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Abstract: Great effort has been invested in increasing STEM achievement among students, but feelings of low status among underrepresented or otherwise vulnerable students may be creating additional challenges. The present study assessed how perceptions of social status within the classroom—termed subjective social status—aligned with objective course performance and differed by sex, first-generation status, work status, and race/ethnicity among 713 students enrolled across three introductory statistics classes. Findings indicated that final exam score was moderately related to ratings of subjective social status, suggesting that factors besides objective course performance may influence classroom subjective social status. When asked to explain how they evaluated their standing in the course, students reported five main themes, including both academic achievement with respect to exam scores and their understanding of course content. When examining differences by status-based identities in subjective social status, we found that female and first-generation students had lower subjective social status compared to their male and continuing-generation peers, although results were less robust for first-generation status. Likewise, working students reported lower subjective social status relative to non-working students, despite showing no difference in final exam score. In contrast, although Asian/Asian American students outperformed Latine students, there were no differences in reports of subjective social status between Asian/Asian American, Latine, and white students. Taken together, results suggest that factors beyond course performance may relate to students’ subjective social status, and subjective social status may contribute to disparities in academic performance, especially by sex and work status.

Activism is a strong focus at many college campuses, yet few studies have explored how courses engage students in thinking about and implementing effective communication tools for collective action. This study analyzed college students' espoused theories and engagement with collective action. Findings revealed that they valued communication tools connected with their purposes/goals and target audiences. These espoused theories did not align with their approaches for their own campaigns. They prioritized ease and comfort in their campaign decisions. Findings offer educators opportunities to better support students' mindsets, processes, and approaches to engage in collective action and implement espoused values for effecting change. [ABSTRACT FROM AUTHOR]

This research investigated the role of continuing professional development (CPD) in further education (FE) through a small-scale study involving two general FE colleges and two independent training providers (ITP) in England. Teachers' experiences of their continuing development were collected through focus groups. These encouraged the teachers to disclose formal and informal learning, together with development opportunities that they undertook. Analysis of the data revealed that the purposes of these developmental activities could be divided into two categories: organisational and occupational. Organisational training functioned to transmit knowledge linked to externally-driven objectives, whilst occupational development functioned to update vocational subject specialisms and develop classroom pedagogy. Organisational training was college/provider-led, whereas occupational development was teacher-controlled. Essentially, both were needed to support teachers in their full professional roles, but organisational training took precedence. The study will further an understanding of professional development processes and purposes in FE, thereby informing the planning of CPD systems and policy in the sector. [ABSTRACT FROM AUTHOR]

Objective: To test the association between food insecurity and educational disruptions from the COVID-19 pandemic and the role of anxiety or depression in mediating this association. Participants: Representative sample of 2,282 City University of New York students. Methods: Using an April 2020 online survey, we estimated adjusted prevalence ratios (aPR) for educational outcomes based on food insecurity status, adjusting for age, sex, race/ethnicity, and degree level with weighted Poisson regressions with robust standard errors. Results: Prevalence of decreased ability to do schoolwork was greater in those with moderate (aPR = 1.12, 95% CIs 1.02, 1.23) and high (aPR = 1.18, 95% CIs 1.08, 1.2) levels of food insecurity compared to food-secure students. Results were similar for dropping/withdrawing from classes and expecting delays or uncertainty around graduation. Anxiety and depression mediated the relationship between food insecurity and educational outcomes. Conclusion: Findings emphasize the urgency of expanded food assistance and mental health services for college students. [ABSTRACT FROM AUTHOR]

The competence of educational staff in information technology is essential to finishing a job at a university. Good information technology competence can help them complete the work faster and more effectively. This study investigates the influence of communication competence and education level on work productivity at Sebelas Maret University. Two hundred ten respondents were involved, consisting of 125 male and 85 female staff. Pearson correlation is used for validation, and Cronbach's alpha is used for reliability tests. All items are valid and reliable (α =.05.) The data were analyzed using multiple linear regressions. The result shows that simultaneously, the two independent variables have a significant effect on the dependent variable (F = 9.63, p

