scholarly journals Adult Immigrants’ Perceptions of Career and Vocational Education and Factors Influencing Their Decision to Peruse a Vocational Programme of Study

2018 ◽  
Vol 5 (12) ◽  
pp. 5132-5139
Author(s):  
Awal Mohammed Alhassan
Keyword(s):  
Adult Learners ◽  
Secondary Schools ◽  
Immigrant Students ◽  
Academic Program ◽  
Guidance Programs ◽  
School Counsellors ◽  
Individual Decisions ◽  
Teachers And Parents ◽  
Adult Immigrants ◽  
Vocational Programme

This study was conducted with 400 students and 8 secondary school counsellors to find out factors that affect decision making of adult immigrant students from secondary schools with regard to their career and vocational study choices in Akershus county of Norway. Three sets of questionnaires were employed to gather the data. Descriptive statistics was used to analyze the data. The study revealed that the adult learners were satisfied to make individual decisions based on their personal evaluations of interests, abilities and capabilities more than any other factors such as school counsellors, teachers and parents. While the choices of vocational study of these adult learners was based on school counsellors` influence and other socioeconomic factors, academic program choices was based on self- motivation and interest. The study recommends the involvement of all stakeholders by the school counsellors to improve the implementation of career and vocational guidance programs for adults in all secondary schools.

Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe

2017 ◽  
Vol 7 (3) ◽  
pp. 117-125
Author(s):  
Lwazi Sibanda ◽  
Mabhena Mpofu
Keyword(s):  
Secondary Schools ◽  
Role Models ◽  
Structured Interviews ◽  
Discipline Practices ◽  
Positive Discipline ◽  
School Counsellors ◽  
Group Interviews ◽  
Teachers And Parents ◽  
Training Programmes ◽  
School Heads

AbstractThe study assessed factors constraining use of positive discipline practices in Mzilikazi District Secondary Schools. Qualitative approach and case study design were employed. Purposively selected participants from four secondary schools comprised four school heads; twenty members of the disciplinary committee, four school counsellors, forty prefects and four School Development Committee chairpersons. Data analysed thematically were collected using face to face semi-structured interviews and focus group interviews. Results revealed that lack of role models, ineffective communication, not rewarding positive behaviour, ineffective monitoring and inadequate financial resources constrained use of positive discipline practices in selected schools. The study concluded that factors that constrained use of positive discipline practices in schools mainly emanated from teachers, learners, parents and the members of the community. It is recommended that schools should initiate training programmes for teachers and parents to positively influence their discipline practices in enhancing use of positive discipline practices.

Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Work Experience ◽  
Adult Learner ◽  
Educational Aspirations ◽  
Academic Program ◽  
Extrinsic Factors ◽  
Learner Motivation ◽  
Post Secondary

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

2018 ◽  
Vol 69 (1) ◽  
pp. 3-23 ◽  
Author(s):  
Calonie M. K. Gray
Keyword(s):  
Social Capital ◽  
Adult Learners ◽  
Latent Class ◽  
Service Providers ◽  
Education Needs ◽  
International Assessment ◽  
Using Data ◽  
Adult Immigrants ◽  
Human And Social Capital ◽  
The U.S

With the U.S. adult education system providing education services to millions of immigrants annually, understanding the unique skills and assets among adult immigrant learners is important. Using data from the U.S. Program for the International Assessment of Adult Competencies, this study used data on immigrants ( n = 1,873) to identify latent classes along dimensions of human and social capital. Latent class analysis indicated five discrete profiles: High Opportunity, Upskill Ready, Satisfactorily Skilled, Motivated and Engaged, and Highly Skilled. The results provide support for using customized education approaches to capitalize on the collection of assets adult learners have while concurrently increasing education service providers’ capacity to serve.

scholarly journals An Investigation of the Relationship between Counselling Services and Adjustment of School-aged Children–in-Transition in Junior Secondary Schools in Ogun State, Nigeria

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ojo Yetunde Abiola ◽  
Ogunmilugba Bamidele Joke
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Sampling Technique ◽  
Junior Secondary Schools ◽  
School Aged Children ◽  
Counselling Services ◽  
Ogun State ◽  
School Counsellors ◽  
Junior Secondary ◽  
Effective Delivery

The crux of this study is to examine the role of counselling services in fostering adjustment of school-aged children-in-transition in junior secondary schools in Ogun state, Nigeria. Using simple random and purposive sampling technique, three hundred samples (males= 133 and females=167) of school-aged children with mean age 10.96 participated in the study. Respondents filled two standardized instruments which are School Counselling Services Scale (SCSS) and Student Adjustment Scale (SAS). Data were analysed using Pearson product moment correlation and t-test at 0.05 level of significance. Result revealed that counselling services was perceived to be an effective tool in fostering adjustment of school-aged children–in-transition in junior secondary schools. Consequent upon this, government, policy makers as well as school counsellors should ensure the efficient and effective delivery of counselling services in secondary schools for new students transitioning from primary schools to junior secondary schools.

