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1.
Mary Dellmann‐Jenkins Lynda Fowler Donna Lambert Dorothy Fruit Rhonda Richardson 《Educational gerontology》2013,39(6):579-588
A 3‐month intergenerational program was developed on the premise that it is important for young adults, who are in the formative period of career development and direction, to experience the benefits of positive interaction with older persons. Program evaluation findings showed that participation not only influenced the young adults’ interest in gerontology, but also increased their willingness to accept older persons on social and academic levels. Positive changes were documented for the Senior Guest students and included more favorable attitudes toward young adult family members as well as toward the younger generation of college students in general. 相似文献
2.
Tina Maschi Thalia MacMillan Manoj Pardasani Ji Seon Lee Claudia Moreno 《Educational gerontology》2013,39(4):228-242
The purpose of this study was to evaluate an experiential learning project with BSW students to see if their perceptions of older adults have changed. The project consisted of an oral history project and presentation that matched BSW students with older adults from diverse ethnic backgrounds to gather their immigration narratives. The study used a single group pretest posttest design with 17 BSW students enrolled in an integrative field seminar class. Using a series of inferential analyses, BSW students’ attitudes towards older adults, future career plans, confidence with working with older adults from diverse backgrounds, and geriatric competencies were examined. Overall, a significant increase in BSW students who had varying levels of participation in project perceptions of geriatric social work competencies between pretest and posttest were found. Students who both conducted and presented the oral histories of older adults also were significantly more likely to report future plans to work with older adults compared to students who did not. Exposing BSW students to aging and diversity content has important implications towards fostering student interest in pursuing social work practice with older adults and preparing them for culturally competent social work. 相似文献
3.
The present study explored the relationships of preservice teachers’ levels of commitment to teaching and their beliefs and perceptions of teaching as a career. Participants were undergraduate students enrolled in a teacher education program at a major university in the southeast. Sixty‐seven preservice teachers completed a survey in which they rated the importance of 20 factors for influencing their choice of career. Additionally, among the survey respondents, nine students were selected from three groups of preservice teachers for in‐depth interviews: (1) students who were currently considering teaching as a career choice, (2) students who were undecided about their future teaching career, and (3) students who were no longer considering teaching as a career. Overall, findings from this study revealed that preservice teachers’ understanding of their goal of becoming teachers and interpretations of their motivation for teaching were unique, yet the types of influences on their career choices were similar across participants’ stories. 相似文献
4.
Student non‐completion of an undergraduate degree: wrong program selection or part of a career plan?
Institution wide comparisons of students who leave university before completing their degree and students who complete their studies, have identified ‘wrong course selection’ and a lack of vocational focus as common reasons for non‐completion. It is not fully understood, though, whether these trends are constant across different disciplines and programs and whether all relevant contributing factors, in particular career intentions, have been considered. This study was undertaken to explore reasons for student non‐completion in more detail in one program. Students enrolled in an undergraduate health sciences degree completed a questionnaire at enrolment and another 12 months later, regarding their reasons for enrolment, career intentions and expectations for/experiences of learning. Students who did not re‐enrol after the first year were invited to complete a separate exit questionnaire regarding their reasons for not re‐enrolling. Many students who did not re‐enrol after the first year of study transferred to another degree that was more aligned with their career intentions. In this context rather than a ‘wrong’ selection, non‐completion of the initial undergraduate degree formed part of a career plan. 相似文献
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This study examined the self-reported likelihood of working with older adults in a future career among 237 college undergraduates at a midsized Midwestern university. Although aging anxiety was not significantly related to likelihood of working with older adults, those students who had a greater level of death anxiety were less likely than other students to report a future likelihood of working with older adults. In addition, quality relationships with unrelated older adults were positively correlated with likelihood of working with older adults. Recommendations for future research and ideas for attracting college students to gerontology as a career are discussed. 相似文献
7.
Erja Moore 《Scandinavian Journal of Educational Research》2013,57(2):149-163
The age structure of university students has changed dramatically in Finland. Now one third of all university students and one quarter of undergraduate students in Finnish universities are aged 30 years or over. The focus of this article is the changing educational identities of students who start and complete their university studies as adults. For the study, 21 adult university graduates were interviewed using the life‐history approach. The concept of educational identity is applied in the analysis, first to capture the changes that have taken place in the way the interviewees think about themselves as learners and as individuals with high educational levels. Secondly, the analysis clarifies how adult university graduates see themselves to be treated by other people after graduation. The results suggest that it is possible for adults to form new educational identities and reform the old ones on both individual and social levels. 相似文献
8.
