Assessment: Students (n=138) indicated the activities helped them recognize the importance of leadership and their leadership potential (e.g., 72.5% and 62.3% of students due to meeting attendance, respectively). Students participated in leadership activities that they would not have pursued otherwise, either in response to the activity (27.7% due to interview) or as a requirement of the activity (51.1% for leadership report). Students reported developing specific leadership skills through the activities. Most students planned to be involved in a district/regional (72.5%), state (84.1%), and national (51.4%) meeting in the five years following graduation. Conclusion: Students reported a positive impact on leadership perceptions and participation. The report is a preliminary step in the development and assessment of a longitudinal curricular initiative involving all pharmacy students.   Type: Case Study

scholarly journals La profesionalización de estudiantes universitarios, a través de acciones del Colegio de Contadores Públicos, Caso: UII, UTT, CESUR de la UAS

2019 ◽  
pp. 1-18
Author(s):  
José David MARTÍNEZ-CASTRO ◽  
Severo JIMÉNEZ-ARTEAGA ◽  
Andrés ULTRERAS RODRÍGUEZ
Keyword(s):  
Social Services ◽  
Baja California ◽  
Positive Impact ◽  
Professional Practices ◽  
Educational Institutions ◽  
Academic Improvement ◽  
Academic Achievements ◽  
Public Accountants ◽  
The Government ◽  
Estudiantes Universitarios

The College of Public Accountants of Baja California A.C is a civil association affiliated with the Mexican Institute of Public Accountants which was constituted through the protocol act dated July 18, 1958 following the regulations of the Civil Code of the state of Baja California. It is an organization that though its diverse regulated commissions have conjugated the academic improvement of the students in the Accounting program of multiple educational institutions dedicated to higher education in Tijuana Baja California Mexico, guiding the future professionals of the career into an adequate environment for their growth and consolidation of the standards of educative quality. In the presented work, the results such as that students have improved their academic achievements adhering freely and voluntarily to this collective body elevating their sociocultural level. This causing positive impact in the terminal efficiency and the placement in the labor market. They describe occurred actions through the Government Commission of Accounting that has caused an impulse in the students to develop favorably their integral formation, promoting them in theoretic workshops offering dictated materials fortifying the conditions in order to endorse various stages from social services, the professional practices where they provide their educative knowledge to solve company problems. Lastly, they are promoted, among the collage, the labor insertion under appropriate conditions that will better their economy and promote the students to participate in their communities once obtaining the experience of the accounting profession. This alignment allows for the Educative Institutions to count on enough evidence in order to allow the process of evaluation and accreditation in a solid and sustainable manner. Allowing the students to move forward hand in hand with the professional practices with ethics and values that the College of Public Accountants of Baja California A.C promotes.

scholarly journals Let’s Chat - A fresh take on the invaluable role of peer-to-peer conversation in student engagement, participation and inclusion

2017 ◽  
Vol 8 (2) ◽  
pp. 107-111
Author(s):  
Rosalind McFarlane ◽  
Marta Spes-Skrbis ◽  
Anne Taib
Keyword(s):  
Intercultural Communication ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Peer To Peer ◽  
Student Feedback ◽  
First Year ◽  
Spoken English ◽  
Current Trends ◽  
Peer Conversation

This session reports on Monash University’s recently developed Let’s Chat program, delivered at three campuses as a modularised, peer learning opportunity for students from first year to PhD. Involving 3,591 student participants and facilitators in 2015 and 2016, the program responds directly to student feedback and recommendations. Let’s Chat maximises opportunities for peer-to-peer interaction with the aim of increasing participants’ confidence and competence in spoken English and intercultural communication. Informed by current trends in student-centred and peer-assisted learning theory, TESOL and intercultural communication, Let’s Chat is quickly establishing itself as an effective approach to supporting student participation, engagement and sense of belonging in diverse teaching and learning contexts and communities. The session presents a snapshot of the genesis of the program; an evaluation of its implementation; and a summary of emerging outcomes. The session also engages participants in a conversation about how this model might be replicated in other settings.

scholarly journals The effects of CLIL on mathematical content learning: A longitudinal study

2016 ◽  
Vol 6 (2) ◽  
pp. 319-337 ◽  
Author(s):  
Jill Surmont ◽  
Esli Struys ◽  
Maurits Van Den Noort ◽  
Piet Van De Craen
Keyword(s):  
Foreign Language ◽  
Positive Impact ◽  
Traditional Education ◽  
Metalinguistic Awareness ◽  
First Year ◽  
Educational Approach ◽  
Content Learning ◽  
Mathematical Performance ◽  
Short Period ◽  
Insight Into

Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

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