scholarly journals Effectiveness of an after-school English program at a community childcare center in Korea

2021 ◽  
Vol 6 (2) ◽  
pp. 111-127
Author(s):  
Justin Suh ◽  
Alison Allen ◽  
Kyunghee Chae
Keyword(s):  
High School Students ◽  
Survey Data ◽  
Low Income ◽  
Online Survey ◽  
English Education ◽  
After School ◽  
Data Set ◽  
Childcare Centers ◽  
English Program ◽  
Childcare Center

Community childcare centers in Korea are established mainly for students from low-income family for the purpose of protecting and educating children in the community. English program is one of the most important program at the centers. This study investigated the effectiveness of an after-school English program at a community childcare center in a region of Seoul, Korea. Students registered in this English program were encouraged to participate in an online survey using a google form to fill out the questionnaire via a computer or mobile phone. Survey questions included effectiveness of the program, students’ satisfaction, and most helpful class activity for learning English. A semi-structured interview was conducted to gather students’ views on the program. Nine students among who completed online survey and volunteered for interview. Collected survey data were statistically analyzed using SAS Enterprise Guide 7.12. Final survey data set includes 11 respondents. The overall satisfaction with the after-school English program was high for both contents and effectiveness. High school students and student who participated in the program for more than six months chose the free conversation activity as the most helpful. The mean score for debates was the highest among all activities for English writing. The survey provided an opportunity for students to report their levels of satisfaction with the program. Results of this study indicate that students are satisfied with the English program at the community childcare centers overall and, that the performance of the lecturer can be categorized very well.  This study provides insights into the need and direction of English education for students from low-income families. This study will serve as a basis to develop specialized and quality English programs for successful English learning of low-income students, and facilitate the continuous improvement process.

scholarly journals Do Career-Engaging Courses Engage Low-Income Students?

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110533
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried ◽  
Daniel J. Klasik
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
School Engagement ◽  
Low Income Students ◽  
School Students ◽  
Data Set ◽  
Career And Technical ◽  
Nationally Representative ◽  
Do So

Encouraging school engagement is crucial to promoting positive outcomes for high school students. One potential means to promote school engagement may be through career and technical education (CTE) coursework, which is specifically designed to be educationally engaging, particularly for vulnerable populations such as those from low-income backgrounds. Yet, little is known about whether these courses do in fact link to higher school engagement. Through analysis of the High School Longitudinal Study of 2009—a nationally representative data set—we explored the link between STEM-focused CTE (STEM-CTE) coursetaking and school engagement for low-income students. To do so, we employed an instrumental variable estimation technique and found that taking STEM-CTE courses related to higher school engagement for low-income students. We conclude with a discussion of implications for students, practitioners, and policymakers.

Dealing with disturbances: Intervention and adaptation in Finnish neighbourhoods

Urban Studies ◽  
2017 ◽  
Vol 54 (16) ◽  
pp. 3755-3771
Author(s):  
Antti Kouvo ◽  
Risto Haverinen
Keyword(s):  
Qualitative Research ◽  
Survey Data ◽  
Low Income ◽  
Social Dynamics ◽  
Future Research ◽  
Data Set ◽  
Strong Ties ◽  
Different Types ◽  
Detached House ◽  
Nationally Representative

This article investigates neighbourhood social dynamics with the help of two attitude dimensions discovered in earlier qualitative research: the threshold of intervention and adaptation. The data come from a nationally representative Finnish Neighbourhood Survey ( N = 760) conducted in 2012. Our results show that adaptation and intervention characterise neighbourhood interaction in our survey data set as well. The threshold of intervention is higher among the residents of detached houses and those without strong ties in the neighbourhood. Adaptation is associated with low income and living in a detached house. However, different types of neighbours created on the basis of adaptation and intervention provide a richer picture of the phenomenon and more powerful explanations. The suggestions for future research and theoretical implications of the results are discussed.

scholarly journals ‘We barely survived’: Social work students’ mental health vulnerabilities and implications for educators, universities and the workforce

