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Franka Metzner Michelle Lok‐Yan Wichmann Daniel Mays 《British Journal of Special Education》2020,47(2):230-257
Educational transitions are associated with significant changes. If students cannot overcome these challenges, their well‐being and motivation may be impaired. Students with clinically relevant emotional or behavioural disorders (EBDs) are at risk for negative transitional experiences. We conducted a systematic review summarising transitional outcomes of students with EBDs. After an electronic search in eight scientific databases, 4,930 publications were screened against six inclusion criteria. Two coders assessed the eligibility of 181 full‐texts. We included k = 22 studies published in English or German (1988–2017). Students with autism (k = 15) and transitions out of school (k = 13) were examined most frequently. Well‐being, achievements, social participation, support and expectations were observed. Poor well‐being and social difficulties were prevalent, but often adjusted over time. The results are limited by the inclusion criteria and search procedures. Nevertheless, the review closes a research gap and has implications for the implementation of interventions and a supportive transition environment for students with clinically relevant EBDs. Further research on individual changes and supportive approaches during transitions is needed. 相似文献
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The purpose of this study was to estimate a conceptual model of nontraditional student attrition. Data were gathered from 624 nontraditional (commuter, part-time) freshmen at a midwestern urban university enrolling 22,000 students. For these nontraditional students, dropout was a function of GPA and credit hours enrolled, as well as the utility of education for future employment, satisfaction with the student role, opportunity to transfer, and age affecting dropout through intent to leave. In addition, absence from class, age, high school performance, and ethnicity had indirect effects on dropout through GPA. These results suggested that nontraditional students dropped out of college for academic reasons or because they were not committed to attending the institution, but their reasons for leaving were unrelated to social factors at school. The findings helped validate the conceptual model.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, San Francisco, April 1986. 相似文献
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Jasna Leni
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evi&#x; Valentina Veri&#x; 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)
The sweat test (ST) is a cornerstone in the diagnosis of cystic fibrosis (CF), together with newborn screening and genetic testing. However, the performance of the ST can depend on the operator’s skill, so several international guidelines have been published to standardise the ST, but inconsistencies remain. The joint Working Group for ST Standardisation (WG STS) of the Croatian Society of Medical Biochemistry and Laboratory Medicine, in association with cistic fybrosis health professional and the Cistic Fibrosis Centre for Paediatrics and Adults, have issued National Guidelines for the Performance of the Sweat Test in order to ensure consistency in ST performance and accuracy of reported results. Many of the standards were taken from the 2nd Edition of the UK Guidelines for Performance of the ST for the Diagnosis of CF, while others were taken from independent consensus statements from the WG STS based on local ST equipment and practices. The standards cover every step of the ST, from the indications for testing to reporting of results and their interpretation, including the analytical phase and quality control. In addition, National Guidelines include appendices with practical examples in order to aid implementation of the recommendations in routine practice. 相似文献
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