Abstract: The college-educated are more likely to vote than are those with less education. Prior research suggests that the effect of college attendance on voting operates directly, by increasing an individual’s interest and engagement in politics through social networks or human capital accumulation. College may also increase voting indirectly by leading to degree attainment and increasing socioeconomic status, thus facilitating political participation. However, few studies have empirically tested these direct and indirect pathways or examined how these effects vary across individuals. To bridge this gap, we employ a nonparametric causal mediation analysis to examine the total, direct, and indirect effects of college attendance on voting and how these effects differ across individuals with different propensities of attending college. Using data from the 1979 and 1997 cohorts of National Longitudinal Surveys of Youth, we find large direct effects of college on self-reported voting and comparably smaller indirect effects that operate through degree completion and socioeconomic attainment. We find the largest impact of college on voting for individuals unlikely to attend, a pattern due primarily to heterogeneity in the direct effect of college. Our findings suggest that civic returns to college are not contingent upon degree completion or socioeconomic returns. An exclusive focus on the economic returns to college can mask the broader societal benefits of expanding higher education to disadvantaged youth.

In early 2022, the City College of New York (CCNY) and the NYC Mayor’s Office of Media and Entertainment announced a new public pathway to careers in the gaming industries and related fields. This presentation explores some highlights from the 2021 study undertaken for Science and Arts Engagement New York (SAENY), a not for profit, and CCNY to learn from high school-aged youth the role games play in their lives, families and communities. It highlights key lessons learned about youth and games while sharing techniques developed to surface examples of youth agency within gaming ecosystems.

Having purpose is linked to lifelong thriving across the lifespan. However, not all aspects of purpose, such as beyond-the-self purpose, are common among emerging adults. Purpose-relevant interventions in higher education, especially when focused on character development, may facilitate purpose development and have a positive effect on emerging adults' character. Using mixed-method data from college students in a course designed as a character intervention (n = 32), we explored how the course impacted student purpose. Pre- and post-course purpose scores indicated that the average intervention group's purpose changed significantly over the semester in two subdomains and that these intervention group changes were significantly greater when compared to a control group (n = 49). Qualitative analyses of intervention group assignments revealed four themes related to purpose: beyond-the-self orientation, tools to pursue purpose, individual flourishing, and building relationships. These results show the power of holistic character interventions to foster purpose in emerging adults. [ABSTRACT FROM AUTHOR]

Despite the great importance attached to physics as a core science course that aids the learning of other subjects like mathematics, chemistry, agriculture, biology, computer, geography, and other vocational subjects in high schools to upgrade their knowledge on the physical world, some pre-service teachers still see physics as a very difficult subject that only exist in an abstract form. As a result of this, some pre-service physics teachers find it a challenge when offering or teaching physics as a course in colleges of education and high schools during their teaching practice. The reasons contributing to this is not far from; poor teaching and learning approach, lack of modern practical equipment, and incompetent lecturers among many others. As a result of this, this study finds it necessary to investigate the preserve teachers' perceptions about the difficult nature of physics as a field of study in a college of education. In achieving this, the study was conducted among some college of education students taking physics as a major or minor field of study in a college of education. And this study was carried out using a quantitative approach of data collection among the 46 students taking physics as a course in a college of education in Nigeria. The result of the finding confirmed that there is a high percentage of the participants taking physics who reported that the teaching process, adopted when learning it, lacks some vital resources, such as motivation, good practical tools, and competent lecturers among many other. As a result of this, some students have taken physics as a difficult subject. [ABSTRACT FROM AUTHOR]

The training of church musicians in Cracow in the period after the Second Vatican Council became one of the important tasks of the institutional Church associated with the post-conciliar renewal of the liturgy. In the 1970s, the training of church organists here took on a systematic and organised character. The activities of the Archdiocesan Organist's College, as well as the Church Music Section at the Liturgical Institute, were constantly evolving. Over time, their tasks were taken over by the Archdiocesan Organist School (now the Archdiocesan Music School) and the Pontifical Academy of Theology in Krakow (now the Pontifical University of John Paul II in Krakow). Since 1997, the Academy of Music in Cracow has also been educating church musicians. At present, Cracow and the Archdiocese of Cracow offer many opportunities of professional music education, which are eagerly used by organists, choir conductors, as well as people passionate about Gregorian chant, liturgical composition and the broadly understood animation of the musical life of churches. The immediate impulse for writing this article was the 25th anniversary of the Cardinal Franciszek Macharski Archdiocesan School of Music, celebrated in 2023, which is an important link in the series of educational institutions thanks to which the level of education of church musicians is constantly rising. [ABSTRACT FROM AUTHOR]

