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I Want to Be a Mentor, Teacher, and Just a Resource: Supporting First-Generation Students within and beyond Higher Education
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Tyrone Newsome – ProQuest LLC, 2022
The presence of first-generation college students (FGCS) continues to grow in post-secondary education. However, their success rates have not kept the same pace. Only 27% of first-generation college students earn degrees within four years (Whitley et al., 2018). The purpose of this research study was to co-create supports with participants and…
Descriptors: First Generation College Students, Interpersonal Relationship, Individual Development, Professional Development
Secondary School Students' Perceptions of Their Counselling Needs in an Era of Global Financial Crisis: An Exploratory Study in Greece
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Brouzos, Andreas; Vassilopoulos, Stephanos; Korfiati, Androniki; Baourda, Vasiliki – International Journal for the Advancement of Counselling, 2015
The aim of this study was to examine the counselling needs of a sample of secondary school students in Greece. Moreover, the effect of age, gender, and academic performance on such perceived counselling needs was also investigated. The sample consisted of 931 students (433 girls and 498 boys) aged between 12 and 16 years old. A 70-item…
Descriptors: Secondary School Students, Student Attitudes, Interpersonal Relationship, School Counseling
Higher Education and the Development of Persons
Heath, Roy – Nat Ass Stud Personnel Admin, 1969
Descriptors: College Students, Developmental Programs, Higher Education, Individual Development
Mentors: Teachers Who Make a Difference.
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Daloz, Laurent A. – Change, 1983
The role of the mentor is traced in the literature of adult developmental psychology. Four primary elements of that role are: pointing the way at a developmental crossroad, offering material and/or emotional support, challenging, and letting go at the appropriate time. (MSE)
Descriptors: Adult Development, Higher Education, Individual Development, Interpersonal Relationship
Working on Behalf of Gifted Students.
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Cross, Tracy – Gifted Child Today Magazine, 1998
Seven suggestions for meeting the social/emotional needs of gifted students include encourage controlled risk taking; provide myriad social experiences; inventory family similarities and differences; encourage biography reading; provide mentorship opportunities; love and respect students as individuals; and encourage a self-concept that extends…
Descriptors: Cultural Differences, Elementary Secondary Education, Emotional Development, Family Environment
Affective Education and Foreign Language Learning. The Challenge of Communication. ACTFL Review of Foreign Language Education, Vol. 6.
Disick, Renee S.; Barbanel, Laura – 1974
The affective education movement and applications to foreign language learning are surveyed. Affective, or humanistic, education seeks to include self-knowledge, improved interpersonal communication, and clarification of one's values. Research studies show that thinking and feeling are intertwined. Emotion is present in the classroom and cannot be…
Descriptors: Affective Behavior, Behavior Development, Elementary Secondary Education, Emotional Development
Project Ideabook: Sample Student Projects Using the Community as a Learning Resource. A Supplement to EBCE Staff Training.
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Northwest Regional Educational Lab., Portland, OR. – 1976
This document contains 60 sample projects that can be used in an experience-based career education (EBCE) program. (Experience-based career education is a type of program in which high school students spend a major portion of their time on learning projects in the community. Activities in EBCE are tailored to individual needs, abilities, learning…
Descriptors: Basic Skills, Career Education, Citizenship, Community Resources
Life Skills: A Concerns Approach. North Dakota Junior High Home Economics Curriculum.
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Crawford, Glinda B.; And Others – 1985
This life skills curriculum for seventh and eighth grade is organized according to major concept areas. These concept areas are defined by concerns/specific needs of the students. Part I suggests a scope and sequence for five program options dependent on time spent in instruction. Part II discusses use of the concerns approach. Sample student and…
Descriptors: Behavioral Objectives, Change, Child Development, Child Rearing