scholarly journals Effect of School Management on Students’ Perceived Academic Achievement among Seventh-Day Adventist Secondary Schools in North-East Tanzania

2020 ◽  
Vol 1 (3) ◽  
pp. 105-110
Author(s):  
Emmanuel Allen Senguo ◽  
Onesto Ozias Ilomo
Keyword(s):  
Academic Achievement ◽  
Decision Making ◽  
Secondary Schools ◽  
School Leaders ◽  
School Management ◽  
Seventh Day Adventist ◽  
Effective School ◽  
Managerial Practices ◽  
North East ◽  
Teachers And Parents

This study investigated the effect of school management on students’ perceived academic achievement among Seventh- day Adventist secondary schools in in North-East Tanzania. The study employed survey research design, whereby a self-administered questionnaire was distributed to 311 randomly selected students and their responses were analyzed through the Statistical Package for Social Sciences. The study established that school management was effective in planning, motivating and encouraging students to work hard toward maximized academic achievement. However, the school management was perceived ineffective in accepting ideas from students and involving parents in decision making. Students were satisfied with their academic achievement and believed that their academic competence keeps increasing from day to day but were undecided whether teachers and parents are satisfied with their academic achievement. Finally, students’ academic achievement is positively influenced by effective school management. Based on the conclusions, the researchers recommended that, while school management is effective in planning, motivating and encouraging students to work hard toward maximized achievement, the school leaders need to improve on acceptance of constructive ideas from students and involving parents in decision making processes. While students were satisfied with their academic achievement and they were undecided whether teachers and parents are satisfied with their academic achievements, there is a need to enhance the interaction between students and their parents and teachers for them to grasp how parents and teachers perceive their academic achievement. Finally, while students’ academic achievement is positively influenced be effective school management, there is need for school leaders to improve their managerial practices which will enhance the level of academic achievement by students in the respective schools.

scholarly journals Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools

2000 ◽  
Author(s):  
Jorge Ruiz-de-Velasco ◽  
Michael Fix ◽  
Beatriz Chu Clewell
Keyword(s):  
Secondary Schools ◽  
Immigrant Students

Using Materials in Refugee and Immigrant Adults' Heritage Languages in Instruction

2020 ◽  
pp. 422-447
Author(s):  
Fernanda Minuz ◽  
Belma Haznedar ◽  
Joy Kreeft Peyton ◽  
Martha Young-Scholten
Keyword(s):  
Adult Learners ◽  
Heritage Language ◽  
Literacy Learning ◽  
Cultural Integration ◽  
Formal Schooling ◽  
Heritage Languages ◽  
Language Resource ◽  
Reading Materials ◽  
Adult Immigrants ◽  
Community Access

There has been a shift in receiving countries and their education programs for adult immigrants around the world. A complete focus on immigrants' cultural integration and learning of the language of the country has shifted to an understanding that supporting heritage language maintenance benefits adults with little or no formal schooling in that language, including a more nuanced sense of identity, stronger second language (L2) and literacy learning, and confidence in supporting the schooling of the younger members of their communities. Teachers and tutors need, but lack, professional development focused on implementing instructional approaches that incorporate this new focus and on using reading materials in learners' languages. This chapter describes a new Online Heritage Language Resource Hub, which gives teachers, tutors, adult learners, and younger members of the community access to materials in hundreds of immigrants' languages. It also provides teachers ways to use the reading materials in the Hub in their classes with adult learners.

Enhancing Guidance and School Counselling Consultation Services from a Self-system Psychological Perspective

2002 ◽  
Vol 12 ◽  
pp. 11-20 ◽  
Author(s):  
Ian Hay
Keyword(s):  
The Self ◽  
Psychological Perspective ◽  
Professional Relationship ◽  
Consultation Process ◽  
School Counsellors ◽  
Stress Coping Strategies ◽  
Teachers And Parents ◽  
System Variables ◽  
Consultation Services ◽  
Self System

This paper reviews consultation between school guidance counsellors and teachers and parents from a self-system psychological perspective. From this perspective factors, such as self-serving bias, self-enhancement, self-verification, sense of control, and stress coping strategies all impact on the consultation process. The paper addresses the challenge of understanding and minimising the negative ramifications of the self-system factors and suggests strategies that can help build a positive professional relationship. The paper explores the interactions between the self-system variables and behaviour so that guidance and school counsellors are in a better position to monitor their interactions and work more effectively with a range of consultees.

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