Showing papers on "Student engagement published in 1975"

Student Brinkmanship and the School as a Social System.

Abstract: Student and teacher attitudes toward student brinkmanship, behavior that challenges the authority system of the school while avoiding negative sanctions, were examined in this study, and possible consequences of student brinkmanship for the school's social system were discussed.

Disruptive Behavior in the Classroom

Abstract: and for all. The term is so misleading because it tacitly suggests some totally obsolete assumptions, namely: 1. There are children who are disruptive per se, and, once recognized as the devils they are, they simply need to be excluded from whatever place they wreak their havoc in. 2. Disruptive behavior in a classroom is invariably the result of the shenanigans of some especially reprehensible agent who set it off, namely, \"the disruptive child.\" 3. This entity of the disruptive child is a clearly diagnosable special package and therefore obviously different from the \"normal learner\" in any classroom. 4. Disruption is always a bad thing, and what is being disrupted is always good and the idea that maybe sometimes disrupting something poisonous might be a sign of health rather than of negativism is pure nonsense. 5. The major school problem is solved if the classroom teacher identifies the disruptive child and gets him out, after which pure learning in a given classroom will be a wonderful and happy and smooth process forever. 6. The concept of the disruptive child seems to put the

A Study of Student Participation in Classroom Management to Effect an Increase in Appropriate Behavior

Abstract: Research indicated that students develop a high degree of interest in their studies under such classroom management techniques as behavioral contracting, contingency management, and participation i...

The Self Perceived Needs of Student Teachers

Abstract: Aspects of research in teacher education have for some time been concerned with attempts to determine areas of common interests in student teachers in order that course content might be more congruent with student expectation. One such approach has involved the "concerns" of beginning teachers. Fuller (1969) reviews a number of studies in advancing support for the proposition that concern for self (i.e. self adequacy, class control etc.) must be satisfied before student teachers will turn their attention to concern for pupils (i.e. are pupils learning? etc.).

A Study of Factors Relating to Student Participation in Community College Governance.

Abstract: This is a study of student perceptions toward student participation in the governance of College of the Mainland. It was hypothesized that students do not participate because: 1. they are unaware of opportunities for participating; 2. they feel that institutional decision-making is nut their responsibility; 3. they feel their participation makes no difference; and 4. they feel that the issues of institutional decisionmaking do not coincide with their personal needs. A questionnaire was administered to the members of the Student Government and to a random sample of students. The means of the two groups were compared for each hypothesis. All four hypotheses were established at the .05 confidence level. The study includes recommendations. There is also a survey of the literature of student participation in college governance.

The Effects of a Community Service-Oriented Curriculum on Alienation, Perceived Student Role and Course Satisfaction in Community College Students.

Abstract: Within a comprehensive community college, an institutinnal change agent model resulted in the implementation and evaluation of a community service-oriented curriculum during, one academic semester. One goal of this project was attained through (1) the revision of a Social Science Curriculum to attach to 13, three-credit psycholuv, anthropolou, sociology and education course offering, a one-credit Community Service Laboratory, (2) the registration of 1;8 students for these four-crr colIrsos, and (3) the provision of services to over 20 community agencies through this project. A second series of change, occurrud in the organization and conduct of five professional development, faculty workshops to put community service ideFs to work. The spectrum of community services was studied and discr,ssed. The extended departmental model (Myran, 1971, p. 414) and a modified chartering process (Farmer, 1973, pp. 81-92) clarified communication and governance matters. The permanent adoption of this new curriculum was a final decision made within this faculty faculty workshop structure. To study the impact c this new curricnlum on alienation, perceived student role, and course satisfaction in community college students, a quasi-experimental design was constructed. The experh:ental .,ariable contained three levels of participatii,n 1 a comm..mity service-oriented curriculum: Direct Partici,' tion, Indirect Participation, ard r4,.n ParticipatIon. Ono hi.ndr(Jd ;:tudcnts enrolled in four pairs of' Social ;:eience coun.e s'r.tions, half control and half experimental, wr.re ohierved for prete!;ts and posttests changes in scores on three measures: Frank Dosag's TT Scale of Alienation, Ann Robinson's CS-CC Scale of Community Services in Community Colleges and a Student Role Acceptance Invontory (SRAI) . Two levels of participation-participation versus no participation-were measured for amount of course satisfaction as indicated by a Course Satisfaction Ratint; Scale. The evaluation study revealed the community serviceoriented curriculum to be superior to the traditional curriculum in satisfying the course arrangement needs of students, equal to the traditional method in changing perceived student role, and ineffective for reducing student alienation. A conclusion was reached that institutional chanL;e had been effected as a function of this one-semester, major applied 1-esearch project. Recommendations centered on th.l. need to continue this joint community services and acti,-:mic effort, further evaluate the relationships of specific community-oriented curriculur programs and learner behaviors, analyze the attrition data culled during this project, and enlarge the program to include otner departments within the academic division.

Student Analyses of Motivation and School Learning.

Abstract: Analyses by students of the reasons for schooling and the factors that would improve school success were obtained at grades 7 and 11. “To learn,” “to prepare for later life and the future, ” and “to get a job” were the most frequent reasons for schooling. Where factors that would improve school success were concerned, there was from the younger to the older students a significantly increasing emphasis on the importance of school and teacher (external) variables as opposed to self (internal) variables. It was suggested that efforts toward the innovative restructuring of schools might profitably be focused on older students at high school levels.

Implications of Teacher-Student Relationships in Social Work Education.

Abstract: Factors influencing the teacher-student relationship include student acceptance of experience as proof, questioning traditional wisdom and curriculum structure, redefinition of teacher authority, recognition of the relative state of our knowledge, demands for individual rights, and insistence on involvement in curriculum structuring and the teaching-learning process Useful changes toward a more egalitarian teacher-student relationship also are discussed, including elimination of the traditional academic caste system, increased faculty encouragement of student autonomy, reconstruction of fieldwork experiences, increased student involvement in school administration, individual instruction based on contract, provision for students to experience teacher roles, and development of an experimental curriculum