1995 Presidential Address: What Sociologists are Learning about the Next Generation of Students: Are We Prepared to Teach in the 21st Century?

1996 ◽  
Vol 39 (4) ◽  
pp. 437-446 ◽  
Author(s):  
Jane E. Prather
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Collective Behavior ◽  
Presidential Address ◽  
Value Added ◽  
School Age Children ◽  
School Age ◽  
Educational Crisis ◽  
Educational Challenges ◽  
University Level

Predicting that by the 21st century the majority of students will not be prepared for university level curricula, this address raises a major challenge to sociologists: what action are we willing to take now to improve the preparation of future students? Smelser's value-added theory of collective behavior provides the framework for examining this educational crisis. Analyses of the learning environments of the very young and school-age children and of the school difficulties of teenagers provide evidence that an educational crisis is imminent. In closing, I suggest actions sociologists can advocate to meet the educational challenges of the next century.

scholarly journals Changes in the conditioning-motor sphere in the XX century and two decades of the XXI century (review)

2020 ◽  
Vol 64 (4) ◽  
pp. 151-168
Author(s):  
V.I. Lyakh ◽  
◽  
D. Gerchuk ◽  
I.Yu. Mikhuta ◽  
◽  
...  
Keyword(s):  
Children And Adolescents ◽  
20Th Century ◽  
21St Century ◽  
Secular Trend ◽  
School Age Children ◽  
School Age ◽  
The World

The article (review) presents change tendencies in the indicators of different conditioning abilities (speed, strength, speed-strength, endurance, flexibility) of children and adolescents aged 7-18 years old of both sexes in different countries of the world. In most studies, up to the mid-80s of the last century, scientists from different countries of Europe, Asia, America, demonstrated positive secular trend of increase. After that time, the comparison of indicators of different conditioning abilities of school-age children and their peers at the end of the 20th century and the first two decades of the 21st century in different countries has already shown a distinct deteri oration. The reasons for this unfavorable tendency are discussed and recommendations for its improvement are given

Educational Challenges of School-Age Children in Skipped Generation Households in Nigeria

2021 ◽  
pp. 0192513X2110307
Author(s):  
Bayode I. Popoola ◽  
Funmi Togonu-Bickersteth ◽  
Joshua Aransiola ◽  
Akinjide Akintomide ◽  
Opeyemi Ekundayo
Keyword(s):  
Ethnic Groups ◽  
School Attendance ◽  
Survey Design ◽  
Family Context ◽  
School Age Children ◽  
School Age ◽  
Design Data ◽  
Nigerian Children ◽  
Educational Challenges ◽  
Descriptive Survey

The article investigated educational challenges of Nigerian children raised in an unusual family context, the skipped generation households (SGHs). Specifically, it determined the proportion of school-age children in SGHs enrolled in schools and investigated children’s perception of the effect of SGHs on their education. The study adopted a descriptive survey design. Data were collected from 2144 indexed children from the three major ethnic groups in Nigeria. The results showed that 88.2% of children in SGHs were enrolled in schools, and that significant regional variations existed in school attendance by the children. Specific educational challenges of the children in SGHs included having to do assignment alone, not getting enough time to study, difficulty in paying school fees, and late coming to school. The article brought to the fore the need for government to improve the welfare of children raised in SGHs in order to mitigate the educational challenges confronting them.

Parent Training Programs for School-Age Children With Autism: A Systematic Review

2017 ◽  
Vol 39 (4) ◽  
pp. 243-256 ◽  
Author(s):  
Marie E. Black ◽  
William J. Therrien
Keyword(s):  
Parent Training ◽  
Value Added ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Positive Effects ◽  
Children With Asd ◽  
Added Benefit

Parent training (PT) is widely used with families of children with autism spectrum disorder (ASD), and its benefits for young children and their parents have been documented. However, no reviews have examined the use of PT within interventions delivered to older children with ASD or investigated the added benefit of including a PT component in these interventions. Therefore, the purpose of this review is to explore the state of research regarding the inclusion of PT in interventions for school-age children with ASD and to determine the value added to these interventions by including a PT component. Fifteen PT studies examining 622 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for interventions that included PT. Importantly, three studies isolating the added benefit of PT demonstrated an effect size (ES) of 0.33, 95% confidence interval (CI) [0.05, 0.61], indicating the value added to interventions by including parents. More research is needed to understand the development of effective PT, its components, and how to best design these programs to benefit school-age children with ASD.

scholarly journals The metabolic syndrome among preschool and school age children and adolescents in Crete in the first decade of the 21st century

HORMONES ◽  
2014 ◽  
Author(s):  
Christos Hatzis ◽  
Christopher Papandreou ◽  
Dimitra Sifaki-Pistolla ◽  
Christine Jildeh ◽  
Anthony Kafatos
Keyword(s):  
Metabolic Syndrome ◽  
Children And Adolescents ◽  
21St Century ◽  
School Age Children ◽  
School Age ◽  
The Metabolic Syndrome

scholarly journals Makerspaces, flexible and inclusive learning environments. A scoping review

2021 ◽  
Vol 21 (2) ◽  
pp. 78-92
Author(s):  
Laura Menichetti ◽  
Silvia Micheletta
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Scoping Review ◽  
Scientific Literature ◽  
Experimental Studies ◽  
Children And Youth ◽  
School Age Children ◽  
School Age ◽  
Inclusive Learning ◽  
The Creation

The contribution analyzes the scientific literature from 2000 to 2021 to determine in which training contexts makerspaces are used and for what purposes, for preschool and school age children and youth. The scoping review shows that many experiences are documented in literature, but few experimental studies exist. However, the examples collected, of a constructionist nature, show some privileged areas of intervention: makerspaces are recognized as a valid tool for the development of problem solving and creativity skills, for a more conscious application in the technical-scientific-artistic disciplines, for the creation of inclusive contexts, in situations of social disease or of people more frequently excluded and underrepresented.   Makerspace, ambienti di apprendimento flessibili e inclusivi. Una scoping review Il contributo analizza la letteratura scientifica dal 2000 al 2021 per determinare in quali contesti formativi siano utilizzati i makerspace e con quali finalità, per bambini e ragazzi di età prescolare e scolare. La scoping review mostra che in letteratura sono documentate molte esperienze, ma esistono pochi studi sperimentali. Gli esempi raccolti, di stampo costruzionista, mostrano però alcune aree privilegiate di intervento: i makerspace sono riconosciuti come valido strumento per lo sviluppo di competenze di problem solving e creatività, per una più consapevole applicazione nelle discipline tecnico-scientifiche-artistiche, per la realizzazione di contesti inclusivi soprattutto in situazioni di disagio sociale o di persone più frequentemente escluse e sottorappresentate.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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