Wolfgang Lehmann 《British Journal of Sociology of Education》2009,30(2):137-149
Labor market conditions, a pervasive public discourse about the benefits of higher education, and parental hopes push many young working‐class people into university. The institutional culture and demands of university, however, often remain elusive and fraught with uncertainty. In this paper, I draw on qualitative interviews with first‐generation, working‐class students at a Canadian university to analyze the ways in which these students discuss their reasons to attend and their expectations for university, and the implications of their attitudes for their future success at university. Analysis of the interview data shows how the relatively high and risky investment of working‐class youth in education leads to strong utilitarian and vocational orientations toward university. Although a narrow focus on the career potential of university is generally perceived as problematic, I argue that it may also help working‐class students in their transition to university. Nonetheless, a critical educational process is necessary that not only helps working‐class students achieve their educational and occupational goals, but also understand their unique status in a social institution that they entered as outsiders. 相似文献
9.
This article details the transition of second career teachers to the workplace called ‘school’. Post‐baccalaureate students at a mid‐size comprehensive state university completed surveys pre‐ and post‐student teaching. Participants responded to the personal and professional challenges in changing careers. Issues faced by the non‐traditional students emerged. An increasing number of adults are changing careers and entering teacher certification programs. The study was conducted to discover the special challenges graduate teacher certification students encountered when leaving a career field and becoming novice teachers. Forty graduate students in the study completed an extensive certification program of courses related to the art and science of teaching. Open‐ended surveys were used for the students to reflect on personal and professional expectations prior to and following the student teaching semester. Teacher educators who address the needs of second career teachers, such as increasing field experiences, providing classroom management and time management strategies, may lead second career teachers to use the unique competencies they bring to the teaching–learning setting. 相似文献
10.
Gideon de Jong Miguel Arturo Fajardo Rojas Gloria Almeyda 《International Journal of Lifelong Education》2013,32(2):184-197
ABSTRACTSince the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services. 相似文献
11.
Aniek Draaisma Frans Meijers Marinka Kuijpers 《Journal of Vocational Education & Training》2018,70(1):27-46
Schools are increasingly acknowledging their responsibility to guide students in their career development. However, the guidance that is provided in the Netherlands, as well as in other Western countries, focuses for the most part on helping students towards their academic achievement, and not on helping them to develop competencies to manage their own career. In order to promote this type of career guidance, 37 secondary vocational schools in the Netherlands participated in a project that offered a training programme, aiming to teach teachers how to conduct career dialogues with students. The programme offers expert guidance to integrate a dialogical approach to career guidance and a more enquiry- and practice-based curriculum in the school’s vision and policy. In this article, the results of semi-structured interviews with 50 teachers who participated in the project are presented. These interviews were conducted right after the start of the project, to study how teachers perceive the initial situation regarding career development in their schools, as well as their perception of the initiated plans and ambitions for development, both in their own learning environment and the learning environment of their students. 相似文献
12.
Chelsea C. Ferk Beth L. Calder Mary Ellen Camire 《Journal of Food Science Education》2016,15(1):14-22
Foodborne illness is a global public health issue. Young adults may work in foodservice while they are university students, and their habits may later shape the practices and well‐being of their children. The objective of this study was to establish baseline data and assess the food safety knowledge of 18‐ to 26‐year‐old Univ. of Maine students. Demographic questions and the previously validated Food Safety Knowledge Questionnaire (FSKQ) were placed online. Of 123 people who responded to the email recruitment notice, 104 Univ. of Maine undergraduates aged 18 to 26 years completed the survey. The average score among all participants was 60% correct (53 points out of a possible 89 points). Survey questions that required participants to identify common sources of foodborne pathogens had the lowest average percent correct (31%). Less than 50% of participants were able to correctly identify several high‐risk foods, including sliced melon, raw sprouts, and unpasteurized fruit juice. Our findings indicate a need for educational programs for 18‐ to 26‐year‐old Univ. of Maine students in regards to common sources of foodborne pathogens and proper handling of fresh produce and that food safety knowledge among university students has not improved since publication of a national survey using the FSKQ in 2006. Effective educational programs are needed to ensure that young adults understand food risks and appropriate food handling practices. 相似文献
13.
Kitty S. Harris Thomas G. Kimball Ann M. Casiraghi Sara J. Maison 《Peabody Journal of Education》2014,89(2):229-243
More than ever, people are seeking substance use disorder treatment during the adolescent and young adult stages of development. Developmentally, many of these young adults new to recovery are in the process of making career decisions that may require attendance at a college or university. However, the collegiate environment is not conducive to a recovery lifestyle. Since the 1980s, several colleges and universities have implemented Collegiate Recovery Programs, offering students “safe havens” where they can obtain support from other students in recovery and from staff while they pursue a college education. The collegiate recovery programs have been successful at graduating students and supporting their recovery. Today, there are more than 75 collegiate recovery programs already established or in the process of development, serving more than 500 students across the United States. Although the various programs offer different types of services, each one seems to be having some type of success based on the research thus far. This article describes the emerging adult population of recovering college students, the history of Collegiate Recovery Programs, and what they offer. 相似文献
14.