Students who develop resilience are more likely to sustain high levels of achievement, motivation, and performance despite the presence of stressful conditions. Sixty-eight collegiate students completed pre- and post-Academic Resilience Scale-30 assessments before and after a brief virtual educational programme on common resilience strategies. The virtual resilience programme's purpose was ultimately to teach the students to apply resilience strategies. Resilience strategies included "writing down feelings," "breathing techniques," "mantras," "cost-benefit analysis," "considering other perspectives," "observing thoughts/feelings," and "listing/expressing gratitude." Upon completion of the brief resilience programme, subjects were tasked to rank the strategies they felt were "most helpful" and "least helpful." Students identified some of the most helpful strategies as mantras and cost/benefit analysis whereas one of the least helpful strategies was writing down feelings. Data analysis revealed that there was a statistically significant difference between pre- and post-Academic Resilience Scale-30 scores, suggesting that the educational programme improved resilience. Educational resilience programmes have the potential to improve resilience amongst students enrolled in higher education. Faculty and staff may support their students through continued development of academic resilience programming and efforts. [ABSTRACT FROM AUTHOR]

Several studies in foreign literatures indicated an increase in health-related problems induced by alcohol use as a result of the COVID-19 epidemic accompanying limitations on mobility. However, there were a handful of previous research on alcohol usage in the Philippines, particularly in Higher Education Institutions during the COVID-19 pandemic. With this current gap in mind, this study evaluated alcohol use among students at a Higher Education Institution in Metro Manila in order to offer evidence-based data for the formulation of alcohol-related health policy. Furthermore, this study is critical in developing an intervention program to assist students in diverting their focus away from alcohol intake. This study used an online survey form, with 564 students participated. The findings revealed that respondents have different preferences and patterns. Almost all of the respondents are aware of the dangers of excessive alcoholic beverage consumption; a large percentage determined that they do not have a drinking problem; a small percentage revealed that they have tried driving while under the influence of alcohol; and more than one-fourth of the respondents drank at least one glass of alcoholic beverages during enhanced community quarantine. The chi-squared test was also utilized to assess the difference between COVID-19 lockdowns and alcohol consumptions.

This article focuses on the experiences of newly arrived immigrant pupils about their post-secondary orientation in France. It offers an analysis of the main logics of their agentivity. Based on individual and group interviews conducted at the end of secondary school in two Educational Units for Allophone Pupils (UPE2A), we will show that even if their agentivity is partly framed by the school and dependent on their academic skills, there is not systematically a strict correspondence between these manifest academic dispositions and their subjective appropriation. We will point out that the agentivity of these young people is based on other objective and subjective resources which are external to the school. It could help them to appropriate their school career in a distanced manner.

This rapid qualitative exploratory study focused on perceptions of adopting risk-reduction measures, such as face masks, on campuses within institutions of higher education in the United States. It was intended to identify safety measures to reduce virus spread and develop community-informed public health messaging to promote COVID-19 risk-reduction strategies within campus communities. This study was approved by the institutional review board where the study took place. A total of 113 stakeholders, including students, staff, and faculty attended one of nine focus groups. We use the socioecological model to illustrate the use of COVID-19 public health measures in private and public spaces and how macro-level processes, specifically sociocultural values of personal freedom and social responsibility shape the meaning and interpretation of COVID-19 public health measures. A rapid qualitative data analysis was conducted. This analysis was characterized by three steps: (1) transcription of the interviews, (2) completion of a summary template per focus group analysis (data reduction strategy), and (3) matrix analyses involving a cross-case analysis of the nine focus groups conducted. Based on study findings, we offer community-centered recommendations for safe and healthy reopening of large public research institutions. This article contributes to the foundation of scientific literature that qualitatively describes evidence-based strategies for safe reopening of places of education and employment in the COVID-19 pandemic.

