Showing papers on "Student engagement published in 1991"
Book•
15 Mar 1991
TL;DR: In this paper, the authors discuss how involved colleges promote student learning and development, and develop opportunities for student involvement in student involvement, and propose a framework to support student involvement. But,
Abstract: What Is an Involving College? How Involving Colleges Promote Student Learning and Development. Developing Opportunities for Student Involvement.
562 citations
Journal Article•
514 citations
360 citations
TL;DR: This article examined the extent to which social and academic integration and student educational objectives and intents to reenroll are predictive of persistence for community college students and concluded that nonpersistence at the institution may be an indicator of student success if the student has transferred or accomplished his/her goals.
Abstract: This article examines the extent to which social and academic integration and student educational objectives and intents to reenroll are predictive of persistence for community college students. An instrument designed to operationalize the concepts of social and academic integration for four-year college students was largely replicated with the two-year college population. Student educational objectives/intents discriminated most powerfully between persisters and nonpersisters, although academic and social integration and employment status also contributed significantly to differentiating the two groups. The article concludes with a brief discussion about the nature of community colleges and the fact that nonpersistence at the institution may be an indicator of student success if the student has transferred or accomplished his/her goals.
296 citations
TL;DR: In this article, a study conducted at a suburban community college tested a method of conceptual change in which treatment students worked in small cooperative groups on tasks aimed at eliciting their misconceptions so that they could then be discussed in contrast to the scientific conceptions that had been taught in direct instruction.
Abstract: This study conducted at a suburban community college tested a method of conceptual change in which treatment students worked in small cooperative groups on tasks aimed at eliciting their misconceptions so that they could then be discussed in contrast to the scientific conceptions that had been taught in direct instruction. Categorizations of student understanding of the target concepts of the laws of conservation of matter and energy and aspects of the particulate nature of gases, liquids, and solids were ascertained by pre- and posttesting. Audiotapes of student verbal interaction in the small groups provided quantitative and qualitative data concerning student engagement in behaviors suggestive of the conditions posited to be part of the conceptual change process (Posner, Strike, Hewson & Gertzog, 1982). Chi-square analysis of posttests indicated that students in treatment groups had significantly lower (p < 0.05) proportion of misconceptions than control students on four of the five target concepts. Students who exhibited no change in concept state had a higher frequency of verbal behaviors suggestive of “impeding” conceptual change when compared to students who did change. Three factors emerged from qualitative analysis of group interaction that appeared to influence learning: (a) many students had flawed understanding of concepts that supported the target concepts; (b) student views towards learning science affected their engagement in assigned tasks, (c) “good” and “poor” group leaders had a strong influence on group success.
110 citations
TL;DR: It was found experienced teachers asked many more questions before they began planning than did inexperienced teachers, and low inference indicators of teaching behavior during instruction, and global variables from the Beginning Teacher Evaluation Study showed marked differences between experienced and inexperienced teachers.
Abstract: This study focused on the differences between experienced and inexperienced physical education teachers' approaches to planning, low inference indicators of teaching behavior during instruction, and global variables from the Beginning Teacher Evaluation Study. It was found experienced teachers asked many more questions before they began planning than did inexperienced teachers. Experienced teachers' plans reflected a concern about contingencies that might arise during instruction, whereas inexperienced teachers' plans did not. Interaction analysis and codings of student engagement showed marked differences between experienced and inexperienced teachers. Judging the qualities of experienced and inexperienced teachers also showed important differences. These sources of data are interrelated and give a vivid picture of how experienced and inexperienced teachers differ in accomplishment of instruction. The findings are discussed in terms of what they may mean for teacher development programs.
102 citations
TL;DR: In this article, a study was conducted in four departments in one institution of higher education: two arts and two science, and it was found that the development of student epistemology is influenced by interrelated factors of student learning approach, perception of the academic environment and lecturers' theories of teaching.