2018 ◽  
Vol 30 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Susan Gair ◽  
Len Baglow
Keyword(s):  
Mental Health ◽  
Social Work ◽  
University Students ◽  
Low Income ◽  
Online Survey ◽  
Social Work Students ◽  
Work And Family ◽  
Student Survey ◽  
Data Set ◽  
The Impact

INTRODUCTION: Evidence is mounting that poverty and psychological stress among university students are common and the mental health of university students is a topic of increasing attention.METHODS: In late 2015, 2,320 social work students from 29 Australian universities completed an online survey on the impact of low income on students’ daily lives and study success.FINDINGS: Overall, students revealed financial hardships and a precarious balancing act of study, limited finances, paid work and family. Some students revealed the impact of these hardships on their mental health and wellbeing. Undertaking compulsory field placement increased students’ financial stresses and exacerbated mental health vulnerabilities.CONCLUSIONS: The qualitative findings reported here draw on students’ responses within the larger student survey data set where mental health impacts were reported. These findings have implications for universities, social work education, field

scholarly journals Maintaining rigorous standards while collecting online social survey data for conservation

2020 ◽  
Author(s):  
Chloe Wardropper ◽  
Ashley A. Dayer ◽  
Madeline S. Goebel ◽  
Victoria Y. Martin
Keyword(s):  
Data Collection ◽  
Survey Data ◽  
Low Income ◽  
Online Survey ◽  
Survey Methods ◽  
National Study ◽  
Sampling Frame ◽  
Social Scientists ◽  
High Quality ◽  
Social Survey

The coronavirus (COVID-19) pandemic is impacting the environment and conservation research in fundamental ways. For conservation social scientists, the pandemic has necessitated swift changes to research methods, including shifting away from in-person data collection. Social survey data are key to integrating perspectives and knowledge from a variety of social actors in order to more effectively manage and conserve ecosystems. In-person survey methods have long been considered an indispensable approach for reaching certain populations (e.g., low-income), those without an available sampling frame (e.g., birders), or those defined by place (e.g., park visitors). However, these methods became infeasible for many researchers during the pandemic, as they may during other times of social upheaval. Additionally, response rates across multiple survey modes have been steadily declining over decades, requiring that researchers consider new approaches. Conservation social scientists are now turning to online surveys at a rapid rate, but they must do so while ensuring rigor in this data collection mode. Further, they must address a suite of unique challenges, such as the increasing use of mobile devices by participants and avoiding bots or other survey fraud. This paper charts a course for high-quality online survey research for conservation social scientists through review of recent literature and our own experiences as survey researchers. We provide direction for scientists moving their surveys online, with examples from a recent national study of people who feed wild birds, in which an online survey was implemented through a survey panel and a sample generated via a project participant list. We also make recommendations for research funders, journal editors, and policymakers using survey-based science, who can all play a role in assuring that high-quality survey data are used to inform effective conservation programs and policies.

Light touch, heavy hand: principals and data-use PLCs

2017 ◽  
Vol 55 (4) ◽  
pp. 376-389 ◽  
Author(s):  
Alice Huguet ◽  
Caitlin C. Farrell ◽  
Julie A. Marsh
Keyword(s):  
Professional Learning ◽  
Low Income ◽  
Equal Opportunity ◽  
Data Use ◽  
Opportunity To Learn ◽  
School Level ◽  
Comparative Case Study ◽  
Data Set ◽  
Content Type ◽  
Principal's Role

Purpose The use of data for instructional improvement is prevalent in today’s educational landscape, yet policies calling for data use may result in significant variation at the school level. The purpose of this paper is to focus on tools and routines as mechanisms of principal influence on data-use professional learning communities (PLCs). Design/methodology/approach Data were collected through a comparative case study of two low-income, low-performing schools in one district. The data set included interview and focus group transcripts, observation field notes and documents, and was iteratively coded. Findings The two principals in the study employed tools and routines differently to influence ways that teachers interacted with data in their PLCs. Teachers who were given leeway to co-construct data-use tools found them to be more beneficial to their work. Findings also suggest that teachers’ data use may benefit from more flexibility in their day-to-day PLC routines. Research limitations/implications Closer examination of how tools are designed and time is spent in data-use PLCs may help the authors further understand the influence of the principal’s role. Originality/value Previous research has demonstrated that data use can improve teacher instruction, yet the varied implementation of data-use PLCs in this district illustrates that not all students have an equal opportunity to learn from teachers who meaningfully engage with data.