Study purpose. Adaptation is very important for student development, especially in the academic field. This study aims to describe the level of ability of physical education students in adapting to the academic environment in 2023. Materials and Methods. Quantitative research methods were used to achieve the research objectives. A total of 54 physical education students were part of the research sample. The research data was accommodated using an instrument in the form of a questionnaire distributed online via a google form link. Quantitative data analysis using ideal standards and ideal mean values was used to determine the classification of student adaptability. Results. The results showed that 11 students had very high adaptability, 29 students had high ability, 13 students had moderate ability, 1 student had low ability, and no students had very low ability. Conclusions. Based on the results found, it can be concluded that the adaptability of Physical Education students is dominantly in the high category.

Student societies have played an important role in the history of higher schools in Hungary and the culture of the entire country. These were, as in other evangelical schools, due to the national composition of the students, organized on the basis of language or nationality. Their creation was based on the overall social development, as well as the level of Hungarian education in the first half of the 19th century. The Prešov Evangelical College, which was founded in 1667, was the first and for a long time the only Evangelical university in Hungary, experiencing its second period of prosperity in the first half of the 19th century. It was made possible not only by significant regional events related to the end of re-Catholicization and the beginning of the period of tolerance, but also by the successful development of the school in the previous century, despite many difficulties and limitations. [ABSTRACT FROM AUTHOR]

The role of a manager within any organisation is often complex and multifaceted. Overtime management theory has developed in an effort to appreciate these complexities and suggest frameworks from which managers should operate. However, should management and the role of a manager be considered generic? Or, instead should we appreciate the distinctions dependant on the context in which a manager is operating in? This paper focuses on education middle managers working in vocational education and training using the Further Education sector in England as a case study to investigate the role. Utilising systematic review the paper will discuss literature on management theory, competency theory and further education management. It considers a range of management theories such as scientific, human relations and open systems theory discussing how these have informed the development of competency theory and frameworks, highlighting the strengths and limitations of prior studies. Building from these studies, this paper creates a new way to develop management competency frameworks. This is illustrated by proposing a contextualised literature-informed competency framework for further education middle managers. Challenging the generic approach to management competency frameworks and providing a platform for empirical studies that develop frameworks contextualised to the external operating environment of the manager. [ABSTRACT FROM AUTHOR]

Adolescent and young adults (AYAs) currently undergoing treatment for cancer, in remission, or in survivorship, are missing a great deal of traditional academic activities during crucial formative years of their lives. To provide AYAs with exceptional opportunities for personal growth, the Adolescent and Young Adult College and Career Fair (AYACCF) was developed. The objective of the AYACCF is to meet the needs of this specific patient population in navigating the transitions from cancer treatment to academic, trade, or career life thereafter. By leveraging internal resources, the team was able to organize two in-person and one virtual event across 3 years. This article provides an overview of the process of designing, implementing, and refining an annual college and career readiness for AYA oncology patients. [ABSTRACT FROM AUTHOR]

Copyright of Military Science Review / Hadtudományi Szemle is the property of National University of Public Service and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Academic management in Higher Education plays a very important role in improving academic services. Effective and efficient academic planning, implementation and supervision will result in a productive work system. The purpose of this study is to find out the concept of academic planning starting from the basic concepts and objectives of academic implementation. The research method used is a descriptive method with a qualitative approach. The data collection technique used in this study is a literature study, by collecting relevant data from books, dictionaries, journals, magazines, and so on without having to conduct a field review. The result of this study is that management must be applied in an effort to organize teaching and learning activities because by applying management aspects such as planning, organizing, controlling, and evaluation so that educational implementation activities can run in a planned, systematic, sustainable manner and achieve the goals that have been created to achieve the quality standards of higher education education.

In this article will be presented the phenomenon of educational exclusion in the context of the available literature, based on the example of one of the higher education institutions in India, compared to the Polish understanding of this occurrence. The structure of Indian higher education with the structural location of the college institution and its role in counteracting the above-mentioned phenomenon will also be presented.