As the proportion of older adults in our society increases, the need for professionals with a knowledge of the aging process and a desire to work with elderly persons is being recognized. Relatively little information is available concerning the factors that contribute to the desire to work with older adults. To explore such factors, 282 college students (35 males and 227 females) ranging in age from 18 to 72, who attended three colleges and one university in central Massachusetts, were examined. For the past 20 years, these academic institutions have offered an intercollegiate, interdisciplinary program in Gerontology studies. Thirty-one percent of the students surveyed planned on specializing in careers working with older adults. While emotional closeness to an older adult during childhood was found to be related to considering a career in health care, having taken care of an elderly person during childhood was significantly associated with a desire to work with older adults. Positive work characteristics most frequently listed by students who planned on working with older adults were: interesting, challenging, emotionally lifting, and productive. However, the students also listed negative work characteristics as well. Those most frequently reported were: difficult, frustrating, and depressing. 相似文献
15.
This paper is based on a recently completed three‐year research project undertaken with staff and students at one department of education studies in a university in England. We explored the reasons given by students for enrolling in a degree‐level programme in Educational Studies, reviewed their experiences and perceptions during their studies and made comments about career destinations. Only some of the findings that emerged from the project are reported here. Through a process of data collection undertaken in depth at one institution, and analysis in the context of literature and publicly available reports about similar work in other institutions, we illuminate some issues concerning the nature of degree programmes in Educational Studies. 相似文献
16.
The impact of a college and career counseling program on economically disadvantaged gifted students and their subsequent college adjustment was assessed. Fifty‐five students from public high schools in a major urban school district in the midwest were compared to a group of economically advantaged students who participated in a special summer program for high school students at a private midwestern university. Results indicate that both before and after the program, the groups were similar with respect to the basis for their college choices, motivation to attend college, and career readiness. The economically disadvantaged students changed their plans to finance college as a result of the program and expected college to be significantly more lonely. A three‐year follow‐up revealed that economically disadvantaged gifted students were more likely to enroll at in‐state colleges, to experience college as significantly more boring, dull, and snobbish, and to have more difficulty adjusting socially and forming attachments to their universities. 相似文献
17.
Kalypso Iordanou Krista R. Muis Panayiota Kendeou 《Journal of Experimental Education》2013,81(4):531-551
Relations between epistemic perspective and online epistemic processing of evidence when reading a text were examined. Thirty-seven young adolescents and 24 graduate university students were asked to read and think aloud with two texts, one in the history domain and the other in the science domain. Participants also completed a prior-knowledge test and an instrument assessing their epistemic perspective. Results showed that participants who exhibited an evaluativist epistemic perspective and high prior knowledge used the epistemic standard of scientific research more than participants who held a nonevaluativist epistemic perspective. Furthermore, an age-related developmental difference was observed, with adults using the epistemic standard of scientific research more than young adolescents. Domain differences were observed in both participants’ epistemic perspectives and online epistemic processing. Participants overall engaged in online epistemic processing of evidence more in the history topic than in the science topic. 相似文献
18.
John B. Franz 《Educational gerontology》2013,39(5-6):443-462
Recent research on the cognitive development and functioning of older adults is reviewed and explored in relation to vocational retraining. It is argued that an ecological approach to the study of cognitive development in older adults is preferable, based on the life‐phase, hierarchical‐stage and cognitive functioning literatures. The relevance of this literature for career development in older adults is considered and suggestions for future research are offered. In particular, it is proposed that retraining programs designed to facilitate the career adaptability and success of older persons should attempt to increase their cognitive complexity and flexibility. 相似文献
19.
Anne Jobling 《Asia-Pacific Journal of Teacher Education》2004,32(1):5-22
This article describes a collaborative and cross‐curricula initiative undertaken in the School of Education at the University of Queensland, Brisbane, Australia. The project involved developing an integrated approach to providing professional year pre‐service secondary teacher education students with experiences that would assist them to develop their knowledge and skills to teach students with special needs in their classrooms. These experiences were undertaken in the authentic teaching and learning context of a post‐school literacy program for young adults with intellectual disabilities. In preliminary interviews pre‐service teachers revealed that they lacked experience, knowledge and understanding related to teaching students with special needs, and felt that their teacher education program lacked focus in this field. This project was developed in response to these expressed needs. Through participating in the project, pre‐service teachers’ knowledge and understanding about working with students with diverse learning needs were developed as they undertook real and purposeful tasks in an authentic context. 相似文献
20.
William E. Hitchings Darrell Anthony Luzzo Robert Ristow Michael Horvath Paul Retish Adam Tanners 《Learning disabilities research & practice》2001,16(1):8-17
The career development and disability knowledge of 97 students with learning disabilities from three postsecondary institutions in the Midwest was examined through semi‐structured interviews. Students with disabilities who were eligible for services while in high school generally did not engage in transition planning as required by federal law. Their career development activities were limited despite having unique career needs. The majority of students had difficulty describing their disability and its impact on their career exploration and planning. For students with learning disabilities at the postsecondary level, career development services should be provided, including training in self‐advocacy and career exploration in the first two years. Instruction in career self‐management skills should be ongoing. 相似文献