Showing papers on "Student engagement published in 1981"

Reducing Student Alienation in High Schools: Implications of Theory.

Abstract: Student alienation is a difficult problem facing many U. S. high schools. Not only does it adversely affect the quality of student life, but it is an underlying factor in other school problems such as violence, vandalism, and poor achievement. Drawing on an extensive literature, Fred M. Newmann develops six guidelines for reducing student alienation. The guidelines are used to show why current efforts in school reform have failed to provide a comprehensive solution to this increasingly troublesome problem.

Student learning in higher education

Abstract: (1983). Student Learning in Higher Education. The Journal of Higher Education: Vol. 54, No. 3, pp. 325-329.

Cognitive and Affective Outcomes of an Intensive Student Team Learning Experience

Abstract: Three student team learning methods, Student Teams-Achievement Divisions (STAD), Teams-Games-Tournament (TGT), and Jigsaw, have been found to have positive effects on such student outcomes as achievement, race relations, mutual concern, and self-esteem. These techniques involve students working in small teams to master academic materials. However, the three methods have always been evaluated one at a time, for only small parts of the school day. This study evaluated use of all three methods together, covering most of students’ instructional day, to discover whether student team learning methods can be used to replace traditional methods. Fourth- and fifth-grade students were assigned to experimental or control treatments for a semester. Results indicated that the intensive use of student team learning methods was feasible and produced positive outcomes on student friendships, liking of school, self-esteem, and language and reading achievement.

What is student development

Abstract: Historically, Student Services was composed of multiple units, each of which had its own perspective on its role and activities. However, with the restructuring of City College of San Francisco’s Executive Office, those units are now under one Division, Student Development. To provide more efficient and effective student services, the newly formed Student Development Division must unify its services. The Student Development Team must now work collaboratively with one focus, one voice, well-defined roles, and highly refined coordination to make its essential contribution to institutional quality and student success. For that reason, the three-year Student Development Educational Plan is focused on the philosophy, Students First – Striving for Excellence.

Biography and social structure in the socialization of student teachers: a re‐examination of the pupil control ideologies of student teachers

Abstract: This study examined the effects of the student teaching experience on the pupil control ideologies of student teachers and attempted to assess the relative contributions of biography and social structure in determining student teacher attitudes toward pupil control. The subjects were forty elementary student teachers from one midwestern university. The results indicated that student teachers did not become more custodial in their views toward pupil control by the end of the experience. Furthermore, cooperating teachers exerted little influence on student teacher pupil control ideologies once the effects of biography were removed. It was concluded that biography does play an important part in the socialization of student teachers and that future research on student teaching should consider the effects of biography and social structure together within an interactive model of socialization. Finally, the limitations of focusing exclusively on student teacher ideologies are discussed and the concept of perspec...

Student Perceptions of Instructor Communication Behaviors and Their Relationship to Student Evaluation.

Abstract: This investigation summarizes the findings of an initial study designed to explore the relationship between instructor communication variables—i.e., communicator style, disclosiveness, and solidarity—and student learning and reports in detail a follow up study which assessed the relationship between the same set of instructor variables and student evaluations. A linear combination of perceived instructor communication behaviors was found to be significantly related to instructor evaluations; however, solidarity did not add significant predictive power to the model. The implications of these findings for the practicing teacher were considered.

Short-Term Student Responses to Classroom Instruction

Abstract: students' achievement test scores, especially for the areas of reading and math in the elementary grades. (For reviews of this research, see Brophy [1979] and Good [1979].) Such research has identified patterns of teaching associated with long-range goals like achievement test gains, but it has not provided much information to aid teachers as they make the many day-to-day, minute-to-minute decisions that are neces-

A Norm against Student Questions

Abstract: (1981). A Norm against Student Questions. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 55, No. 3, pp. 136-139.

Pupil engagement in learning tasks: A fertile area for research in science teaching

Abstract: This synthesis of research in academic engagement addresses studies in several academic areas. A general relationship of teacher performance and student engagement in learning tasks is noted. More importantly, a substantial relationship between degree of engagement and achievement has been reported in numerous studies. The paucity of engagement studies in science is surprising given the variation in engagement rates in science classrooms. Numerous research questions are suggested for science education researchers. A particularly fertile area for investigation is the categorization of engagement.

The Relationships Between Student Ratings and Instructor Behavior: Implications for Improving Teaching

Abstract: Although students' ratings of instruction have been examined in detail by educational researchers, the relationship between ratings and actual classroom behavior has not often been investigated. This study explores the relationship between student ratings and classroom observations. Twenty-eight professors from a wide range of academic disciplines participated in the study. Mean student ratings and frequencies of behavior in several categories were obtained for each professor. It was found that instructor behavior signi- ficantly predicted student questionnaire responses in three general areas. (1) When instructors spent time structuring classes and explaining relationships, students gave higher ratings on logical organization items. (2) When professors praised student behavior, asked questions and clarified or elaborated on student responses, ratingson the effectiveness of discussion leading were higher. (3) When instructor time was spent in discussions, praising student behavior, and silence (waiting for answers), students tended to rate the classroom atmosphere as being one which encourages learning.

Some Causes of Student Teacher Failure

Abstract: Why, even with the best efforts of cooperating teachers i the schools and university supervisors, do a certain number of student teachers fail in their student teaching? We started a research survey with this question in mind because failure in this final step before certification to teach is costly-in time and effort, and in terms of career changes made late in a student's college years. Student teachers fail in various ways. Some drop out before com pleting the semester. Others receive a negative placement file recommendation. Still others require extensive refer ences and counseling with no real change of attitude or performance. A certain percentage will always receive a grade of failure in student teaching.

The Relationship between Teacher Attitudes and Student Perceptions of Classroom Climate.

Abstract: and perceptions of teachers. For example, labels associated with certain behavioral characteristics-such as honest, aggressive, authoritarian, destructive, democratic, etc.-are the same labels used to describe attitudes and personality characteristics. According to Hamachek (1978), ". people tend to behave in a manner which is consistent with what they believe to be true. In this sense, seeing is not only believing, seeing is behaving" (p. 42). Similar conclusions relating teachers' attitudes and perceptions to their subsequent behavior have been drawn by Good, Biddle, and Brophy (1975) and Clark and Yinger (1979). Thus, if the attitudes and perceptions of teachers affect their behavior and

Taught learning aid

Abstract: An electronic learning aid in which the student supplies a problem to which the learning aid supplies a response. The response of the learning aid is sometimes correct and at other times incorrect, thus requiring the operator/student to respond as an educator of the learning aid. This educating of the learning aid by the student requires the ability to recognize the correct answer. Preferably, if the student recognizes the correct response, praise is given; otherwise, either the problem is explained to the student or the learning aid ventures another guess. This "educating" of the learning aid through the posing of problems from the operator allows the student to proceed at his own pace and yet tries the limits of his knowledge.

Effects of Teacher and Student Goal Setting and Evaluations on Mathematics Achievement and Student Attitudes.

Abstract: The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting...