Showing papers on "Student engagement published in 1990"

Socialization of Student Teachers

Abstract: In this study of organizational socialization, student teachers became more controlling in their perspectives as they completed their practice teaching. They became significantly more custodial in pupil-control orientation as well as more controlling in their orientation toward social problem solving. Student teachers also became less confident that they could overcome the limitations of home environment and family background. It is surprising that these same student teachers did not temper their optimistic belief that they had the personal ability to motivate and be effective with difficult students; in fact, their sense of personal teaching efficacy improved as their sense of general teaching efficacy declined. Similar students who were preparing to teach but had not yet enrolled in student teaching did not experience these changes in perspectives during the same time.

Communication in the classroom: Power and motivation

Abstract: The goal of the present study was to determine which power bases and Behavior Alteration Techniques have positive, negative, and no association with student motivation toward studying course content. In addition, teacher immediacy and teacher use of affinity‐seeking techniques were examined for their potential to off‐set possible negative effects on student motivation resulting from teachers’ use of power and BATs to control mundane student behaviors in the classroom. To replicate previous work and place this study within the context of that work, both cognitive and affective learning also were examined. Results are summarized in the context of this and the previous studies in this series.

What does it mean to be an exemplary science teacher

Abstract: In order to provide a refreshing alternative to the majority of research reports, which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice was initiated to provide a focus on the successful and positive facets of schooling. The major data-collection approach was qualitative and involved 13 researchers in hundreds of hours of intensive classroom observation involving 20 exemplary teachers and a comparison group of nonexemplary teachers. A distinctive feature of the methodology was that the qualitative information was complemented by quantitative information obtained from the administration of questionnaires assessing student perceptions of classroom psychosocial environment. The major trends were that exemplary science teachers (1) used management strategies that facilitated sustained student engagement, (2) used strategies designed to increase student understanding of science, (3) utilized strategies that encouraged students to participate in learning activities, and (4) maintained a favorable classroom learning environment.

A classroom perspective on student mobility.

Abstract: Although nearly 1 in every 5 school-aged children moves each year in this country, there is little documentation about how that mobility affects classroom instruction. This examination of 21 classes in a single urban elementary school revealed that the composition of the classes in the school changed throughout the year as new students enrolled and others withdrew. An analysis of enrollment data illustrated that in a typical classroom about half of the students were enrolled for the full school year, and there were patterns to the times they moved. Through structured interviews, the teachers described how this mobility affected classroom instruction and management, and the strategies they used to work with mobile students. The enrollment data and teacher reports suggest that student mobility deserves more attention from researchers and educators as a factor affecting instruction, classroom management, and learning.

Student Engagement: When Recitation Becomes Conversation.

Abstract: This paper examines the nature of student engagement in the instructional activities of eighthand ninth-grade English classes and draws general conclusions applicable to instruction at all levels. It focuses on the teacher's pivotal role, showing that certain discourse practices elicit substantive (rather than procedural) student engagement, with teachers taking students seriously, and acknowledging and building on what they say. These practices involve: (1) asking authentic questions (which open the floor to what students have to say); (2) engaging in uptake (building on what students have sale.); and (3) high-level evaluation (which certifies new turns in the discussion occasioned by student answers). By contrast, the teacher-student interaction called "recitation" (in which the teacher asks a series of preplanned questions, initiates all the topics, and rarely interacts with the substance of students' answers except to evaluate them) is rarely more than procedurally engaging. Using examples from a study of eighthand ninth-grade English, the paper examines substantively engaging instruction, showing how students become most profitably engaged and learn most in classrooms characterized by extensive interaction between students and teacher. The paper is divided into the following sections: "Procedural versus Substantive Engagement"; "Quality of Instructional Discourse as an Indicator of Student Engagement" (an e...amination and discussion of three samples of c.Lassroom talk); "Implications for Writing"; "Student Engagement and Literature Achievement"; and a conclusion. Twenty-four references are attached. (SR) Reproductions suppl.Led by EDRS are the best t''at can be made from the original document.

Collaborative Learning: Preparation for the Workplace and Democracy?.

