scholarly journals Factors Influencing High Academic Achievement of Stateless Migrant Children in Tak Province, Thailand

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Peson Chobphon
Keyword(s):  
Academic Achievement ◽  
Peer Relationships ◽  
Peer Group ◽  
School Teacher ◽  
Individual Characteristics ◽  
Migrant Children ◽  
Structured Interviews ◽  
Data Coding ◽  
Tak Province ◽  
The Impact

The knowledge gained from this study will contribute to the field of migrant education and could encourage policymakers and educators to implement education programmes to both meet the needs and enable the success of migrant children. This multi-case study examined five factors—family, individual, school/teacher, peer group, and community/culture—that influenced the academic achievement of migrant children. The key participants were six migrant children in Grade 6 in two Royal Thai Government schools in Mae Sot, Tak Province, Thailand, three class teachers, and six caregivers. Data were collected through semi-structured interviews and observations. Creswell’s five steps of qualitative data analysis was used: organising and preparing data, reading through all data, coding the data, interrelating the themes, and interpreting the meaning of themes. The seven themes were as follows: (1) the value of education; (2) parents/guardians as important agents to support their children’s education; (3) individual characteristics contributing to good grades; (4) the impact of peer relationships; (5) healthy relationships with school and teachers; (6) the power of the community; and (7) gratitude as a motivation for a high level of education.

scholarly journals Exploring the Impact of Technology-Facilitated Abuse and Its Relationship with Domestic Violence: A Qualitative Study on Experts’ Perceptions

2021 ◽  
Vol 8 ◽  
pp. 233339362110281
Author(s):  
Renee Fiolet ◽  
Cynthia Brown ◽  
Molly Wellington ◽  
Karen Bentley ◽  
Kelsey Hegarty
Keyword(s):  
Domestic Violence ◽  
Service Providers ◽  
Structured Interviews ◽  
Specialist Service ◽  
Data Coding ◽  
Integral Role ◽  
Impact Of Technology ◽  
The Impact ◽  
The Relationship ◽  
Inductive Thematic Analysis

Technology-facilitated abuse can be a serious form of domestic violence. Little is known about the relationship between technology-facilitated abuse and other types of domestic violence, or the impact technology-facilitated abuse has on survivors. The aim of this interpretative descriptive study is to understand domestic violence specialist service providers’ perspectives on the impact of technology-facilitated abuse, and the link between technology-facilitated abuse and other forms of domestic violence. A qualitative approach using 15 semi-structured interviews were undertaken with Australian domestic violence specialist practitioners, and three themes were identified through data coding using inductive thematic analysis. Another form of control describes technology-facilitated abuse behaviors as enacting controlling behaviors using new mediums. Amplifies level of fear characterizes the impact of technology-facilitated abuse. A powerful tool to engage others describes opportunities technology offers perpetrators to abuse through engaging others. Findings highlight technology-facilitated abuse’s complexity and integral role in domestic violence and can assist clinicians to understand the impact and harm that can result from technology-facilitated abuse.

scholarly journals Integrated Learning Communities as a peer support initiative for first year university students

2020 ◽  
Author(s):  
Elena Spiridon ◽  
Linda Katherine Kaye ◽  
Rod I. Nicolson ◽  
Heather Ransom ◽  
Angel Jia Yiuen Tan ◽  
...  
Keyword(s):  
Social Identity ◽  
Learning Communities ◽  
Peer Relationships ◽  
Peer Support ◽  
Social Identity Theory ◽  
Peer Group ◽  
First Year ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Entire Cohort

Peer Mentoring schemes tend to be developed as retention strategies, however they can also serve other purposes (psychosocial or career-related). However, evidence of the effectiveness of these presents mixed results and less is known about horizontal peer support schemes which may help students capitalise on existing peer relationships. We developed an “Integrated Learning Communities” (ILC) peer support scheme, building on the theoretical principles of Social Identity Theory (SIT), which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi-structured interviews with a self-selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub-themes. These were: “Divergent Experiences” with the sub-themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub-themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student-led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance.

scholarly journals Impact of Personality of Working Women on Marital Satisfaction

2017 ◽  
Vol 5 (6) ◽  
pp. 61
Author(s):  
Seema Dey ◽  
Jyotirmoy Ghosh
Keyword(s):  
Personality Traits ◽  
Interpersonal Relationships ◽  
Social Life ◽  
Behavior Pattern ◽  
School Teacher ◽  
Working Women ◽  
Individual Characteristics ◽  
Internal Factors ◽  
Significant Difference ◽  
The Impact

Personality traits denote inherited or acquired individual characteristics of thought, feeling and actions that include the psycho-physical, emotional, conscious and unconscious behavior pattern of a person. The major problem in marriage is adjustment to a mate. Interpersonal relationships play as important role in marriage like friendships. But after marriage, the interpersonal relationships are difficult to maintain compare to social life. To evaluate the impact of personality traits on marital adjustment this study was carried out among working women in organized sector. A total of 300 employed women from different professions, e.g. education, health and other services were selected from Ranchi, Hazaribag, Ramgarh and Bokaro district of Jharkhand. Marital relationship is shaped by the action and interaction of various external factors like income, education, type of work, household responsibilities, type of family and internal factors viz., background, interest, temperament, values. Results reveal that majority of the respondents had similar interests and values. There was significant difference in temperament between college teacher-clerk and school teacher-clerk. The respondent belonging to higher service and lower service had no significant difference with respect to similarities of interest and value. Additionally there was a significant difference in adaptability between doctor and clerk, officer and clerk, and school teacher and clerk. To achieve marital harmony one has to be rational, tolerant, cooperative and loving. Successful marriage depends mainly on flexibility, independence, sufficient emotional support and positive communication between the partners.

