This project is a descriptive study of the Albina Youth Opportunity School of Portland, Oregon. The school is described as one whose primary function is to help disadvantaged students who have extreme social and academic problems. The study focused on the students' perception of their teachers, who are defined by the school as teacher-counselors. Of the seventy full-time students, sixty-five participated in the study, and five refused to do so. The major questions of the study were concerned with the students' assessment of the teacher-counselors characteristics. Main areas for exploration dealt with the students' perception of the role of a teacher-counselor in relation to their specific needs. Factors taken into consideration were sex, age, length of attendance at the school, and the student's belief that the teacher-counselor liked or disliked him. A questionnaire was administered to each student in order to determine his assessment of the teacher-counselor role. Date was analyzed with the help of scale-measured attitudes of variables dealing with teaching and counseling items and tests of significance. Indices were computed from the data. Descriptive statistics included the use of frequency distribution, percentages, means, medians, and correlations. Study findings indicated that some students see the role differently, and some differences were difficult to interpret in terms of specific traits. There were differences in perception associated with the factors of sex, end length of attendance at the school. The findings suggest that the student's belief that the teacher-counselor like or dislike s him or her is associated with perception. They also yield evidence that the students perceive the teacher-counselor concept as a duel role. Implications are that the students who attend this school are being provided learning environment which is helpful to their needs.
Give your child the support they need in EnglishThese new practice test materials for Cambridge English: Movers (also known as Young Learners English: Movers) support young learners and include comprehensive guidance for both teachers and parents. By working through the practice tests, children will feel ready for what they need to do on the day of the test, and will also have fun whilst they are learning.The book includes: - 3 full practice tests with a colourful and clear design to motivate and encourage young learners, and prepare them for what they will see in the real test- An audio CD with recordings by young native English speakersThe Teacher's Guide and a Parent's Guide are available online, and are full of information and support for anyone preparing their child for their first Cambridge English test.For Teachers and Parents (available online)- A full guide to each part of the test- Ideas for exam preparation activities- Model answer recordings for the Speaking paper - recorded by young native English speakers so that learners hear examples of correct English again and again- Cambridge English vocabulary list with the key words learners need to know- Audio scripts for the Listening and Speaking sections- Answer key
This publication contains the proceedings; of the International Workshop on Improving E-Learning Policies and Programs held in Manila on 9-13 August 2004. The objectives of the workshop were to review, compare, and evaluate e-learning policies and programs in the selected countries and to draft action plans to improve them or to introduce e-learning policies and programs.
Despite the large amount of attention that has been paid recently to understanding the determinants of educational outcomes, knowledge of the causal effect of the most fundamental input in the education production function - students' study time and effort - has remained virtually non-existent. In this paper, we examine the causal effect of studying on grade performance using an Instrumental Variable estimator. Our approach takes advantage of a unique natural experiment and is possible because we have collected unique longitudinal data that provides detailed information about all aspects of this experiment. Important for understanding the potential impact of a wide array of education policies, the results suggest that human capital accumulation is far from predetermined at the time of college entrance.
Topics include work-integrated learning (internships), student well-being, and students with disabilities. Also,it explores the impact on assessments and academic integrity and what analysis of online systems tells us. Preface ................................................................................................................................ ix Section I: Introduction .................................................. 1 Chapter 1: COVID-19 Emergency Education Policy and Learning Loss: A Comparative Study ............................................................................................................ 3 Athena Vongalis-Macrow, Denise De Souza, Clare Littleton, Anna Sekhar Section II: Student and Teacher Perspectives .............. 27 Chapter 2: Classrooms Going Digital – Evaluating Online Presence Through Students’ Perception Using Community of Inquiry Framework .............................. 29 Hiep Cong Pham, Phuong Ai Hoang, Duy Khanh Pham, Nguyen Hoang Thuan, Minh Nhat Nguyen Chapter 3: A Study of Music Education, Singing, and Social Distancing during the COVID-19 Pandemic: Perspectives of Music Teachers and Their Students in Hong Kong, China .......................................................................................................... 51 Wai-Chung Ho Hong Kong Baptist University Chapter 4: The Architectural Design Studio During a Pandemic: A Hybrid Pedagogy of Virtual and Experiential Learning .......................................................... 