Abstract: Three reasons are frequently given for using collaborative learning in college classrooms. Perhaps most widely heard is that students learn well when they work together. Second, many argue that collaborative learning prepares students to deal with increas ingly complex workplace problems and processes that require individuals to pool their resources and integrate spe cializations. Finally, some say that the participatory nature of collaborative learning might pave the way for more vital student engagement in our demo cratic political system at a time when it is in dire need of a boost. (Often fewer than half those who are eligible in the United States vote?witness the 1988 presidential election?whereas people all over the world are clamoring for a greater voice.) Substantiation of the first reason seems sound enough. David and Roger Johnson (1987), Richard Wilson (1981), and Judith Lambiotte et al. (1987) pro vide support for the hypothesis that collaboration promotes learning. The next two reasons, however, are prob lematic. More precisely, the second reason has different goals from?and may undermine?the third. Workplace behavior often requires obedience to

Observation Skills for Effective Teaching

Abstract: 1 Why Observe? Goal 1: To Achieve Empathy Goal 2: To Establish Cooperative Relationships Goal 3: To Become Realistic Goal 4: To Establish Direction Goal 5: To Attain Confidence Goal 6: To Express Enthusiasm Goal 7: To Become Flexible Goal 8: To Become Self-Reliant A Beginning Thought For More Information Key Terms Activities 2 Lenses for Observing What Real Classrooms Are Like Rapid Pace of Classrooms Immediacy of Classrooms Interruptions in Classrooms Social Dynamics of Classrooms Becoming Aware of Classroom Behavior: Lenses for Self-Improvement To Become Aware of Your Own Behavior To Discover Alternative Instructional Practices and New Solutions to Instructional Problems To Determine Your Personal Teaching Strengths To Focus Your Reflections on Important Areas of Teacher Effectiveness Eight Lenses for Classroom Observation Lens 1: Consider the Learning Climate Lens 2: Focus on Classroom Management Lens 3: Look for Lesson Clarity Lens 4: Verify Variety Lens 5: Observe Task Orientation Lens 6: Examine Engagement Lens 7: Measure Student Success Lens 8: Look for Higher Thought Processes and Performance Outcomes Challenges to Observing in Classrooms Sources of Influence on Observations from Outside Ourselves Student Ability and Achievement Classroom Characteristics Participatory and Cooperative Student Behavior Experience and Education of the Teacher School, Grade, and Subject Matter Individual and Cultural Diversity Sources of Influence on Observations from Within Ourselves Your Own Experiences in School Recent Influences and Training Who May Be Watching Who May Find Out Choosing a Useful Lens: The Need to Structure Observations For More Information Key Terms Activities 3 Making Classroom Visits A Classroom Dialogue Reactions from Observing Ms Koker's Classroom Observing the Learning Climate Observing Classroom Management Observing Lesson Clarity Observing Instructional Variety Observing the Teacher's Task Orientation Observing Students' Engagement in the Learning Process Observing Student Success Observing Higher Thought Processes and Performance Out-comes Preparing to Observe in Real Classrooms Activities Before the Observation Activities During the Observation Activities After the Observation For More Information Key Terms Activities 4 "Seeing" Beyond Personal Experiences and Expectations: Learning to Observe Systematically Why Observe Systematically? Methods for Observing and Recording Method 1: Narrative Reports Method 2: Rating Scales Method 3: Classroom Coding Systems For More Information Key Terms Activities 5 Considering the Learning Climate Dimensions of Learning Climate Teacher Concerns A Teacher Concerns Instrument Observing Teacher Concerns in the Classroom Warmth and Control Dimensions of Warmth and Control Behavioral Signs of Warmth and Control Social Environment Dimensions of Social Environment Observing the Social Environment of the Classroom Cultural Diversity and the Learning Climate For More Information Key Term Activities 6 Focusing on Classroom Management Dimensions of Classroom Management Practice Observing Classroom Management: A Dialogue Time to Reflect Arranging the Classroom to Meet Instructional Goals Observing the Classroom Arrangement Preestablishing and Communicating Classroom Rules Observing Classroom Rules Developing and Communicating Instructional Routines Observing Instructional Routines Establishing a System of Incentives and Consequences Observing Incentives and Consequences Using Low-Profile Classroom Management Observing Low-Profile Classroom Management Cultural Diversity and Classroom Management For More Information Key Terms Activities 7 Looking for Lesson Clarity Dimensions of Lesson Clarity Informing Learners of Lesson Objectives Observing Lesson Objectives Providing Advance Organizers Observing Advance Organizers Checking for Lesson-Relevant Prior Knowledge and Reteaching, if Necessary Observing Lesson-Relevant Prior Knowledge and Reteaching Teaching to Students' Current Level of Understanding Observing Level of Instruction Giving Directives Clearly Observing Clarity of Directives Using Examples, Illustrations, and Demonstrations Observing Use of Examples, Illustrations, and Demonstrations Reviewing and Summarizing Observing Review and Summary Techniques Cultural Diversity and Lesson Clarity Practice Observing Lesson Clarity: A Dialogue Time to Reflect For More Information Key Terms Activities 8 Verifying Instructional Variety Dimensions of Instructional Variety Practice Observing Instructional Variety: A Dialogue Time to Reflect Using Attention-Gaining Devices Observing Attention-Gaining Devices Showing Enthusiasm and Animation Observing Enthusiasm and Animation Varying Instructional Activities and Media Observing the Variation in Instructional Activities and Media Varying Rewards and Reinforcement Observing the Use of Rewards and Reinforcement Varying Types of Questions and Probes Observing Types of Questions and Probes Using Student Ideas Observing the Use of Student Ideas Cultural Diversity and Instructional Variety For More Information Key Terms Activities 9 Observing Task Orientation Dimensions of Task Orientation Practice Observing Task Orientation: A Dialogue Time to Reflect Preparing Unit and Lesson Plans That Reflect the Curriculum Observing Whether Unit and Lesson Plans Reflect the Curriculum Performing Administrative and Clerical Tasks Efficiently Observing Administrative and Clerical Tasks Preventing and Correcting Misbehavior Observing the Prevention and Correction of Misbehavior Selecting the Most Appropriate Instructional Strategy for the Objectives Taught Observing the Most Appropriate Instructional Strategy for the Objectives Taught Establishing Cycles of Review, Feedback, and Testing Observing Cycles of Review, Feedback, and Testing Cultural Diversity and Task Orientation For More Information Key Terms Activities 10 Examining Engagement in the Learning Process Dimensions of Student Engagement in the Learning Process Practice Observing Student Engagement in the Learning Process: A Dialogue Time to Reflect Eliciting the Desired Behavior Observing Eliciting Activities Providing Feedback and Correctives in a Noncritical Atmosphere Observing Feedback and Correctives Using Individual and Self-Regulated Learning Activities Observing Differentiated and Self-Regulated Learning Activities Using Meaningful Verbal Praise Observing Meaningful Verbal Praise Monitoring and Checking Observing Monitoring and Checking Cultural Diversity and Student Engagement For More Information Key Terms Activities 11 Measuring Student Success Dimensions of Student Success Practice Observing Student Success: A Dialogue Time to Reflect 225 Planning Unit and Lesson Content That Reflects Prior Learning Observing Unit and Lesson Content That Reflects Prior Learning Providing Mediated Feedback to Extend and Enhance Learning Observing Mediated Feedback to Extend and Enhance Learning Planning Units and Lessons at, or Slightly Above, Students' Current Level of Understanding Observing Instruction at, or Slightly Above, the Learners' Current Level of Understanding Making Transitions Between Lesson Content Observing Transitions Between Lesson Content Establishing Momentum That Engages Learners in the Learning Process Observing Momentum Cultural Diversity and Student Success For More Information Key Terms Activities 12 Looking for Higher Thought Processes and Performance Outcomes Dimensions of Higher Thought Processes and Performance Outcomes Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue Time to Think Using Collaborative and Group Activities Observing Collaborative and Group Activities Demonstrating Mental Models and Strategies for Learning Observing Mental Models and Strategies for Learning Arranging for Student Projects and Demonstrations Observing Student Projects and Demonstrations Engaging Students in Oral Performance Observing Students in Oral Performance Providing Opportunities for Students to Learn from Their Mistakes Observing Consequential Learning Activities Using Portfolios and Performance Assessments of Learning Observing Portfolios and Performance Assessments Cultural Diversity and Performance Outcomes For More Information Key Terms Activities APPENDIX: How to Determine Percentage of Observer Agreement for a Counting Observation System GLOSSARY REFERENCES NAME INDEX SUBJECT INDEX INSTRUMENT INDEX

American Student Activism: The Post-Sixties Transformation.

