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Showing papers on "Student engagement published in 1977"



Journal ArticleDOI
TL;DR: The authors found that a primary characteristic of student teachers is a striving to meet basic needs for security and competence in a new role (Haines, 1971) and that major emphasis in supervision of student teacher is on the acquisition of teaching skills.
Abstract: Student teaching is the major unifying experience of most teacher training programs. It is a time for the student teacher to explore, experiment, and &dquo;put it all together&dquo; before becoming a professional. The future teacher attempts to identify and meet expectations which come from self, cooperating teachers, university supervisors, students, and society in general. Significant others direct and guide role behaviors as they assume the role of coach, either directly or indirectly. This study attempted to find out what kinds of influence are important to student teachers. A primary characteristic of student teachers is a striving to meet basic needs for security and competence in a new role (Haines, 1971). Often, major emphasis in supervision of student teachers is on the acquisition of teaching skills. The beginning teacher phase, including teaching, is characterized by concerns with self; concerns with effectiveness and competence are characteristic of a later phase (Coates & Thoresen, 1976). MacDonald and Zaret (1971) suggest that this later phase actually occurs during the first year of teaching rather than during student teaching. After reviewing 300 research studies, Fuller and Bown (1975) identified three stages of learning to teach: survival, mastery, and

158 citations




Journal ArticleDOI
TL;DR: The authors conducted a survey to determine the extent to which teachers' perceptions of students' learning styles match their students' perceptions about the same, and their findings are presented in Table 1.
Abstract: The way a student learns is very important, and educators are realizing that each teacher must be aware of his students' learning style preferences in order to plan teaching strategies effectively. To determine the extent to which teachers' perceptions of students' learning styles match their students' perceptions of the same, the author conducted a survey. His findings are presented here.

28 citations


Journal Article

27 citations


Journal ArticleDOI
01 Sep 1977
TL;DR: In this paper, the authors have conceptualized three models of supervision: apprentice, growth, and role systems models, and traces the history of each and analyzes their different components.
Abstract: The authors have conceptualized three models of supervision: the apprentice, growth, and role systems models. This paper traces the history of each and analyzes their different components. Examples from field instruction are used to illustrate their impact on supervisory behavior. The paper emphasizes that learning in fieldwork is significantly related to the manner in which the role system is defined. The structure and process of the role systems model is identified. Content around communications, role expectations, and role performance is presented. It is believed that this model exerts a critical influence on student learning, influencing cognitive attitudes and behavior.

25 citations


Journal ArticleDOI

18 citations




Journal ArticleDOI
TL;DR: Since autumn 1973, the Visiting Nurse Association of Boston has offered an internship program to help the new baccalaureate graduate make the transition from student to professional, which represented a model for change and was a significant departure from traditional orientation programs.
Abstract: Since autumn 1973, the Visiting Nurse Association of Boston has offered an internship program to help the new baccalaureate graduate make the transition from student to professional. The program was developed in an effort to bridge the gap between preparation for practice and the requirements of practice. It represented a model for change and was a significant departure from traditional orientation programs. Since the mid-1960s our agency has been increasingly concerned about the gap between baccalaureate preparation for and the actual requirements of practice, that is, the divergence between the skills and competencies the new graduate brings to the agency and the skills required to meet individual, family, and community health needs. Previously, new baccalaureate graduates had been employed in sizeable numbers; they seemed to fare well, given a period of orientation and guidance. However, during the latter part of the sixties, the situation changed for various reasons. Nursing curricula changed, society's needs changed, agency programs changed. Yet, articulation of all these factors and joint planning for change among nursing educators and practitioners was rare—the gulf between education and practice widened. In 1974, a nationwide survey of community health agencies, conducted by a National League for Nursing Committee, indicated that agencies across the country had similar experiences in dealing with the beginning practitioner. This survey noted that \"orientation pro-

Journal ArticleDOI
TL;DR: The FACTS AND FALLACIES: DISRUPTIVE AND VIOLENT PUPILS: The FACTS and the Fallacies as discussed by the authors is a book about abusive and violent children.
Abstract: (1977). DISRUPTIVE AND VIOLENT PUPILS: THE FACTS AND THE FALLACIES. Educational Review: Vol. 29, No. 3, pp. 152-162.

