scholarly journals Čimbenici otpornosti i iskustvo vršnjačkog nasilja

2021 ◽  
Vol 57 (2) ◽  
pp. 20-46
Author(s):  
Matea Belošević ◽  
Martina Ferić ◽  
Ivana Mitrić
Keyword(s):  
Youth Development ◽  
Department Of Education ◽  
California Department

Svrha je ovog rada utvrditi doprinos čimbenika otpornosti u objašnjenju doživljenog vršnjačkog nasilja kao temelju planiranja znanstveno utemeljenih intervencija za promociju pozitivnog razvoja/prevenciju rizičnih ponašanja mladih. Istraživanje je provedeno na uzorku od 1647 adolescenata iz Varaždinske županije, a raspon dobi kreće se od 14 do 19 godina. Za potrebe ovog rada korišten je Upitnik o demografskim podacima (izrađen za potrebe projekta), CTC Upitnik za učenike (Mihić, Novak i Bašić, 2010) i Modificirana verzija Resilience and Youth Development Module (California Department of Education, 1997). U svrhu ostvarivanja cilja ovog istraživanja od statističkih metoda i analiza korištena je logistička regresijska analiza. Provedenom logističkom regresijskom analizom utvrđeno je da se na temelju spola, dobi, individualnih čimbenika otpornosti (suradnja i komunikacija, samoučinkovitost, empatija, rješavanja problema, samosvijest, ciljevi i aspiracije), čimbenika otpornosti u okruženju vršnjaka (visoka očekivanja – prosocijalni vršnjaci, brižni odnosi), čimbenika otpornosti u obiteljskom okruženju (visoka očekivanja, brižni odnosi, smislena uključenost) te čimbenika otpornosti u zajednici (visoka očekivanja, brižni odnosi, smislena uključenost) zajedno može objasniti 13,8% doživljenog vršnjačkog nasilja barem jednom u posljednja četiri tjedna. Prediktori koji povećavaju vjerojatnost doživljenog vršnjačkog nasilja jesu ženski spol i empatija. S druge strane prediktori koji smanjuju vjerojatnost doživljenog vršnjačkog nasilja jesu suradnja i komunikacija, samoučinkovitost, visoka očekivanja – prosocijalni vršnjaci te brižni odnosi s vršnjacima i u obiteljskom okruženju.

scholarly journals Čimbenici individualne otpornosti i zadovoljstvo obiteljskim životom

2020 ◽  
Vol 56 (1) ◽  
pp. 73-84
Author(s):  
Matea Belošević ◽  
Martina Ferić
Keyword(s):  
Youth Development ◽  
Family Satisfaction ◽  
Department Of Education ◽  
California Department ◽  
Satisfaction Scale ◽  
Faces Iv

Svrha je ovoga rada istražiti povezanost koncepta individualne otpornosti i koncepta zadovoljstva obiteljskim životom kao temelja planiranja znanstveno utemeljenih intervencija za promociju pozitivnog razvoja/prevenciju rizičnih ponašanja djece i mladih. Istraživanje je provedeno na reprezentativnom uzorku od 4.821 učenika Grada Zagreba, a raspon dobi kreće se od 14 do 19 godina. Za potrebe ovog rada korištena je modificirana verzija Resilience and Youth Development Module (California Department of Education, 1997) i modificirana verzija Family Satisfaction Scale, FACES-IV (Olson i Gorall, 2006). U svrhu ostvarivanja ciljeva istraživanja korištene su sljedeće statističke metode i analize: Kolmogorov-Smirnovljev test, hi-kvadrat test, Pearsonov koeficijent korelacije, standardna jednostavna regresijska analiza i standardna višestruka regresijska analiza. Podaci dobiveni na temelju analize pokazuju kako postoje spolne razlike u odnosu na pojedine aspekte individualne otpornosti. Djevojke u odnosu na mladiće postižu više vrijednosti na aspektima empatije, suradnje i komunikacije te vještina rješavanja problema, dok mladići postižu više vrijednosti na aspektima samoučinkovitosti i samosvijesti od djevojaka. Nadalje, dobiveni rezultati pokazuju da postoje spolne razlike u zadovoljstvu obiteljskim životom i to na način da su mladići zadovoljniji obiteljskim životom u odnosu na djevojke. Rezultati istraživanja pokazuju da postoji srednje pozitivna povezanost između ispitivanih aspekata individualne otpornosti i zadovoljstva obiteljskim životom te da viša razina aspekata individualne otpornost sudionika istraživanja značajno predviđa njihovo zadovoljstvo obiteljskim životom.

Accountability in California Public Schools

1986 ◽  
Vol 8 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Mark Fetler
Keyword(s):  
Public Schools ◽  
Strong Support ◽  
Department Of Education ◽  
Federal Programs ◽  
California Department ◽  
School Officials ◽  
Individual School ◽  
Function Selection ◽  
Main Components ◽  
And Function

The California Department of Education has adopted a school accountability program with three main components: a statewide summary report, individual school performance reports, and local school self-reports of effectiveness. This article discusses implementation of the accountability program, its structure and function, selection of performance indicators, and recognition of schools. A survey of school officials found strong support for the concept of accountability, but weak agreement on the specific means used to implement it. Comparisons with other state and federal programs are drawn.

scholarly journals Translating Theory into Practice: Lessons Learned from Developing a Program Model to Foster Resiliency in Expectant and Parenting Youth