Abstract: (1990). American Student Activism. The Journal of Higher Education: Vol. 61, No. 1, pp. 32-49.

Student Evaluations in Marketing: What is Actually being Measured?:

Abstract: An analysis of one university's student evaluation used to measure teaching effectiveness in marketing classes found that students' perceptions of fairness, instructor knowledge and interest, and student learning all were related to how the instructor was evaluated. The rigor of the class was negatively related to the evaluation. The personality of the instructor was related to all other variables and was almost twice as strong of a predictor of the final evaluation as any other factor.

An international nursing student exchange program: an educational experience that enhanced student cognitive development.

Abstract: Increased attention to international nursing has lead to the development of study abroad programs for students. Participants in such programs describe the experiences as positive; however, studies of measured impact have not been reported. Student development theory provides an objective perspective from which to assess the level of cognition of undergraduate students and permits assessment of change in students' thinking maturity over time. This study documents the change of senior students' levels of cognition over one academic semester. Results indicate that those who participated in an international student nurse exchange program demonstrated significantly more growth than those who did not. As nursing moves to a global perspective, the author recommends similar evaluation of all such exchange programs.

Student Services for Athletes: A Model for Enhancing the Student-Athlete Experience

Abstract: A comprehensive outreach program for providing student services to college athletes is described. Sponsored by the Center for Counseling and Student Development, the program attends to the developmental needs of student-athletes. Services include academic monitoring, consultation, workshops, and personal counseling. Benefits and suggestions for implementation of the program are addressed.

College student development : theory and practice for the 1990s

Abstract: Chapter 1 Introduction: Progress Toward Intentional Student Development The Professional Practice of Student Development Theoretical Foundations of Practice: Recent Theories and Research Underlying Student Development Assessing Development from a Cog

Taking Student Responsibility Seriously

Abstract: In the last three decades American educators have been heavily concerned with student rights and equal educational opportunity. These and other concerns have caused educators (and the public) to give teachers the primary responsibility for student learning and have drawn attention away from questions about the student's responsibility for learning. Two recent approaches attribute the ultimate responsibility for learning to the student. These general approaches are constructively criticized so that the key insights can be used to set and articulate a defensible theory of student responsibility. The major conclusion is that high-school students have both aright to an education and aresponsibility to use educational resources sensibly

Student evaluations of teaching and courses: Student study strategies as a criterion of validity*

Abstract: Recent developments in higher education are likely to lead to increased evaluation of teaching and courses and, in particular, increased use of student evaluation of teaching and courses by questionnaire. Most studies of the validity of such evaluations have been conducted in terms of the relationship between traditional measures of ‘how much’ students learn and their ratings of teaching and courses. But there have been few if any studies of the relationship between students' rating of teaching and the quality of student learning, or in how the students approached their learning.

"High Risk" Students and Higher Education: Future Trends. ERIC Digest.

Abstract: Examines the factors that affect minority, female, low-income, and handicapped students. Discusses differential preparation, negative teacher attitudes, systemic forces, institutional impact, and strategies for achieving success.

Theme: Teachers' Beliefs Helping Student Teachers Think about Teaching: Another Look at Lou

Abstract: This article provides an in-depth study of one student during his two semesters of student teaching in a graduate preservice program. Data for the study were drawn from the student's dialogue jour nals, documents, interviews with supervisors, and observation and interview of the student during his first year of teaching. The interpretive focus is on how a program designed to prepare deliberative teachers can serve a student who resists reflective thinking. Findings suggest that although the dialogue journal provides an effective index of student thinking, it must be used appropriately by supervisors and may need to be supplemented with other tools for development of reflective thought, such as the personal journal.

Using psychological models to understand student motivation

Abstract: Efforts to enhance student motivation can be made more effective if they are approached from the perspective of psychological models of what drives human behavior.

