Showing papers on "Student engagement published in 1976"

Peer teaching in higher education: A review

Abstract: In the last decade, peer teaching has gained momentum in higher education. Socio-psychological, pedagogical, economical and political considerations have all contributed to this recent interest. A number of peer-teaching models including discussion groups led by undergraduate students, proctoring (PSI), student learning groups, the learning cell, and student counseling of students (parrainage) have evolved. Several issues and problems may confront the instructor who wants to use undergraduates as teachers: selection of student partner, functions of student teacher, cooperation vs. competition, the structure of the learning situation, preparation of the student teachers, benefits of peer teaching, the role of the professor, financial aspects and instructional facilities. The evidence reviewed suggests that peer teaching, best used in conjunction with other teaching and learning methods, has great potentials for both student “teacher” and student “learner”, especially if one seeks to enhance active participation and develop skills in cooperation and social interaction.

Freedom and Constraint in Eighteenth Century Harvard.

Abstract: Collegiate life during the eighteenth century at Harvard was characterized by a developing consciousness of student freedom on the one hand and by an increasing elaboration of student governance procedures on the other These countervailing forces formed the seedbed of impending change in the college Using college records of laws, customs, and cases of student indiscipline, the analysis focuses on key elements inside and outside the college that affected the decision-making process

Student Knowledgeability, Student Sex, Class Size, and Class Level: Their Interactions and Influences on Student Ratings of Instruction.

Abstract: Student knowledgeability, class size, and class level were found to significantly influence students' ratings of instruction. In general, the more knowledgeable the student in an area, the higher his ratings of courses and instructors in that area. Also, large courses and advanced courses were most highly rated by students. The effect of student sex on student ratings of instruction varied as a function of the particular aspect of instruction being evaluated. Significant interactions among the four main effects were also found across the judgmental dimensions students utilized in evaluating instruction, as assessed by factor analysis. Student knowledgeability and class size were found to be the main predictors of student ratings on these dimensions.

The experience of mature students

Abstract: (1976). The experience of mature students. Studies in Higher Education: Vol. 1, No. 2, pp. 209-222.

The Principal's Influence on Student Achievement

Abstract: Factors that affect learning are concisely packaged in this article. The authors then take the subject a step further by pointing out how the school principal as an educational leader can influence the improve ment of learning.

Student Attitudes and Willingness to Spend Time in Unit Mastery Learning.

Abstract: Variable time allowance has been viewed as playing a central role in mastery learning (Block, 1971; Bloom, 1973). When each student is allowed as much time as he needs to learn, 80 or 90 per cent of students attain a level of achievement previously attained by only about 25 per cent of those enrolled (Bloom, 1968) . Such results are most often seen in subject areas in which few prerequisites are required, such a secondary school geometry and graduate level educational measurement. A comparable level of success has not been consistently reported in such courses as secondary school English or social studies which seem to build on a reservoir of prior learning.

Student Participation in Instruction

Abstract: This paper examines the role of the university student as an active decision-maker in instruction. Eight variables in instruction (pacing, reinforcers, contingencies, sequencing, mode, feedback, content and objectives, and discriminative control) are described and discussed in the context of student choice. The paper concludes with a discussion of some critical issues which student choice highlights.

Relationships Among Secondary Students' Evaluations of Their Courses and Teachers and Their General Attitude Toward School.

Abstract: To explore the potential relationships among general attitude toward school, evaluative ratings of courses and instructors and selected respondent characteristics, an attitude inventory, and, for each class, a course and instructor ra ; scale, with items which emphasized the nature of student-teacher interaction and level of course difficulty,were administered to 436 students in grades seven through twelve. Significant correlations suggest the need to adjust teacher rating results to account for student attitude, opinions about course difficulty and other dispositional variables. Further development of score-adjustment procedures and research to identify other relevant variables are also indicated. Information regarding the factor structures of the instruments is provided.

Faculty and student perceptions of effective classroom teaching in nursing.

Abstract: The purpose of this three-stage study was to identify and validate constructs which students use in differentiating among teachers. In stage I, six theoretical constructs thought to be involved in teaching effectiveness were identified; these were revised through a faculty content validity study. In stage II, a known-groups validity study, all items and constructs were found to be used by students in differentiating between good and poor teachers. In stage III, students' ratings of current teachers were collected and factor analyzed. Two factors, individualized prescriptive approach and systematic theoretical presentation, were identified. An analogy was drawn between these factors and elements of nursing process. The category structure which had been derived through the faculty content validity study was not supported.

The 1975 Every Student Survey; Student's Background & Its Relationship to Program Placement. Research Service No. 138.

Abstract: ABS1RACT This was the first in a series of four reports from the 1975 Every Student Survey. The Survey described the demographic, social, and academic characteristics of the 100,000 elementary and secondary students in the Toronto school system. This report indicated, through a series of cross-tabulations, how students of different language and socio-economic backgrounds and from different countries were distributed across the six areas of the system. Cross tabulations were also presented to show the relationskip between students' backgrounds and their placement in various types of programs and special education classes. Comparisons were made with the results from a similar survey done in 1970. Similar trends were found in both surveys. (Author)

Creative Writing: Start with the Student's Motive.

Abstract: Here, then, are six different reasons students are drawn to writing classes. Some students may be touched by only one, others by a combination. They lead to different types of creativity, but each can serve as a dynamic catalyst. 1. Partially conscious therapy: "Of course the protagonist isn't really my father but .. ." Such writers may be highly neurotic and aware of it, struggling perhaps with a vague angst. Or they may be relatively stable but working with a difficult personal problem: a separation, a rejection, a death in the family. Vague and ill-defined moods often take on the distortion and lack of co-