Showing papers on "Student engagement published in 1971"

Student Sense of Alienation and Pupil Control Orientation of High Schools.

Abstract: common and perplexing problems confronting most high schools today are control of students and alienation of students. Neither is new. Both seem important. Yet the systematic study of each is limited and the investigation of the relationship between the two has been neglected. The research reported in this paper seeks, on a modest scale, to begin to remedy that situation. More specifically, six hypotheses dealing with relationships between pupil control orientation of high schools and aspects of student alienation were developed and tested.

Student Protest and University Response

Abstract: Present student unrest and activism is not a clear product of student university tensions or of discontent with education. Such tensions are accentuated through stu dent involvement in non-university issues. The pattern of activism and violence among college and university students in many countries has also existed in the United States throughout much of its history, reinforced and sanctioned by the self-governing character of American higher education. Contemporary student activism is continuous with that tradi tion in its forms but differs profoundly in its political and national character. Most American universities, especially the large and public ones, are highly "under-administered" and thus are unable to form and execute policies toward issues raised by student action and toward that action itself. Administrators lack power and authority to lead faculty or students in the formation of institutional policy. The plural istic and leaderless character of American universities makes student protest a h...

The Student Teaching Experience: Learning by Doing

Abstract: (1971). The Student Teaching Experience: Learning by Doing. Journal of Health, Physical Education, Recreation: Vol. 42, No. 6, pp. 51-52.

Toward an Educationally Appropriate Legal Definition of Disruptive Student Behavior.

Abstract: While it is universally accepted that schools must have the authority to control student behavior which disrupts the school program or the process of education, there is room for disagreement as to the kinds of behavior that fall into that category. Administrators have tended to interpret "disruption" broadly—at the expense of student freedom. It appears, however, that only where there is a substantial degree of freedom, which means some disorder, can good education take place. The author, a Professor of Education at Emory University and a student of the problem of classroom discipline, argues from educational principles that the kinds of student behavior which it is proper to define as disruptive are more limited than has been thought.

School Climate and Student Learning.

Abstract: From the earliest days of plan ning of the clinical school, we assumed that school climate would play an essential part in the educational effectiveness of the school. Climate, which here means the aggregate of attitudes of members of the school institution toward each other, toward their joint efforts and objectives, and toward the constraints and opportunities they meet there, was taken to be at least as important as formal classroom instruction in the

Higher Learning in Appalachia: A Model for Change.

Abstract: There are two Appalachian mining industries: one produces coal, the other college students. Ironically Appalachian college campuses are modeled after the company towns from which most Appalachian students come, and from which most are eager to escape. They are tucked away in the hills, miles away from the problems and challenges that characterize contemporary Appalachian communities. They have student unions instead of company stores. But they operate on the same principle of providing for all the students' (miners') needs and preventing them from coming in contact with outside influences. Although they are called institutions of higher learning, they are structured to breed not enlightenment but insularity and social irresponsibility. In this atmosphere, a college education is meaningful only to those who are desperately anxious to obtain a white collar job. Other students fail to see any connection between life in the ''company-university town" and the matters that preoccupy their own lives and those of their home communities. Since they are not accustomed to the activist tactics which are employed by students on more cosmopolitan campuses, they register their protest passively, by dropping out. The Appalachian student's dissatisfaction with university life is by no means unique. Students throughout the nation are

The borderline student nurse.

Abstract: DIRECTORS of Nursing Education and their faculties encounter a myriad of problems in teaching student nurses who will upon graduation make a contribution to the profession. These problems are constantly changing, and as soon as yesterday's are solved, new ones present themselves. Where in the past, for example, concern was directed toward involving nursing faculty in matters of curriculum, selection and policy decisions, now focus of attention has shifted toward problems of student participation.1 Nevertheless there are other broad issues which are not a function of the times which nurse educators constantly encounter. One of these is the borderline student nurse. The borderline student nurse is one who requires extra faculty and administration attention because of unsatisfactory or deteriorating performance in her program. She may, or may not, have been marginal at the time she was selected to enter the program. Recently completed case studies indicate that problems with the borderline student are relatively common and that administrative action is usually influenced by three factors: student selection, evaluation procedures, and educational policies. Design and operation of student personnel systems often do not specifically reflect concern for the borderline student. In such instances students may suffer or excessive amounts of time and effort may be necessary to identify and solve student problems.2