2020 ◽  
Vol 24 (S2) ◽  
pp. 132-140 ◽  
Author(s):  
Lissa Pressfield ◽  
Mary Campa ◽  
Karen Ramstrom ◽  
Sangi Kabadi ◽  
Catherine Lopez
Keyword(s):  
Youth Development ◽  
Program Development ◽  
State Government ◽  
Lessons Learned ◽  
Program Model ◽  
California Department ◽  
New Science ◽  
Implementation Evaluation ◽  
Multiple Components ◽  
Core Components

Abstract Purpose This paper describes the approach used to develop the Adolescent Family Life Program (AFLP) Positive Youth Development (PYD) Model within the structure of an existing state government-run program. Description The California Department of Public Health, Maternal, Child and Adolescent Health (CDPH/MCAH) Division undertook an innovative approach to develop a program model to help expectant and parenting youth build resilience. CDPH/MCAH started by assessing existing program efforts and theory to develop and test new strategies in the field, structure a program model, and build toward broader expansion and sustainability. CDPH/MCAH engaged local organizations from across the state, their staff and enrolled youth, experts, and evaluators in an iterative program development process to standardize an effective model that could be replicated and evaluated. Assessment Key lessons for program developers and administrators are to ensure adequate staffing with diverse expertise related to the topic and content to support the multiple components of program development and implementation, evaluation, and training; identify the guiding theory and framework early and link them with clearly articulated core components to ensure the final model reflects the intended purpose and is structured to support implementation; engage implementation staff on the ground and focus early and often on processes for supporting people through change. Conclusion The lessons learned can guide others working with existing programs to develop standardized program models or translate new science and theory into practice.

EXPRESS: Empowering Education with Crowdfunding: The Role of Crowdfunded Resources and Crowd Screening

2021 ◽  
pp. 002224372110335
Author(s):  
Chen Zhou ◽  
Manpreet Gill ◽  
Qiang Liu
Keyword(s):  
Academic Achievement ◽  
Critical Role ◽  
Department Of Education ◽  
Student Academic Achievement ◽  
California Department ◽  
Service Employees ◽  
Service Outcomes ◽  
Two Factors ◽  
Screening Effectiveness

Crowdfunding has emerged as a market-based solution to give frontline complex public service employees the opportunity to acquire resources by advertising project proposals for donor patrons on crowdfunding platforms. However, whether crowdfunded resources can improve offline service outcomes, and if so, how and when, remains murky. Focusing on the context of public education crowdfunding and applying theories from crowdfunding and services marketing literature, the authors conceptualize that the combination of two factors—namely, teachers' request for resources meant to satisfy unmet heterogeneous (i.e., diverse and evolving) intellectual needs of students and donors' screening and approval (i.e., crowd screening) of promising projects—helps improve student academic achievement. Collating novel panel data from DonorsChoose and California Department of Education, the authors show that (1) crowdfunded resources positively affect student academic achievement, (2) student academic achievement improves with the increase in the heterogeneity of intellectual needs that crowdfunded resources likely satisfy, (3) crowd screening of project proposals plays a critical role in the offline effectiveness of crowdfunded resources, and (4) crowd screening effectiveness depends on the type of project.

scholarly journals Reviewer Acknowledgements

2020 ◽  
Vol 8 (7) ◽  
pp. 42
Author(s):  
Robert Smith
Keyword(s):  
Education And Training ◽  
Department Of Education ◽  
Economic Research ◽  
University Of Kentucky ◽  
California Department ◽  
The People ◽  
National University ◽  
And Training

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 8, Number 7Alphonce John Amuli, ADEM, TanzaniaDaniel Shorkend, University of the People Wizo School of Design, IsraelErica Douglas-Osborn, Bury Local Authority, UKFathia Lahwal, Elmergib University, LibyaGianpiero Greco, University of Study of Bari, ItalyHassan Shaaban, Atomic energy Authority, EgyptHossein Chaharbashloo, Kharazmi University, IranJane Liang, California Department of Education, USAJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesKatya De Giovanni, University of Malta, MaltaKeyla Ferrari Lopes, UNICAMP, BrazilLucy Lugo Mawang, Kenyatta University, KenyaMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMatt Varacallo, University of Kentucky, USAMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMichail Kalogiannakis, University of Crete, GreeceMu-hsuan Chou, Wenzao Ursuline University of Languages, TaiwanNiveen M. Zayed, MENA College of Management, JordanRichard Penny, University of Washington Bothell, USARima Meilita Sari, STKIP Al-Washliyah, IndonesiaSandro Sehic, Oneida BOCES, USASelloane Pitikoe, University of Eswatini, EswatiniSenem Seda Şahenk Erkan, Marmara University, TurkeyStamatis Papadakis, University of Crete, GreeceThada Jantakoon, Rajabhat Maha Sarakham University, ThailandVeronica Velasco Gonzalez, University of Valladolid, SpainVjacheslav Ivanovich Babich, Luhansk Taras Shevchenko National University, Ukraine Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: [email protected] 2: [email protected]: http://jets.redfame.com

scholarly journals Reviewer Acknowledgements

2021 ◽  
Vol 9 (8) ◽  
pp. 40
Author(s):  
Robert Smith
Keyword(s):  
Peer Review ◽  
Education And Training ◽  
Department Of Education ◽  
California Department ◽  
Training Studies ◽  
And Training

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 8Jane Liang, California Department of Education, USAKeyla Ferrari Lopes, UNICAMP, BrazilMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMinh Duc Duong, Thai Nguyen University, VietnamMuhammad Haris Effendi-Hasibuan, Universitas Jambi, IndonesiaNiveen M. Zayed, MENA College of Management, JordanSarah Nabih Nasif, October University, EgyptSelloane Pitikoe, University of Eswatini, Eswatini  Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: [email protected] 2: [email protected]: http://jets.redfame.com

Sign in / Sign up

Export Citation Format

Share Document