Journal ArticleDOI
Samuel Long1
TL;DR: This article found that students' self-descriptions on the Clark-Trow typology of academic orientations are moderately associated with their perceptions and evaluations of the university, with the nonconformist student type emerging as the most distinct academic orientation.
Abstract: The relationship between student types and students' perceptions and evaluations of the university has been infrequently researched, particularly among the post-activist student generation. Using a random sample of 460 Southern Illinois University-Carbondale (SIU-C) students surveyed in 1973, the relationship between students' academic orientations and six academically-related sets of variables was investigated: (1) the students' adjectival descriptions of the university, (2) the students' evaluations of university goal implementation, (3) the students' attitudes about academic governance, (4) the students' evaluations of the academic environment, (5) the students' feelings of academic alienation, and (6) the students' preferences concerning academic reform. The results of this research indicate that students' self-descriptions on the Clark-Trow typology of academic orientations are moderately associated with their perceptions and evaluations of the university, with the nonconformist student type emerging as the most distinct academic orientation.

Journal ArticleDOI
TL;DR: DeCharms as discussed by the authors argued that the pendulum swing in only one plane and the resulting analogy is oversimplified and hence misleading, and suggested that students who are trained to make responsible choices are not Pawns and yet readily take responsibility for their own learning of important academic skills.
Abstract: Richard deCharms Graduate Institute of Education Washington University St. Louis, Missouri T he trend of the times seems to be a pendulum swing "back to basics," and away from the "open end of the spectrum" in classroom management and curriculum. My purpose is to suggest that pendulums swing in only one plane and the resulting analogy is oversimplified and hence misleading. The question is not whether students should be taught "basics" or should be allowed freedom to learn (or not learn) what they want. The question is how can student interest in learning be enhanced so that they will come to want to learn what they need to learn. This is a motivational problem. From the motivational point of view the paradox seems to be that the more the teacher pushes the more the student feels that she or he is a Pawn; the less the teacher pushes the more comfortable the student feels but the learning of basics seems to suffer. I shall propose that students who are trained to make responsible choices are not Pawns and yet readily take responsibility for their own learning of important academic skills. Further, I shall try to suggest concrete ways that teachers can develop responsibility in students. Let me start with an actual observation from an inner-city sixth grade classroom. On October 30, Ms. Edwards' class was having a science lesson. After reading a rather boring lesson on the oxygen/carbon dioxide breathing cycle, the children had formed a circle and Ms. Edwards was trying to elicit responses to questions indicating that they had understood what they had read. "Raise your hand if you think you know the answer," said Ms. Edwards after the first question had resulted in simultaneous yet animated responses from several students. The lively participation soon slowed to hesitant and not very satisfactory answers to specific questions. The teacher looked dissatisfied. "How could you demonstrate the importance of the oxygen cycle using what you have learned?" she asked. Troy raised his hand and said, "We could draw a picture." Tracey suggested writing an essay and Kimberley wanted to organize a group to act it out as in a TV talk show or news broad-






Journal ArticleDOI
01 Jan 1977




Journal ArticleDOI
TL;DR: In this article, the authors used factor analysis to identify significant dimensions of student attitude toward instructors and used a representative sample of 212 college of business students at the University of Georgia was selected for this purpose.
Abstract: Currently, student evaluations appear to have a large impact on academia. In order to understand better student attitudes concerning teaching performance, factor analysis is used in this paper to identify significant dimensions of student attitude toward instructors. A representative sample of 212 college of business students at the University of Georgia was selected for this purpose. Six interpretable dimensions of teaching behavior were identified. A second sample of 205 University of Georgia college of business students was used to investigate the relative importance of each of the six identified dimensions.


Journal ArticleDOI
TL;DR: This paper argued that the authority of schools is derived from the prevailing, authoritative definitions in society of students as a collectivity and that these definitions are specific to societal and organizational settings and change over time.
Abstract: This paper argues that the authority of schools is derived from the prevailing, authoritative definitions in society of students as a collectivity. Such definitions are specific to societal and organizational settings and change over time. Hence they are both organizationally and historically “grounded.” This idea has an important implication for the study of student cultures and “counter cultures.” While these culturally sanctioned descriptions of student constrain organizational

Journal ArticleDOI
TL;DR: In this article, the authors present data summarizing the relationships between student's perceptions of "verified" principal competencies and selected school climate indices and outcome variables and conclude that there is a general tendency for positive teacher attitudes towards various dimensions of the school and working environment and higher student standardized achievement test performance.
Abstract: Using 35 elementary schools (3,350 fourth and sixth grade students), 10 secondary schools (3,613 eight and eleventh grade students), and 1,145 teachers, this study presents data summarizing the relationships between student' perceptions of "verified" principal competencies and selected school climate indices and outcome variables. The results indicated that there is a general tendency for positive teacher attitudes towards various dimensions of the school and working environment and higher student standardized achievement test performance to be associated with students' reports of a low frequency of interaction with die principal. A student "independence factor" was hypothesized to account for these results, with the implication being that principal/student interaction is minimized in schools where teacher and student attitudes are positive and student achievement is high. In addition, effective principal performance in dealing with student misbehavior was highly and positively associated with sch...



Journal Article
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