School-Based Student Support Structures and the Multi-Level Identification and Intervention Process

2022 ◽  
pp. 1-8
Author(s):  
Steve Berta ◽  
Howard Blonsky ◽  
James Wogan
Keyword(s):  
Student Support ◽  
Support Structures ◽  
Intervention Process ◽  
School Based ◽  
Multi Level ◽  
Level Identification

scholarly journals Student support to enhance student living and learning at a South African University

2016 ◽  
Author(s):  
Isabella Coetzee
Keyword(s):  
Higher Education ◽  
South African ◽  
Student Support ◽  
Support Structures ◽  
Social Challenges ◽  
Higher Education System ◽  
Support Programme ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education

Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges

Research on Diversified Multi-level Teaching Resource Platform Construction Mode

2011 ◽  
Vol 271-273 ◽  
pp. 1412-1416
Author(s):  
Xin Ping Liu ◽  
Zhang Chi ◽  
Hai Yan Wu
Keyword(s):  
College Teaching ◽  
Current Situation ◽  
High Quality ◽  
Existing Problems ◽  
Teaching Resource ◽  
School Based ◽  
Multi Level ◽  
Construction Mode ◽  
Quality School

According to the current situation and the existing problems of College teaching resource platform construction, this paper analyzes the significance of constructing the diversified, multi-level and school-based teaching resource platform with high quality, focusing on the quaternity mode of constructing the college high quality school-based teaching resource platform

The Challenge of Holistic Student Support: Investigating Urban Adolescents’ Constructions of Support in the Context of School

2014 ◽  
Vol 84 (3) ◽  
pp. 314-340 ◽  
Author(s):  
Gretchen Brion-Meisels
Keyword(s):  
Public Schools ◽  
Urban Adolescents ◽  
Student Support ◽  
Cultural Narratives ◽  
Support Providers ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
The Individual ◽  
Permanent Structure

In this piece, Gretchen Brion-Meisels investigates how adolescents conceptualize support in the context of school. Student support systems have become a permanent structure in most U.S. public schools, responsible for ensuring equal access to support services. Unfortunately, little is known about how adolescents make meaning of school-based support. To answer this question, Brion-Meisels explores how urban adolescents in a northeastern city talk about support, paying close attention to the cultural narratives that underlie their conceptions. Analyzing text from survey, interview, and focus group data, she argues that adolescents in the sample both draw on and actively resist dominant societal discourses of support. Findings suggest that support providers would benefit from better understanding the cultural and contextual narratives underlying youth conceptions of support, as well as the individual perspectives of the youth that they serve. In addition, Brion-Meisels contends that adults must shift their own discourses of support if they want to create spaces in which young people feel empowered and safe to seek help.

Knowledge, Skills, and Qualities for Effectively Facilitating an Adolescent Girls' Group

2011 ◽  
Vol 27 (6) ◽  
pp. 424-433 ◽  
Author(s):  
Carolyn Garcia ◽  
Sandi Lindgren ◽  
Jessie Kemmick Pintor
Keyword(s):  
Adolescent Girls ◽  
Well Being ◽  
Group Participant ◽  
Intervention Process ◽  
Group Format ◽  
School Based ◽  
Participant Experience ◽  
The Impact ◽  
Group Facilitators ◽  
Health And Well Being

Nurses employed in a variety of school settings often rely on group-format approaches to support the health and well-being of adolescent girls. The process of selecting an effective facilitator, and evaluating the impact of a facilitator on intervention process and outcomes, is rarely described. The purpose of this article was to synthesize the literature regarding facilitator knowledge, skills, and qualities to provide school-based researchers and practitioners with a framework for selecting and evaluating group facilitators. Literature was reviewed between Fall of 2008 and Spring of 2011. Findings were synthesized into categories that provide the organization for this article (why groups, why a facilitator, and the knowledge, skills, and qualities of an effective girls' group facilitator). Nurses need to carefully identify, select, and equip those who serve as facilitators because group successes, evidenced in the ways girls grow and support each other in growth, are the result of a successful, well-matched facilitator-group participant experience.

scholarly journals Partnerships for Knowledge Building: An Emerging Model

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Thérèse Laferrière ◽  
Mireia Montane ◽  
Begona Gros ◽  
Isabel Alvarez ◽  
Merce Bernaus ◽  
...  
Keyword(s):  
Knowledge Building ◽  
Educational Innovation ◽  
Shared Vision ◽  
Ministry Of Education ◽  
School Based ◽  
Organizational Perspective ◽  
Innovation Characteristics ◽  
Multi Level ◽  
Evolving Model ◽  
Support Research

Knowledge Building is approached in this study from an organizational perspective, with a focus on the nature of school-university-government partnerships to support research-based educational innovation. The paper starts with an overview of what is known about effective partnerships and elaborates a conceptual framework for Knowledge Building partnerships based on a review of literature and two case studies of school-university-government partnerships. In one case, a Ministry of Education wanted to bring more vitality into schools of small remote villages, and in the other case another Ministry of Education wanted to renew its school-based international cooperation profile. Emerging from this work is a three-component model for going to scale with Knowledge Building partnerships: Knowledge Building as a shared vision; symmetric knowledge advancement; and multi-level, research-based innovation. Characteristics of, and conditions for, effective partnerships for Knowledge Building are elaborated, and an emerging model is developed to help communities establish effective partnerships and contribute to this evolving model.

Stakeholder Perspectives on School-Based Guidance and Counseling in Uganda: Emerging Priorities for Student Support and Teacher Training

2019 ◽  
Vol 42 (1) ◽  
pp. 81-96
Author(s):  
Brandon A. Knettel ◽  
Melissa M. Luke ◽  
John M. Kiweewa ◽  
Henry Nsubuga ◽  
Jessie T. Darkis ◽  
...  
Keyword(s):  
Teacher Training ◽  
Student Support ◽  
Guidance And Counseling ◽  
Stakeholder Perspectives ◽  
School Based
Sign in / Sign up

Export Citation Format

Share Document