Greek life in American colleges and universities is characterized by white hetero-masculine dominance. A large scholarship has documented Greek life's association with women's sexual violence, yet much less is known about how men—who are ostensibly privileged in these settings—experience sexual harassment and assault. Using 15 interviews with fraternity members attending an elite, midwestern university, we examine men's experiences of intra-fraternal sexual violence. We describe fraternity members creating and deploying a white hetero-masculine discourse of "brotherhood" that institutionalizes intra-fraternal sexual violence, makes it illegible, and gives its perpetrators impunity. We also show how the brotherhood discourse differentially deploys resources and power to fraternity brothers based on their intersectional location and relationship to intra-fraternal sexual violence. Future applications of the brotherhood discourse in fraternities and other institutional contexts can help us better understand how such organizations reinscribe intersectional power hierarchies. [ABSTRACT FROM AUTHOR]

IntroductionWe examined (1) differences in academic performance by structural and intermediary determinants of health, (2) associations between duration of college enrollment during the first year of the Coronavirus disease 2019 (COVID-19) pandemic, and (3) their two-way interactions on academic performance using data from two cohorts of freshmen undergraduate students.MethodsParticipants reported their demographic information, and their structural and intermediary determinants. The university reported academic performance at each semester. Mixed effects models tested repeated measures outcomes (i.e., grade point average (GPA) and courses where the grade received was D, F, Not passing, or Withdrawn (DFNW courses) and generalized linear models tested likelihood of graduation.ResultsMore unfavorable structural and intermediary determinants were associated with an increased likelihood of receiving a DFNW grade (b = 0.33 and b = 0.40, p’s

Despite the widespread adoption of project-based learning in higher education, few empirical studies have explored its impact on situating learners within real-world contexts and enhancing student engagement. This study situates undergraduates in a technology integration course in an authentic context to increase the levels of engagement of the students. The project, requested by real-world clients from an elementary school, enabled students to develop learning resources around topics in need that aligned with state standards. We expected students engaged with real-world clients to demonstrate higher levels of behavioral, cognitive, and emotional engagement compared to those involved in non-real-world context projects. The results of our mixed-methods research revealed increased student engagement with an authentic, real-world context compared to a non-real-world context. The integration of real-world context not only heightened student involvement in the project and strengthened group dynamics but also facilitated a deeper understanding of technology integration and service learning. Implications for future research are also discussed.

Introduction: Sexual harassment is a component of gender-based discrimination that indicates unequal power relations and affects students' psychological and physical well-being and academic achievement. This study assessed students’ experiences of sexual harassment at the Offinso College of Education. Methods: This cross-sectional descriptive study incorporated a whole population sampling of second and third-year female students to respond to a pre-tested questionnaire uploaded on Google Forms. The data were vetted for appropriateness, cleaned in Microsoft Excel, and transferred to IBM Statistical Package for Social Sciences for analysis into descriptive statistics and chi-square tests of associations. Results: The study indicated that women (66%) had previously had sex before admission into college and perceived that they were at risk of sexual harassment (43.0%). It was statistically significant that the student's level of education was associated with the experience of being sexually harassed (χ2 = 10.950, p-value

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reviews the impact of further education (FE) colleges – in particular, mixed economy colleges – on the surrounding environment and community, and attempts to answer the question of whether the mixed economy college can still be considered an anchor in the community. A mixed methods small-scale case study of a medium-sized mixed economy college was used to evaluate a range of issues that impact on the local community, considering the future and expansion of 16–19 education, against the backdrop of decreases in college provision in the East of England. The aim was to present the background and brief history of the mixed economy college’s impact on the surrounding community, particularly through associated financial, economic and environmental measurements. In conclusion, the authors argue that FE/mixed economy colleges can add significant value to the surrounding environment, community and wider society, and that they are still an anchor in the environment and local communities in which they are situated. They further posit that the goal is for all involved in the FE/mixed economy community to contribute to the shared aim of widening access to lifelong learning, thus further improving the communities and environment in which students and staff reside and work.