Organizing Policy Into Practice: Reactions to the Cases

Abstract: (Mrs. Oublier and Carol Turner) are favorably disposed to several of the big ideas in the California math framework and are already teaching in a manner consistent with these ideas; two teachers (Cathy Swift and Joe Scott) maintain their traditional style of math teaching with some minor adaptations to ideas in the framework; and one teacher (Mark Black) has not responded at all to the new ideas. We also learn that three of the teachers have never seen "the" policy, as represented by the Mathematics Framework for California Public Schools, K-12 (California State Department of Education, 1985) or by Mathematics: Model Curriculum Guide (California State Department of Education, 1987). One teacher has seen the policy but openly disagrees with it, and in one case it is unclear. The materials teachers use also vary. Two teachers work out of a text entitled Math Their Way; one uses another text, Real Math; one works within a district-initiated instructional management system known as Achievement of Basic Skills (ABS) and uses a third text, the California edition of Mathematics Unlimited; and with the fifth teacher we are only told that he has a new math text. Responses to ideas in the Framework include use of manipulatives and groupwork, together with greater attention to multiple representations of mathematical relationships and to problem solving. New content, including estimation and probability, makes an appearance in a few classrooms. But even the most innovative teaching among these cases seems a far cry from the full vision projected by the policy. Here and there the outer forms of the reform are present, but nowhere is the inner intent realized. There is little reflective, exploratory discourse about mathematics, teachers continue to dominate the airwaves, groupwork does not promote mutual student engagement with complex problem-solving tasks, and the aims of instruction remain focused on supplying students with correct procedures for obtaining right answers. This may appear as a familiar tale about the trials and tribulations of implementation, particularly in the early stages of a change effort, but buried in these narratives is a success story about instructional policy. The policy, of course, is not the new math framework, but the direct instructional modelalso known as clinical teaching, ITIP, or the Madeline Hunter model-which is omnipresent in the teaching described here. In each of these cases, teachers work quite consciously from a set of instructional principles purportedly validated through research and disseminated successfully through inservice education. In light of the academy's generally gloomy view of translating new ideas (or policies) into practice, it seems quite remarkable that this model has spread so far, so fast. How ironic, then, that a brief moment's answer, supplied by science through policy,

Effects of approach to teaching on student achievement, retention, and attitude

Abstract: The purpose of this study was to determine which approach, problem solving or subject matter, was the most effective in teaching high school vocational agriculture students as measured by which approach produces higher levels of student achievement test scores, better retention of student learning, and better student attitudes toward instruction upon completion of the instructional unit. The problem solving approach is a student-centered approach to teaching where the central and essential characteristic is solving problems (Binkley and Tulloch, 1981). Students participate in the learning process by contributing problems, analyzing the factors associated with the problems, developing possible solutions to the problems, placing the solution(s) into action, and evaluating the results of the solution. The subject matter approach is a teacher-centered approach to teaching where students are more passive participants in the learning process. Students listen to the information, participate in limited discussion, take notes, and retrieve or recall the information for evaluation purposes. With the subject matter approach the focus is more on acquisition of information than on group driven problem solving.

The academically 'at risk' student: a pilot intervention programme and its observed effects on learning outcome

Abstract: Previous research has indicated that there is a strong relationship between the approaches to studying adopted by individual students and their qualitative perceptions of the context in which learning takes place. This study identified students who were considered to be academically ‘at risk’ and involved them in an intervention programme whose aim was to produce a qualitative change in perceptions of certain key elements of the learning context. The intervention programme consisted of five forty-five minute sessions in which the focus was on three elements of the learning context, namely, the teacher/student relationship, perceptions of textbooks and notes, and the nature and role of tests and examinations. Subsequent interviews indicated that most of the participating students had experienced a qualitative improvement in their perceptions of these contextual elements and that they perceived an attendant improvement in the quality of their learning. Quantitative analysis of the relative class positions before and after the intervention suggests that these changes were accompanied by improved performance. The implications of these findings for teaching practice in higher education are discussed.

The Management of Curriculum Time as it Relates to Student Engaged Time

Abstract: This article examines some American‐based research findings on teacher effectiveness related to the management of time allocated for classroom instruction. The distinction between allocated and eng...

Tools and Environments for Musical Creativity

Abstract: Encouraging creativity among students is a matter of providing an environment in which students have responsibility for their own learning. Lyle Davidson, lecturer in education at Harvard University's Graduate School of Education and chairman of the Undergraduate Theory Department at the New England Conservatory of Music, reviews the conditions needed for such learning.