scholarly journals Experiences and impact of international medical volunteering: a multi-country mixed methods study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e041599 ◽  
Author(s):  
Mary McCauley ◽  
Joanna Raven ◽  
Nynke van den Broek
Keyword(s):  
Low Income ◽  
Online Survey ◽  
Positive Impact ◽  
Healthcare Providers ◽  
International Medical ◽  
Middle Income ◽  
Use Of Resources ◽  
The Uk ◽  
Medical Volunteers ◽  
The Impact

ObjectiveTo assess the experience and impact of medical volunteers who facilitated training workshops for healthcare providers in maternal and newborn emergency care in 13 countries.SettingsBangladesh, Ghana, India, Kenya, Malawi, Namibia, Nigeria, Pakistan, Sierra Leone, South Africa, Tanzania, UK and Zimbabwe.ParticipantsMedical volunteers from the UK (n=162) and from low-income and middle-income countries (LMIC) (n=138).Outcome measuresExpectations, experience, views, personal and professional impact of the experience of volunteering on medical volunteers based in the UK and in LMIC.ResultsUK-based medical volunteers (n=38) were interviewed using focus group discussions (n=12) and key informant interviews (n=26). 262 volunteers (UK-based n=124 (47.3%), and LMIC-based n=138 (52.7%)) responded to the online survey (62% response rate), covering 506 volunteering episodes. UK-based medical volunteers were motivated by altruism, and perceived volunteering as a valuable opportunity to develop their skills in leadership, teaching and communication, skills reported to be transferable to their home workplace. Medical volunteers based in the UK and in LMIC (n=244) reported increased confidence (98%, n=239); improved teamwork (95%, n=232); strengthened leadership skills (90%, n=220); and reported that volunteering had a positive impact for the host country (96%, n=234) and healthcare providers trained (99%, n=241); formed sustainable partnerships (97%, n=237); promoted multidisciplinary team working (98%, n=239); and was a good use of resources (98%, n=239). Medical volunteers based in LMIC reported higher satisfaction scores than those from the UK with regards to impact on personal and professional development.ConclusionHealthcare providers from the UK and LMIC are highly motivated to volunteer to increase local healthcare providers’ knowledge and skills in low-resource settings. Further research is necessary to understand the experiences of local partners and communities regarding how the impact of international medical volunteering can be mutually beneficial and sustainable with measurable outcomes.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

scholarly journals Relationships among the Degree of Participation in Physical Activity, Self-Concept Clarity, and COVID-19 Stress in Adolescents

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 482
Author(s):  
Dae-Jung Lee
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Local Governments ◽  
Online Survey ◽  
Self Concept ◽  
Obsessive Compulsive ◽  
School Students ◽  
Compulsive Disorder ◽  
Negative Effect ◽  
State And Local

The COVID-19 pandemic situation threatens the health of people globally, especially adolescents facing mental problems such as depression, anxiety, and obsessive-compulsive disorder due to constant COVID-19 stress. The present study aimed to provide basic data highlighting the need to alleviate COVID-19 stress among adolescents by promoting physical activity participation and strengthening self-concept clarity (SCC). To examine the relationships among participation in physical activity, SCC, and COVID-19 stress in pandemic-like conditions, the study was conducted on middle and high school students aged 14 to 19 and an online survey was conducted on 1046 Korean adolescents (521 male and 525 female students in the preliminary survey and main survey). Frequency, reliability, confirmatory factor, descriptive, and path analyses were performed using SPSS and AMOS 18.0. Participation in physical activity exerted a positive effect on SCC (p < 0.001) as well as a negative effect on COVID-19 stress (p = 0.031). Our findings also indicated that SCC exerted a negative effect on COVID-19 stress (p < 0.001). Regular participation in physical activity and strong SCC are also fundamental elements for alleviating COVID-19 stress. Given these results, state and local governments and educational institutions should encourage youth to participate in sports by suggesting policies, providing guidelines, and offering education. Such information may allow adolescents to endure and overcome COVID-19 stress during this critical period of life.

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