This article describes the emergence of 'professional Quakers', or Friends who emerged as leaders of Quaker institutions based on secular credentials. In the early twentieth century, many American Quaker institutions, especially Quaker colleges, large yearly meetings, and Quaker organisations like the American Friends Service Committee, began hiring full-time staff and assembling boards that resembled the structures of corporations and other secular institutions. Furthermore, the leaders of these bodies became de facto leaders within the Religious Society of Friends, a process accelerated by the comparative decentralisation of the Quaker denominational infrastructure relative to other Protestant groups. Over time, the Quaker leadership apparatus came to reflect the values and prejudices of the larger American society in which it operated, privileging those to whom secular credentials were widely available, namely wealthy male Friends, and excluding those also excluded from most secular institutions of learning, especially women. [ABSTRACT FROM AUTHOR]

Although most studies of the transition from school to work take a snapshot perspective in examining economic returns to education, such returns evolve over an individual's lifetime. We empirically test a theoretical formulation derived from the cumulative advantage mechanism about enduring life-cycle effects of educational mobility on income. We analyse income trajectories for all Danes born in 1960–1961, and we consider how the welfare state may counteract certain mechanisms of intergenerational transmission that give children with college-educated parents better opportunities in the labour market. We find only small direct effects of parental college attainment on earnings trajectories after we control for offspring college attainment. Thus, schooling acts as a powerful and enduring economic leveller of family background effects in Denmark. Our analyses also show direct effects on trajectories in property income derived from wealth, suggesting that the welfare state has a harder time equalising income from wealth than from earnings. [ABSTRACT FROM AUTHOR]

Research on lad culture and gender-based violence (GBV) in student communities has examined hypermasculine gender performances, with little attention paid to hierarchies of masculinity. We explore lad culture by analysing qualitative, in-depth interviews with students. Our findings challenge simplistic constructions of "good guys" as allies/protectors in opposition to hypermasculinised, deviant "bad guys". We demonstrate how such binary constructions are premised upon gendered norms of men-as-protectors/women-as-weak and bolster problematic hierarchies of masculinity. We also highlight the crucial role of complicit masculinity in maintaining GBV-tolerant cultures. Our research suggests academic understandings of lad culture could benefit from a more comprehensive picture of the relationship between masculinity/ies and campus GBV. By theorising complex negotiations of hegemonic masculinity in this context, the paper also advances conceptual debates around the promise/limitations of changing, "softer" masculinities. Practice implications include rethinking how/whether prevention education can deploy "softer" masculinities whilst avoiding reinstating gender hierarchies that ultimately scaffold GBV. [ABSTRACT FROM AUTHOR]

I examine the association between college education and left-leaning views in Bolivia using novel survey data. My findings suggest that college education is associated with left-leaning social preferences (college-educated individuals favor social equality and a tax system in which not everybody must pay taxes) but right-leaning individual preferences (they favor individual liberty and respect for private property). My results fit the connotation given to terms like progre or socialista caviar commonly used in Latin America to refer to educated individuals who consider themselves progressive, or even socialist, but admit and enjoy the benefits of individual liberty and markets. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent federal laws and state policies reflect the government's investment in improving education and employment outcomes for youth with foster care histories. However, little research has assessed the roles of these programs using national data. Drawing on data from the National Youth in Transitions Database (NYTD) (n = 7797), this study examines the roles that statelevel policies and programs, youth-level participation in programs and services, and youth characteristics play in youths' connection to employment and education ("connectedness") at age 21. Results from multilevel regression analyses find that foster youth in states with widely available tuition waiver programs increases the odds of connectedness to school. The amount of time youth spend in extended foster care, as well as receipt of postsecondary education aid and services, also increases connectedness. Study findings underscore the importance of material and relational supports in supporting foster youths' connection to employment and education in early adulthood. [ABSTRACT FROM AUTHOR]

Media literacy deserves a special place in teacher education, as it stimulates critical thinking, including a variety of reading, writing and speaking skills, the use of computer technology and the decoding of various types of information. In the article, the author analyzes the features of teacher training for media education of students in developed English-speaking countries. Media literacy, introduced into training programs, can be very useful and effective. Preparation for the development of media literacy of teachers can be carried out in the process of advanced training, educational psychology courses, basic training courses and teaching practice. Media literacy contributes to critical thinking, focusing on social issues, understanding the branches of knowledge and children, and shaping teacher professionalism. Media literacy offers prospective teachers new opportunities to succeed and improve school performance. The Canadian, British, Australian, American colleges and universities train teachers in media education. They are acquainted with the media education theory and practice, modern technologies of media education on the system of «key concepts», possibilities of using digital technologies in the process of media education of students. The National Media Education Associations offer vocational courses and media workshops for teachers. One of the most popular ways to improve the qualification and self-education of teachers is MOOC (Futurelearn, Coursera, EdX).

Background: Borderline personality disorder is a severe mental health condition characterised by a pattern of emotional instability, interpersonal dysfunction, disturbed self-image and impulsive behaviour, including self-harm. Symptoms of borderline personality disorder typically emerge during adolescence. Although there is compelling evidence in support of early intervention for borderline personality disorder, current evidence-based interventions are resource intensive, with the result that few young people access timely treatment. Therefore, there is an urgent need for accessible interventions to facilitate early intervention for adolescents with borderline personality disorder symptoms. Objectives: The first objective was to adapt a brief psychological treatment for adolescent borderline personality disorder that had previously been delivered within secondary mental health services for co-delivery within schools and colleges. The second objective was to assess the feasibility of evaluating the clinical effectiveness and cost-effectiveness of this intervention in a future randomised controlled trial. Design: We first conducted a rapid evidence synthesis of barriers to and facilitators of the implementation of indicated mental health interventions for adolescents within educational settings and piloted the prototype intervention with three schools/colleges. Based on the findings of the evidence synthesis and pilot, we refined the intervention and study procedures in preparation for a feasibility randomised controlled trial. The feasibility randomised controlled trial involved 12 schools and colleges, whose pastoral staff members received training to deliver the intervention alongside a mental health practitioner. Participants were randomised in a 1 : 1 ratio to receive either the BEST (Brief Education Supported Treatment) intervention plus treatment as usual or treatment as usual alone. Participants were assessed pre randomisation (baseline) and at 12 and 24 weeks post randomisation. Mixed-methods process data were collected to understand how the intervention was implemented, to assess acceptability and to monitor contamination of the control arm. Participants: Young people eligible to participate were aged 13–18 years, reported symptoms of borderline personality disorder above an established threshold and had a history of repeated self-harm. Results: The intervention was refined based on findings of the rapid evidence synthesis, which included 50 studies, feedback from staff participants in the pilot and analysis of session recordings. In the feasibility randomised controlled trial, we randomised 32 participants prior to the premature closure of recruitment. The rate of recruitment was slower than anticipated but would probably have narrowly surpassed our progression criterion over the full recruitment window. Participant retention was high (89.5% at 12 weeks and 73.7% at 24 weeks) and the performance of the proposed outcome measures was satisfactory. We did not find any evidence that participants allocated to the treatment-as-usual arm received the BEST intervention or its components. Fidelity of intervention delivery was high (93.5% of recordings rated as adherent) and the intervention was viewed as offering benefits for individual participants, practitioners involved in co-delivery and the wider school/college. Limitations: The feasibility randomised controlled trial was disrupted by the closure of schools and colleges in response to the COVID-19 pandemic. This reduced the window for participant recruitment and limited the data that could be collected. Conclusions: The refined BEST intervention was able to be delivered successfully within schools and colleges and was found to be acceptable to staff and young people. The findings provide support for continuing this programme of research and would inform the design of a future trial. Trial registration: This trial is registered as ISRCTN16862589. Funding: This project was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme and will be published in full in Health and Social Care Delivery Research; Vol. 10, No. 37. See the NIHR Journals Library website for further project information.

Using data from the 2015 U.S. Transgender Survey, this paper explores disabled transgender sex working college students’ experiences within sex work economies and within other paid labor force economies, experiences while in/at college, and self-reported health outcomes. Findings indicate that disabled transgender college students experience far-reaching discrimination, harassment, violence, and economic precarity while in school. At least 11% have engaged in sex work economies, and this may partly be explained by their labor force and educational experiences. The discussion highlights specific implications for and suggestions about how to improve Identity-Based services (e.g., LGBTQ Centers, Race/Ethnicity-Based Centers, Religious Centers, Student Disability Services, Financial Aid, etc.), Health-Based services (e.g., Student Health, Counseling Services, Wellness Center, etc.), and Administrative and Policy-Based services (e.g., Dean of Students, Student Conduct, Career Service, etc.) on college campuses. We conclude that our work sheds light on how all students, but particularly disabled trans sex working students, would benefit from being better economically resourced, with stronger administrative support via cross-collaborative partnerships and programming, and informed and competent service providers, who work together—and not in isolation—to provide education to the broader campus community and outreach directly for sex positive student sexual health.