Showing papers on "Student engagement published in 1986"

Qualitative student models

Abstract: : Instructional programs were among the earliest applications of computer programming. The original vision remains strong today: Instruction by computer offers the potential of better attention to individual student needs and interests that can be met in the typical classroom. Individualized instruction, modeled after the idea of a private tutor, allows a student to proceed at his own pace, to explore his interests, and to receive personal, detailed evaluation and direction. Realized as an interactive computer program, such instruction might be more effective, faster, and possibly less costly than traditional teaching. In addition, computer technology provides opportunities for new forms of instruction based on interactive graphics and programming itself, which foster intuition for abstract and creative thinking. The goal of this review is to provide a comprehensive, but critical review of qualitative student models. A student model is the set of records in an instructional program that describe a student's knowledge about what is being taught and allow the program to adapt its presentations to his needs. A qualitative student model describes a student's knowledge structurally, in terms of relations among concepts and a problem solving procedure. I use the concept of a qualitative model as the focus of this review in order to compare alternative computational methods and to contrast domain requirements.

On Student Evaluation of Teaching Ability

Abstract: Student evaluation of instructor performance has become a widespread practice. This paper examines the relationship of both student and course characteristics to student rankings of instructors.

Interactive audio-visual teaching method and device

Abstract: A student interactive teaching system (20) allows the student to learn at a level of skill appropriate to the student's learning achievements and learning abilities. The student progresses at a rate selected by the student. Ample opportunity is provided for the student to support and reinforce the learning process through student command repetition and review. The lessons are personalized by the recording (12) and storage (11) of student commentary. Video masking (28) of the visual presentation allows the student to challenge his/her understanding of the subject matter when visual cues are inhibited. So too, the inhibition of audible cues tests the student's abilities to learn and repeat verbal skills, such as are required in the theatrical arts.

Student Needs: Cognitive as Well as Communicative

Abstract: This paper describes a long-term observational project which focuses on student behaviour in order to examine different learning styles and learning strategies. The implications for syllabus design are then discussed.

Student Self-Esteem: A Goal Administrators Can Help to Achieve.

Abstract: Principals can take many steps to improve student self-esteem, says this writer, who cites some of the factors that can contribute to increased, or diminished, self-esteem.

How Teachers Manage Individual and Small-Group Work in Active Classrooms.

Abstract: I magine a classroom setting where students are applying and extending basic skills and concepts by carrying out a variety of real-life activities that capture their interest and imagination. Individually and in groups, students are conducting opinion surveys, drafting lists of recommendations, writing announcements, compiling research data, sketching time lines, preparing for presentations, and so forth. Thev are engaged in what Bossert (197 ) calls multitasks: individual or small-group projects in which students plan, select, and organize materials and activities. In multi-task settings teachers are unable to control directly what each student is doing or even to see at a glance exactly what each is accomplishing. Here the teacher must know how to control students indirectly-to keep track of what they are doing, give help when it is most needed, and ensure that they are accomplishing what's expected of them. The management of students in the multi-task setting, though complex, need not be overwhelming Many successful teachers have already discovered how to direct students in such settings, and they have developed some basic processes, which others can adapt for use in any subject area and at any grade level

Students' in-class thinking

Abstract: In the last decade classroom researchers have begun to show interest in how students think during classroom instruction. The impetus for this shift in focus comes from a research paradigm which proposes that students' in-class thought processes mediate the effects of teaching processes on student learning and that studies of student thinking could therefore provide a key to a fuller understanding of how teaching processes influence student learning. Such studies have implications for teacher education and improving teaching.

Teachers’ Personal Constructs and their Pupils’ Self‐images

Abstract: (1986). Teachers’ Personal Constructs and their Pupils’ Self‐images. Educational Studies: Vol. 12, No. 3, pp. 255-264.

Learning Through Student Activities.

Abstract: Student activities that are well planned and implemented enhance both the richness of educational experiences and the student retention rate.

Insider's Guide to Supervising Student Teachers

Abstract: an you turn out a well-done teacher without getting burned out yourself? Every student teaching experience brings a different set of problems to solve. The ingredients look the same-you, the student teacher, and a classful of students-but on closer inspection, you find that each ingredient can vary. Student teachers and cooperating teachers come in assorted strengths and flavors. When they mix with a classroom of kids, an exciting new concoction-or a half-baked dish-may result. Many kinds of student teachers may cross the threshold of your classroom, requiring different working relationships. Some will take to teaching like a vis-a-vis pen to an overhead transparency, while others will struggle to make the simplest mark. You wait nervously, hoping your student teacher will be a "good one," when you may need to build a "good one" out of the immature or shy or impractical or happy-go-lucky college senior who is assigned to you. What follows is inside information on nine types of student teachers who have entered classrooms and survived, thanks to their cooperating teachers. You have known some of them-and you may encounter others in the future. Would they succeed in your classroom? Let's start with the Parrot. This student teacher wants to know exactly how you do it. The Parrot copies everything you do-even your mannerisms. Sometimes a teacher who has a Parrot will vow never to use a certain expression or gesture again after having observed the Parrot in action. The Parrot follows your instructions well but always has to be told what to do. The Clone is similar to the Parrot, except that the Clone does not ask you how to do it. The Clone watches closely, does what you do, and does it very well. She fools you into thinking she is a pro and does not need any help from you. The Clone never becomes herself in the classroom and never tries her own ideas. Often she

Student perceptions of the learning environment.

Abstract: Dear Sir We wish to present, briefly, further longitudinal data which address student perceptions of the learning environment in the medical school in Newcastle, N e w South Wales, Australia. Clarke et a l . (1984) administered a survey questionnaire to students in 1979 and 1982, and this report describes the results of a survey undertaken in 1985. Briefly, the same S6-item questionnaire was administered to all 5 years of students in the undergraduate programme. The overall response rate was 7g0/0, after follow-up; response rates for individual years of students are given in Fig. I . Figure I summarizes the scores for students in each year, as recorded in 1979 (when there were only two cohorts in the school), 1982 and 1985. There are substantial and significant declines in scores for all years except the final year. More detailed analyses of the scores for subscales within the questionnaire show that the declines are greatest in the aspects apparently under teachers’ control (e.g. degree of flexibility of the programme, organizational coherence of different educational experiences) and least in such aspects as the degree of interaction between students. The results are disappointing in that years I 62