Literaturnachweis - Detailanzeige
Autor/in | Solarz, Stephanie |
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Titel | It's Never Too Late to Start Again: Examining Levels of Engagement of Female Students in a Rural Vocational Program |
Quelle | In: Canadian Journal for the Study of Adult Education, 34 (2022) 1, S.85-100 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0835-4944 |
Schlagwörter | Foreign Countries; Females; Womens Education; Rural Schools; Vocational Education; Student Participation; Learner Engagement; Adult Students; Gender Differences; Student School Relationship; Educational Environment; Teacher Student Relationship; Recognition (Achievement); Skill Development; Career Exploration; Expectation; Canada Ausland; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausbildung; Berufsbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Geschlechterkonflikt; Schüler-Lehrer-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Anerkennung; Kompetenzentwicklung; Qualifikationsentwicklung; Berufserkundung; Expectancy; Erwartung; Kanada |
Abstract | This qualitative phenomenological study describes the experiences of female students in a rural Alberta vocational training centre through semi-structured interviews. The findings indicate five key ways that instructors and institutions can approach instruction to maximize the opportunity for early and sustained student engagement: a sense of belonging and feeling of community, relationships with instructors, consistent and clear organization and structure, the recognition of student success, and the opportunity to explore new skills and careers. (As Provided). |
Anmerkungen | Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |