Showing papers on "Student engagement published in 1988"
TL;DR: In this paper, the Stages of Student Departure: Reflections on the Longitudinal Character of Student Leaving is discussed. The Journal of Higher Education: Vol. 59, No. 4, pp. 438-455.
Abstract: (1988). Stages of Student Departure: Reflections on the Longitudinal Character of Student Leaving. The Journal of Higher Education: Vol. 59, No. 4, pp. 438-455.
1,012 citations
Journal Article•
559 citations
TL;DR: In this article, the authors propose a theoretical model of student learning, motivation, and instruction for assessment programs designed to improve instruction, based on strong theoretical models of learner learning and motivation.
Abstract: Assessment programs designed to improve instruction should be based on strong theoretical models of student learning, motivation, and instruction.
228 citations
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123 citations
TL;DR: The most recent research on college-level learning may offer new ways to conceive of college teaching as discussed by the authors, which may offer a new way to conceptualize the teaching of college students.
Abstract: The most recent research on college-level learning may offer new ways to conceive of college teaching.
120 citations
TL;DR: In this paper, the authors discuss the role of the learning disabled student in the college and the learning disabilities of the student's education and its impact on the students' academic performance.
Abstract: (1988). College and the Learning Disabled Student. The Journal of Higher Education: Vol. 59, No. 3, pp. 361-363.
93 citations
TL;DR: In this paper, the authors provide further evidence on potential determinants of college student involvement in curricular and cocurricular campus activities, particularly on the importance of student enrollment in three academic programs.
Abstract: The purpose of this study was to provide further evidence on potential determinants of college student involvement in curricular and cocurricular campus activities, particularly on the importance of student enrollment in three academic programs. The study focused on how students in two special academic programs—an honors program and a transition program to assist academically disadvantaged students adjust to college—as well as students in the regular curriculum become engaged in a variety of experiences and how their quality of effort (involvement) in the activities is related to student growth and development. The relationship between level of student activity and achievement supports the claims of previous research that involvement contributes to students' development and gains in intellectual and interpersonal areas. However, the strength of relationship between student effort and gain varied for the three groups. Overall, the honors and transition students appeared to get more for their effort than did the regular students.
75 citations
TL;DR: The authors argue that teachers can and should use definite teaching strategies available to them which will enable students to use all three study strategies in support of each other and not in conflict with each other.
Abstract: Recent work on student learning has identified three main dimensions of study strategy—personal meaning, reproducing, achieving. University teachers commonly favour the first, deplore the second and tolerate the third. This paper argues that teachers can and should use definite teaching strategies available to them which will enable students to use all three study strategies in support of each other and not in conflict with each other. The curricular consequences of such an approach and its effect on teacher and student attitudes are discussed.
58 citations
TL;DR: In this paper, the authors discuss the message from first settings of becoming a student and how to become a student in the first settings, from theory into practice, from first setting.
Abstract: (1988). Becoming a student: Messages from first settings. Theory Into Practice: Vol. 27, Becoming a Student, pp. 3-10.
34 citations
TL;DR: In this article, the authors give future teachers a sound theoretical framework to use in teaching experientially in a classroom setting, which they call the Model of Experiential Education.
Abstract: How can we teach a theory of what we practice? How can we come down off the ropes course, return from interviewing Aunt Arie, or put away our New Games props and sit down in the class room to learn experiential education philosophy? How can discussions about Dewey's ideas, lesson plans, Summerhill, moral development, ethics of teaching, motivation and a host of other questions grounded in the basic foundations of experiential education come alive in a classroom setting? How can we give future teachers a sound theoretical framework to use in teaching experientially? The answer, of course, is experientially. The Model
28 citations
TL;DR: In this paper, the authors investigated the variability of attention-to-task and its relation to instructional contexts for children with learning disabilities and found significant differences in rate of engagement for classroom setting, type of instruction, and level of peer involvement, indicating that degree of attending is not stable but a function of the context in which it occurs.
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01 Jan 1988
TL;DR: In this article, the authors propose a method to solve the problem of gender discrimination in the workplace, and propose an approach based on self-defense and self-representation, respectively.
Abstract: DOCUMENT RESUME
TL;DR: Five student characteristics that may be important for examining computer materials: age, expectations, ability, cognitive style, and effect are outlined and their relevance for valid assessment of courseware effectiveness is exemplified.
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TL;DR: This paper presented an empirical example to demonstrate how a motivation theory for grouping students in a study can help identify predictors of a measure of satisfaction with college and suggests how the student typologies may be used to study college outcomes.
Abstract: Student typologies can help classify subgroups to study student outcomes. This essay presents a simple empirical example to demonstrate how a motivation theory for grouping students in a study can help identify predictors of a measure of satisfaction with college and suggests how the student typologies may be used to study college outcomes.
TL;DR: This article investigated student involvement in interactions in high school science activities and found that three to five students, known as target students, monopolized classroom interactions in most classes and tended to be high-achieving students who were willing to answer difficult teacher questions.
Abstract: This study was an investigation of student involvement in interactions in high school science activities. Students from Grades 8 to 12 in two urban high schools in Western Australia participated in the study. The data sources for the study were classroom observations, teacher and student interviews, a student questionnaire and student achievement. The results indicated that three to five students, known as target students, monopolized classroom interactions in most classes. Target students tended to be high‐achieving students who were willing to answer difficult teacher questions. Most target students were male, although there were female target students in most classes. The same students tended to be target students in consecutive years.
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01 Oct 1988
TL;DR: In this paper, a review of the literature on Chicano students is included and composites of the social and academic integration factors influencing Chicano student persistence are presented, along with references to student retention.
Abstract: Chicano Student dropout and persistence is approached through an examination of the theories of Tinto and Astin on student integration and involvement. An overview of each theory is presented with references to Chicano student retention. A review of the literature on Chicano students is included and composites of the social and academic integration factors influencing Chicano student persistence are presented.
TL;DR: In this article, the influence of organizational and administrative factors on student learning may be critical in improving educational performance, and they examine the influence and influence of these factors on the student learning.
Abstract: Institutional research that examines the influence of organizational and administrative factors on student learning may be critical in improving educational performance.
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Book•
01 Jan 1988
TL;DR: This paper found that students at all achievement levels asked more questions in the school serving the upper middle-class population than the lower-middle-class students, and that student groups differed in questioning behavior within a given school.
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