Search results for: Adolescents
Page 1/2 16 items
An Educational and Treatment Model of an Alternative to Detention for Unaccompanied Minors from Africa in Israel: The Placement of Adolescents from Eritrea and Sudan, in Residential Schools
Most of the young refugees crossing the border to Israel lack any documents. The first stage after being caught by law enforcement agencies is placement in immigrant detention centers. One of the challenges of societies and countries that are committed to the values of safeguarding human rights is to find alternatives to the detention of unaccompanied minors. The experience described herein is a rather successful model practiced in Israel whereby unaccompanied adolescents (age 14-17) are placed in residential schools called 'youth villages' as an alternative to detention.
Updated: Feb. 07, 2016
Adolescents' Comprehension and Content Area Education Students' Perceptions: Benefits from One-on-One Tutoring
This research study analyzed the effectiveness of content-area education students tutoring adolescents and documented changes in the attitudes of the education students over time. The tutors tested the reading comprehension of both the 46 students they tutored and 47 students they did not. Results revealed that both the tutees and tutors gained from this experience. Tutors indicated that adolescents grew in their self-esteem and self-confidence due to the positive relationships that developed throughout the tutoring experience. Secondly, significant changes in the attitudes of the content area students toward implementing reading strategies were noted following the one-on-one tutoring experiences and instruction in the college literacy class.
Updated: Oct. 15, 2013
Why Are Migrant Students Better Off in Certain Types of Educational Systems or Schools than in Others?
This article is concerned with the combined estimation of the effects of educational systems, school composition, track level, and country of origin on the educational achievement of 15-year-old migrant students. The authors focus specifically on the effects of socioeconomic and ethnic background on achievement scores and the extent to which these effects are affected by characteristics of the school, track, or educational system in which these students are enrolled.
Updated: Apr. 25, 2013
The authors are interested in identifying and understanding community and indigenous strengths of “othered” youth as embedded in social and ecological systems. The authors used an ecological approach to dissect the experiences of “othered” youth through an investigation of their marginalization and assets. Multi-informant data with ten Native Hawaiian adolescents and five teachers and counselors of Native Hawaiian youth were used. The findings revealed five emergent themes: multiple identities, stereotypes, racism, coping strategies for racism, and cultural pride that highlight cultural assets and experiences with being the “other” at school.
Updated: May. 23, 2012
Missed Opportunities, Misunderstandings, and Misgivings: A Case Study Analysis of Three Beginning English Teachers’ Attempts at Authentic Discussion With Adolescents in a Synchronous CMC Environment
The current article described the Web Pen Pals project which provided an opportunity for beginning English teachers to practice authentic discussion about literature in a synchronous CMC environment with adolescents. The researcher employed case study analysis of three beginning teachers. The researcher was interested to examine the following question: How do preservice English teachers discuss literature online with middle school students?
Updated: Feb. 13, 2012
This article explores the ways in which the participants in the Reduction of Stigma in Schools (RSIS) program addressed the workshop objectives in their feedback about the program. Furthermore, the article also investigates the participants' evaluation of the program’s overall effectiveness in helping them feel more knowledgeable about and confident in the work of creating more affirming environments for LGBTQ students.
Updated: Jan. 30, 2012
Learning from Young Adolescents: The Use of Structured Teacher Education Coursework to Help Beginning Teachers Investigate Middle School Students' Intellectual Capabilities
In this article, the authors discuss findings from a case study in which beginning secondary social studies teachers interviewed young adolescents with the goal of unearthing and possibly challenging the teachers' beliefs about middle school students’ capabilities in social studies. The results of this study suggest that the coursework showed potential for shifting teachers’ views of young adolescents’ intellectual capabilities and, in some cases, shaping new commitments to teaching middle school students.
Updated: Sep. 20, 2011
The author is a white, working middle-class adult queer from the Southwest USA. The author studies Mexican (im)migrant, poor, working, straight adolescent boys in California. The ethnographic encounters between the author and the immigrants carried with them some long-standing and dynamic social narratives that surround relations between and across groups of relative privilege and oppression. These narratives produced 'ethically important moments'. By critically examining his reflexive processes and practices within one of these moments, insights into the workings of social narratives about race, class, and sexuality are revealed.
Updated: Feb. 24, 2011
Ensuring a safe learning environment for every student at school is a major responsibility of educators, school administrators, and policy makers in our society. The objectives of this study are (1) to examine the characteristics of students who fear being victimized by school violence and (2) to examine teacher and school characteristics associated with students’ fear. The study found that low achievers reported a higher level of fear of school violence than high achievers.
Updated: May. 25, 2010
This study examined cyberbullying in three distinct phases to facilitate a multifaceted understanding of cyberbullying. The phases included (a) a quantitative survey, (b) a qualitative focus group, and (c) development of educational scenarios/simulations. In all three phases, adolescent reactions to cyberbullying were examined and reported to raise awareness and to educate others about cyberbullying.
Updated: Jan. 12, 2010