Suchergebnisse

In the context of risk and resilience, the paper attempts to integrate three strands of research: genetic and mental-health factors, the findings of cohort studies and those of other investigations of educational outcomes. A very wide range of factors, many of them related to disadvantage, bear on such outcomes, but none deterministically. Intelligence, conduct and emotional disorders are all found to influence academic achievement to varying degrees, as do a number of aspects of family, school and the wider social environment. Aspects that contribute to resilience are identified, and the paper concludes with a discussion of interventions to enhance resilience.

Внедрение индивидуальных образовательных траекторий (ИОТ) обучающихся в учебный процесс обеспечивает вариативность содержательной, деятельностной и процессуальной областей образовательного процесса и обогащает образовательную среду. В статье представлен опыт реализации ИОТ в Самарском университете в 2021–2023 гг., выделены уникальные особенности и отдельная логика конструирования образовательных треков для основных профессиональных образовательных программ высшего образования (ОПОП ВО) по уровням образования (для бакалавриата и специалитета; для магистратуры). Подробно рассмотрен механизм наполнения блока «Майнор» дисциплинами, соответствующими брендовым компетенциям Самарского университета, на основе открытого конкурса дисциплин ИОТ. Оценить качество процесса формирования индивидуальной образовательной траектории можно по анализу вовлеченности студенческой аудитории. Приводятся результаты опроса первокурсников на этапе выбора дисциплин ИОТ, позволяющие выявить содержательные и организационные признаки осуществления выбора. Образовательные результаты и достижения обучающихся в процессе освоения дисциплин ИОТ формируются в виде личного профиля компетенций. Анализ данных анкетирования обучающихся по программам бакалавриата/специалитета и магистратуры, прошедших обучение по наиболее востребованным дисциплинам ИОТ, дал возможность сделать вывод, что дополнительными результатами обучения по ИОТ являются саморефлексия, самосознание и самоопределение обучающихся. Реализация модели ИОТ позволяет гибко настраивать образовательные программы для достижения целевых показателей Самарского университета.
The implementation of students' individual educational trajectories (IET) in training ensures variability of content, activities and procedural parts of the educational process as well as enriches the learning environment. The article deals with the experience of IET implementation at Samara University in 2021-2023, highlights its unique features and a dedicated logic of educational track design in respect to the main professional educational programs designed for higher education (MPEPHE) with due regard to the education levels (Bachelor's and Specialist's degree programs; Master's degree programs). The mechanism for Minor Block content filling with academic disciplines pertaining to the brand-based competences of Samara University, based on the open IET discipline competition, is examined in detail. The quality of the individual educational trajectory formation can be assessed based on the analysis of the student audience involvement. The findings of the first-year students survey when they selected IET disciplines are specified in the article, with due regard to the content and organizational features which their choice was based on. Academic achievements and educational outcomes of students when mastering the IET disciplines are fixed in the personal competency profile. The analysis of survey data of the undergraduate and graduate students, who majored in the most in-demand IET academic disciplines, led to conclude that self-reflection, self-awareness and self-determination are extra IET training outcomes. The implementation of the IET model allows for flexible adjustment of educational programs to achieve the performance targets of Samara University.

This paper is one of the few papers to investigate the relationship between poor eyesight and educational outcomes. Using data from rural Ethiopia that collected data on visual acuity, results show that girls with poor eyesight have an increased probability of dropping out of school. Girls that suffer from poor eyesight have an 8 percentage points higher probability of dropping out of school. No such relationship for boys is found. Results also show that, for both boys and girls, learning achievement is negatively related with poor eyesight. The paper sheds light on the potential benefits to educational outcomes of providing eyeglasses to visually impaired children.

Driven by drug-related crimes, homicide levels in Mexico have dramatically increased since 2007. This study examines the effect of students' exposure to crime on educational outcomes in Mexico. Using school-level data, a panel of the country's elementary and secondary schools is constructed to analyse the effect of local homicides on standardised test scores and grade failure rates. The results show that a one-unit increase in the homicide rate per 10,000 inhabitants is associated with a reduction in school-level test scores between 0.0035 and 0.0142 standard deviations, this is likely being driven by effects of individual test scores and by compositional changes in the student body. Additionally, a rise in the homicide rate is also associated with an increase in the grade failure rate. It is proposed that the negative effects of crime exposure are partly due to a reduction of the number of contact hours, and students not compensating for this, by studying more outside of school. Exposure to homicides has potentially long-term consequences since it may affect educational achievement levels and future income flow. RESUMEN Debido a un aumento en el número de delitos relacionados con el crimen organizado, los niveles de homicidios en México se incrementaron drásticamente a partir de 2007. Este artículo estudia los efectos de la exposición a altos niveles de homicidios sobre los logros educativos en México. Para ello, se construye un panel de escuelas primarias y secundarias a fin de analizar los efectos de los homicidios sobre los resultados de la prueba ENLACE y la tasa de reprobación. Los resultados muestran que un aumento en una unidad en la tasa de homicidios por cada 10,000 habitantes está asociado con una reducción en los resultados de la prueba ENLACE entre 0.0035 y 0.0042 desviaciones estándar, donde estos hallazgos son producto del efecto negativo sobre los resultados de la prueba y del cambio en la composición estudiantil dentro de las escuelas. Asimismo, incrementos en los niveles de homicidios también están asociados con un aumento en la tasa de reprobación. Los efectos negativos generados por los homicidios son, en parte, producto de una reducción en el número de horas que los alumnos asisten a la escuela.

Understanding vulnerable populations: from perceptions to realities / Floyd D. Beachum, Festus E. Obiakor, and Gina l. Gullo -- Impacts of social class and poverty on vulnerable children / Raji Swaminathan -- Students with special needs: visibility in today's classrooms / Tachelle Banks -- Perpetuating vulnerability through the school racial discipline gap / Gina L. Gullo -- Disrupting the myth of black male inferiority / Ramon B. Goings and Larry J. Walker -- Psychological approaches to working with vulnerable children / Christopher T.H. Lliang and Louis A. Rivera -- Reducing chronic absenteeism and promoting school success / Joshua Childs and Ain Grooms -- Parental perspectives of educational vulnerability in students with autism / David E. Dematthews and Becca Gregory -- Serving parents to save at-risk Hmong children / Tong T. Xiong and Mateba Harris -- Providing vulnerable students with well-prepared teachers: the impact of on-site mentoring / Phyllis F. Reggio, Roberto C. Trigosso, and Carlos McCray -- "At risk" children and teacher preparation / Chance W. Lewis, Dante Bryant, Amber C. Bryant, Nakeshia N. Williams, and Derrick Robinson -- Using technology to work with vulnerable children / Sunday O. Obi