Friends as Informal Educators: The Role of Peer Relationships in Promotion of Sexual Health Services among College Students

2021 ◽  
pp. 0272684X2110346
Author(s):  
Veena Muraleetharan ◽  
Marie A. Brault
Keyword(s):  
Health Promotion ◽  
Sexual Health ◽  
Peer Relationships ◽  
Participant Observation ◽  
Health Resources ◽  
Ethnographic Study ◽  
Structured Interviews ◽  
Informal Educators ◽  
The Impact

This ethnographic study of one United States university’s sexual health resources explores the role of peer relationships in sexual health promotion to understand how these relationships shaped students’ interactions with campus sexual health resources. Through analysis of seventeen semi-structured interviews with students, five policy interviews with providers and university personnel, and participant-observation of peer health educator training, the authors examine how trust in peer relationships can serve as a form of social capital to influence sexual health information sharing. The article introduces the term “peer administrator” to describe student actors who sit at the intersection of friend and official resource and explores the importance of these mentoring relationships for sexual health promotion. The analysis also considers how more individualistic models of public health promotion limit the impact of peer relationships and concludes with a discussion of how universities might imagine new forms of sexual health promotion among students.

Facilitating a deep approach to learning: An innovative case assessment technique

2012 ◽  
Vol 18 (4) ◽  
pp. 555-572
Author(s):  
Payyazhi Jayashree ◽  
Sumit Mitra
Keyword(s):  
Peer Group ◽  
Peer Assessment ◽  
Approaches To Learning ◽  
Structured Interviews ◽  
Approach To Learning ◽  
Assessment Technique ◽  
Deep Approach To Learning ◽  
Case Assessment ◽  
Management Students ◽  
The Impact

AbstractThis research is an attempt to explore the impact of an innovative case assessment technique on a deep versus surface approach to learning as adopted by a large cohort of undergraduate management students studying in a reputed University. Specifically, a case assessment incorporating peer assessment in the form of a Case Challenge was introduced by the researchers to enhance deep learning, as an innovation to compartmentalized approaches to case assessment that may foster surface-level approaches to learning. Data collected through structured interviews suggest that inclusion of a challenge component in case analyses, directed and led by a peer group, substantially increased the level of preparation and ownership assumed by both the presenting team and challenging team in their own learning as also learning for the rest of the class. Results are discussed in the context of contemporary literature on learning-oriented assessment in general and the impact of peer assessments on deep versus surface approaches to learning in particular.

Facilitating a deep approach to learning: An innovative case assessment technique

2012 ◽  
Vol 18 (4) ◽  
pp. 555-572 ◽  
Author(s):  
Payyazhi Jayashree ◽  
Sumit Mitra
Keyword(s):  
Peer Group ◽  
Peer Assessment ◽  
Approaches To Learning ◽  
Structured Interviews ◽  
Approach To Learning ◽  
Assessment Technique ◽  
Deep Approach To Learning ◽  
Case Assessment ◽  
Management Students ◽  
The Impact

AbstractThis research is an attempt to explore the impact of an innovative case assessment technique on a deep versus surface approach to learning as adopted by a large cohort of undergraduate management students studying in a reputed University. Specifically, a case assessment incorporating peer assessment in the form of a Case Challenge was introduced by the researchers to enhance deep learning, as an innovation to compartmentalized approaches to case assessment that may foster surface-level approaches to learning. Data collected through structured interviews suggest that inclusion of a challenge component in case analyses, directed and led by a peer group, substantially increased the level of preparation and ownership assumed by both the presenting team and challenging team in their own learning as also learning for the rest of the class. Results are discussed in the context of contemporary literature on learning-oriented assessment in general and the impact of peer assessments on deep versus surface approaches to learning in particular.

scholarly journals Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education

2021 ◽  
Vol 9 (2) ◽  
pp. 96-120
Author(s):  
Mikaël De Clercq ◽  
Benoît Galand ◽  
Virginie Hospel ◽  
Mariane Frenay
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Contextual Factors ◽  
Individual Characteristics ◽  
Individual Factors ◽  
Goal Structure ◽  
Past Performance ◽  
Transition To Higher Education ◽  
The Impact ◽  
Predictors Of Academic Achievement

The transition to higher education has been extensively documented in the literature. In this line, many individual variables were identified as strong predictors of academic achievement. Yet, this literature suffers from one main limitation; contextual factors have often been left out of the investigation. The majority of studies have tested the impact of individual characteristics assuming that the effects are the same in different programs. However, differences between institutions or programs could result in specific learning contexts leading to different adjustment processes. As an attempt to overcome this limitation, the current study has investigated the impact of both individual and contextual factors on academic achievement through a multifactorial multilevel analysis. The analyses were carried out on 1,173 freshmen from 21 study programs. Results highlighted that 15% of variation in students’ achievement was found between programs. Aspects of curriculum organization that contributed to academic achievement were gender ratio, opportunities given for practice and class size. Besides, seven individual factors were also predictive of academic achievement in the multifactorial approach: past performance, socioeconomic status, self-efficacy beliefs, value, mastery goal structure, study time and paid job. Finally, significant random effects were identified for peer support, course value, attendance and external engagement (i.e. commitment in extra-academic activities). The implications and limitations of this study are discussed. By connecting individual and contextual predictors of academic achievement this study intends to endorse a frontline approach regarding the transition to higher education.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

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