Abstract: Previous research into student learning in departments of higher education has shown that links can be established between students' approaches to studying and their perceptions of the academic environment. It has also been found that students with differing study orientations are likely to define effective teaching in ways which reflect those orientations. The study reported here began by identifying different types of student epistemology and then investigated those factors within the academic environment which appeared to influence their incidence. Employing a naturalistic methodology-observations, interviews and case studies - the study was conducted in four departments in one institution of higher education: two arts and two science. Through a process of progressively focusing upon emergent issues, the study evolved through three stages, culminating in a model of the factors appearing to influence the development of student epistemology. It is found that the development of student epistemology is influenced by the interrelated factors of student learning approach, perception of the academic environment and lecturers' theories of teaching, which tends to uphold previous findings. It is also found, however, that students' conceptions of knowledge and their learning approaches are influenced by the ways in which knowledge is structured and presented within departments. Most particularly, a relationship was found between historical and philosophical studies, the methods of teaching them, and the development of student epistemologies.
97 citations
TL;DR: This article used a large, national, random sample of elementary school students to determine the effects that the racial composition of the classroom and the ability of a student's classmates have on a black student's performance on standardized tests for mathematics and reading.
52 citations
TL;DR: This paper examined effective teaching from the student perspective and found that students value marketing educators who possess strong communication skills, are genuinely caring, and inject new ideas into the curriculum. But, they did not consider the role of the teacher's role.
Abstract: This article examines effective teaching from the student perspective. Results indicate students value marketing educators who possess strong communication skills, are genuinely caring, and inject ...
TL;DR: The authors found that low-growth elementary and secondary student teachers injected themselves least into the profiles they wrote, and they tended to describe pupils in terms of relatively few characteristics, which may have been the result of a teacher education program that entailed several brief clinical experiences prior to student teaching.
Book•
01 Jan 1991
TL;DR: The provision of part-time degree courses the students - an overview institutional perspectives, Ron Barnett the decision to enrol the students' experiences student assessment of the courses and student difficulties course development issues non-completion conclusions, implications and recommendations as mentioned in this paper.
Abstract: The provision of part-time degree courses the students - an overview institutional perspectives, Ron Barnett the decision to enrol the students' experiences student assessment of the courses and student difficulties course development issues non-completion conclusions, implications and recommendations.
TL;DR: In this paper, a qualitative evaluation of student learning was carried out in the context of a four-year undergraduate curriculum in occupational therapy and the evaluation was based on the concept of study orchestration, a term recently introduced in the research literature to capture the contextualized response of approaches to studying at an individual level.
Abstract: The present study describes how a qualitative evaluation of student learning was carried out in the context of a four-year undergraduate curriculum in occupational therapy. The evaluation of student learning was based on the concept of study orchestration—a term recently introduced in the research literature to capture the contextualised response of approaches to studying at an individual level. The present study illuminates how the application of this concept at a group level can facilitate the diagnosis of structural defects in a curriculum. It also demonstrates that students may manifest different study orchestrations in two aspects of the same discipline—a finding that is of theoretical and practical importance to educational practice.
01 Jan 1991
TL;DR: In this article, teachers' learning styles and how they affect student learning are discussed. But the authors focus on the negative effects of teachers' styles on student learning and do not consider the positive effects of teacher styles on students' learning.
Abstract: (1991). Teachers' Learning Styles: How They Affect Student Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 64, No. 4, pp. 225-227.
Journal Article•
20 Mar 1991
TL;DR: Wang et al. as discussed by the authors examined the nature of Chinese students' adaptation to US culture so that student organizations and student service professionals may become more sensitive to and conscious of their needs.
Abstract: International education continues as a tradition and practice inherited from ancient times However, it poses many challenges and unresolved problems that are reflected in the concgrns of individual students, their host countries, and educational institutions The present study examined the nature of Chinese students' adaptation to US culture so that student organizations and student service professionals may become more sensitive to and conscious of their needs The study was conducted at a southern university with an approximate enrollment of 22,000 students, of whom 52 students were from the People's Republic of China Data were gathered primarily through participant observation, unstructured interviews, and semistructured interviews Four Chinese students and one international student advisor (US) were selected as key informants for the study Four principal areas concerning Chinese students' adaptation and adjustment were identified: (1) financial difxiculty; (2) cultural differences; (3) academic concerns; and (4) language ability To help international students adapt smoothly to US culture, and universities in particular, university personnel and international student service professionals must realize that international students have common adaptation problems and they also have problems peculiar to their own cultural groups (LLL) *************************************************************A********* * Reproductions supplied by EDRS are the best that can be made * * from the original document * *********************************************************************** The Adaptation of Students from the People's Republic of China to an American Academic Culture CYD
Journal Article•
TL;DR: In this paper, student teachers were given practice identifying and interpreting the verbal and nonverbal behaviors of their pupils, as the pupils listened to and participated in the student teachers' lessons.