75 Cecilia De Marinis, Ross T. Smith Chapter 5: Enhancing Online Education with Intelligent Discussion Tools ........ 97 Jake Renzella, Laura Tubino, Andrew Cain, Jean-Guy Schneider Section III: Student Experience ................................... 115 Chapter 6: Australian Higher Education Student Perspectives on Emergency Remote Teaching During the COVID-19 Pandemic ............................................... 117 Christopher Cheong, Justin Filippou, France Cheong, Gillian Vesty, Viktor Arity Chapter 7: Online Learning and Engagement with the Business Practices During Pandemic ......................................................................................................................... 151 Aida Ghalebeigi, Ehsan Gharaie Chapter 8: Effects of an Emergency Transition to Online Learning in Higher Education in Mexico ..................................................................................................... 165 Deon Victoria Heffington, Vladimir Veniamin Cabañas Victoria Chapter 9: Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic From the Perspective of Higher Education Students ............................ 189 Kesavan Vadakalur Elumalai, Jayendira P Sankar, Kalaichelvi R, Jeena Ann John, Nidhi Menon, Mufleh Salem M Alqahtani, May Abdulaziz Abumelha Disabilities ................................................................. 213 Chapter 10: Learning and Working Online During the COVID-19 Pandemic: A Wellbeing Literacy Perspective on Work Integrated Learning Students ............... 215 Nancy An, Gillian Vesty, Christopher Cheong Chapter 11: Hands-on Learning in a Hands-off World: Project-Based Learning as a Method of Student Engagement and Support During the COVID-19 Crisis .. 245 Nicole A. Suarez, Ephemeral Roshdy, Dana V. Bakke, Andrea A. Chiba, Leanne Chukoskie Chapter 12: Positive and Contemplative Pedagogies: A Holistic Educational Approach to Student Learning and Well-being ........................................................ 265 Sandy Fitzgerald (née Ng) Chapter 13: Taking Advantage of New Opportunities Afforded by the COVID-19 Pandemic: A Case Study in Responsive and Dynamic Library and Information Science Work Integrated Learning .............................................................................. 297 Jessie Lymn, Suzanne Pasanai Chapter 14: Online Learning for Students with Disabilities During COVID-19 Lockdown ....................................................................................................................... 313 Mark Taylor Section V: Teacher Practice .......................................... 331 Chapter 15: From Impossibility to Necessity: Reflections on Moving to Emergency Remote University Teaching During COVID-19 ............................... 333 Mikko Rajanen Chapter 16: Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong ......................................... 355 Tsz Kit Ng, Rebecca Reynolds, Man Yi (Helen) Chan, Xiu Han Li, Samuel Kai Wah Chu Chapter 17: Secondary School Language Teachers’ Online Learning Engagement during the COVID-19 Pandemic in Indonesia ......................................................... 385 Imelda Gozali, Anita Lie, Siti Mina Tamah, Katarina Retno Triwidayati, Tresiana Sari Diah Utami, Fransiskus Jemadi Chapter 18: Riding the COVID-19 Wave: Online Learning Activities for a Field-based Marine Science Unit ........................................................................................... 415 PF Francis Section VI: Assessment and Academic Integrity .......... 429 Chapter 19: Student Academic Integrity in Online Learning in Higher Education in the Era of COVID-19 .............................................................................................. 431 Carolyn Augusta, Robert D. E. Henderson Chapter 20: Assessing Mathematics During COVID-19 Times ............................ 447 Simon James, Kerri Morgan, Guillermo Pineda-Villavicencio, Laura Tubino Chapter 21: Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions ........................................................ 465 Talha Sharadgah, Rami Sa’di Section VII: Social Media, Analytics, and Systems ...... 487 Chapter 22: Learning Disrupted: A Comparison of Two Consecutive Student Cohorts ............................................................................................................................ 489 Peter Vitartas, Peter Matheis Chapter 23: What Twitter Tells Us about Online Education During the COVID-19 Pandemic ................................................................................................................... 503 Sa Liu, Jason R Harron
One in every seven children is disabled. Children with disabilities are among the most likely to be marginalized, poor and vulnerable. UNICEF is committed to improving the lives of children, particularly those who face the greatest disadvantages. The report will investigate the web of barriers disabled children face: discrimination, harmful norms and the lack of accurate information. The report will analyse and provide good-practice guidance on: inclusive health and education; prevention; nutrition; protection from violence, exploitation and abuse; emergency response; institutionalization; and the role of appropriate technology and infrastructure
Lesser Feasts and Fasts had not been updated since 2006. This updated edition, adopted at the 79th General Convention (resolution A065), fills that need. Biographies and collects associated with those included within the volume have been updated; a deliberate effort has been made to more closely balance the men and women represented within its pages.