Abstract: With the aid of video, 5 student teachers (grades 1-4 and 6) were given practice identifying and interpreting the verbal and nonverbal behaviors of their pupils, as the pupils listened to and participated in the student teachers' lessons. With continuous prompting the novices were able to relate student cues to class management and sometimes to instruction. However, instead of using student cues to evaluate their lessons from a student perspective, the student teachers continued to measure the success of their lessons in terms of their own affective states while teaching. Although they were often aware of negative student cues while teaching, each of the novices aborted impromptu changes in instruction for fear of losing class control. As a last resort during the final week of the study, we had each student teacher view and interpret one of the videos made in another novice's class. After completing this task, each student teacher then viewed again and reinterpreted one of her own videos. The results were...
01 Nov 1991
TL;DR: This article examined teachers themselves as potential sources of instructional and/or motivational problems in the college classroom and found that 28 different categories of teacher misbehaviors were identified by student reports.
Abstract: This investigation represents a substantial change in the way we examine classroom discipline and student resistance. Rather than focusing on student non‐compliance and other types of student misbehaviors, we examined teachers themselves as potential sources of instructional and/or motivational problems in the college classroom. Study 1 was designed to elicit inductively, college student reports of teacher misbehaviors. Results indicated 28 different categories of teacher misbehaviors. Study 2 was structured to (1) validate the obtained categories of teacher misbehavior types and (2) to determine whether or not a conceptually meaningful factor structure underlies the categories. Even though most students reported that the teachers referenced in study 2 infrequently engaged in each misbehavior type, a representative number of other teachers did. Importantly, the full range of frequencies was obtained across all 28 categories. Results were further corroborated with qualitative data. Factor analyses and fact...
TL;DR: It was found that the students in this survey enjoyed using computers to study English and that they experienced little difficulty or confusion in doing so, and thought that using computers was important to them, and their attitudes became increasingly positive the more they used the computers.
Journal Article•
TL;DR: In this paper, the authors examined preactive and postactive curricular thinking of student teachers in elementary general music and found that preactive teachers were more likely to be pre-active than post-active.
Abstract: In this study, the researcher examined preactive and postactive curricular thinking of student teachers in elementary general music. Student teaching experiences were chosen for study since would-b...
TL;DR: It was found that students perceived that the structures of the learning environment fostered a highly competitive milieu, thus influencing their approach to learning, and the processes of teaching were viewed more positively, and this somewhat ameliorated the learning experiences for the students.
Abstract: Learning environment characteristics influence, to a degree, students' approaches to learning and the ways by which students achieve their personal goals. This study was undertaken at a large medic...
TL;DR: In this paper, sport psychology consultants are urged to examine their own cultural background prior to working with black student athletes and a discussion of black expressiveness is presented to provide sport psychology experts with a knowledge base from which to operate in interactions with black students.
Abstract: This article examines important concepts for effective sport psychology consulting with black student athletes. First, sport psychology consultants are urged to examine their own cultural background prior to working with black student athletes. Second, a discussion of black expressiveness is presented to provide sport psychology consultants with a knowledge base from which to operate in interactions with black student athletes. Third, relevant skills are presented for effective sport psychology consulting with black student athletes. These skills are derived from consulting with and doing research on black student athletes.
TL;DR: In this article, the authors describe the "create-a-game" exam technique for a History of Psychology course, where students design and construct games that incorporate a range of knowledge.
Abstract: This article describes the "create-a-game" exam technique for a History of Psychology course. Students design and construct games that incorporate a range of knowledge. The procedure is a challenging, engaging, and effective supplement or alternative to traditional evaluation methods. Playing the games in class provides an excellent and enjoyable review of course material.