Showing papers on "Student engagement published in 1992"

Student engagement and achievement in American secondary schools

Abstract: In 1985 the federal government funded two 5-year centres to conduct research on effective schools. "Student Engagement and Achievement in American Secondary Schools" presents the findings of one of these studies, as carried out by the National Center of Effective Secondary Schools located at the University of Wisconsin-Madison. Editor Fred M. Newmann and the other contributors to this study examine existing research, detail their own findings, and propose concrete strategies for improving students' achievement in secondary schools. The range of topics discussed include: the significance and sources of student engagement; taking students seriously; higher-order thinking and prospects for classroom thoughtfulness; building new programmes for students at risk; cultivating teacher engagement; and putting schools in perspective. A conclusion by Newmann rounds out the book and asks the question, "What have we learned about how to enhance student engagement and achievement in American secondary schools?" Chapter authors include Adam Gamoran, Susie D. Lamborn, Karen Seashore Louis, and Gary G. Wehlage. This book should be useful for anyone interested in helping secondary school students be successful, including researchers, curriculum and instruction supervisors, secondary school principals, and pre- and in-service teachers.

Family and High School Experience Influences on the Postsecondary Educational Plans of Ninth-Grade Students

Abstract: The objectives of this study were to review the current literature on status attainment and student college choice and to develop and test a structural model of predisposition to attend college. Family and student background characteristics, parents’ educational expectations for students, level of student involvement in school, and student achievement were cited as influences on students’ predisposition toward postsecondary education and were the chief components of the model. Data from 2,497 ninth-grade students and their parents were used to test the model using LISREL. Parents’ expectations exerted the strongest influence throughout the model. Parents’ education, student gender, high school GPA, and high school experiences also contributed significantly in explaining students’ aspirations.

Contextual Effects on the Self-Perceived Efficacy of High School Teachers.

Abstract: If the self-efficacy of high school teachers is situated rather than global, it ought to vary within teachers (across a teacher's several assigned classes), as well as among teachers. An analysis of survey data from academic teachers in 16 high schools confirmed the existence of substantial intrateacher variation and revealed that a teacher tends to feel most efficacious when teaching high-track students. This effect is most pronounced for math and science teachers and disappears when the level of student engagement is controlled. A teacher's level of preparation and the grade level of the class also predict intrateacher variation. An analysis of interteacher variation revealed that teachers who exercise control over key working conditions and work in highly collaborative environments have elevated self-efficacy.

Work-load and the quality of student learning

Abstract: For many undergraduates, the amount of work they are asked or expected to do is among the most crucial factors affecting their engagement with a course of study. Yet student work-load is a neglected issue, in research literature as in practice among teachers in higher education. In the context of increasing concern among educationists about the quality of students' learning, and some discussion of recent research findings, it is argued that ‘reasonable work-load˚s is a pre-condition of good studying and learning. Some of the ways in which workload can be measured are discussed and, in particular, the methodological difficulties involved in relying on students' perceptions of it. A more rigorous method of calculating student workload, in advance of course presentation, is outlined. Arguments and evidence are drawn largely from studies of adult part-time students of the arts and humanities at the Open University (OU), but are applicable more widely in higher education. Suggestions are offered about...

Effects of expert and non-expert facilitators on the small-group process and on student performance.

Abstract: At the University of Michigan Medical School in 1990, the authors investigated the effects of faculty facilitators' levels of content expertise on the educational process and learning outcomes of small-group teaching sessions. The study was conducted in a microbiology course for second-year students

Encouraging Students to Take Responsibility for Learning and Performance

Abstract: Researchers interested in classroom learning and performance have begun to study a variety of motivational and volitional characteristics of students and how these interact with changes in teacher-student roles and attitudes, classroom exchange, and forms of instruction to influence academic outcomes and accomplishments. In this article, I discuss some of these important motivational-volitional characteristics and processes. Theory, research, and practice are combined to consider how elementary school teachers might encourage students to take responsibility for their own learning and performance in school.

The effects of variable-interval reinforcement on academic engagement: a demonstration of matching theory.

Abstract: The single-alternative form of the matching law has enjoyed extensive support in laboratory research with both animals and humans. However, few data exist concerning its validity as a description of behavior in applied settings. In Experiment 1, 2 fourth-grade students were exposed to variable-interval schedules of social reinforcement contingent on academic engagement. The data for each subject were then plotted via Herrnstein's equation. The results showed Herrnstein's equation to account for 99.1% and 87.6% of the variance in student engagement, respectively. In Experiment 2, control over student engagement by two of the reinforcement schedules was examined further within an alternating treatments design with similar results. The implications of these findings for linking experimental and applied behavior analysis are discussed.

Higher Education, College Characteristics, and Student Experiences: Long-Term Effects on Educational Satisfactions and Perceptions.

Abstract: (1992). Higher Education, College Characteristics, and Student Experiences. The Journal of Higher Education: Vol. 63, No. 3, pp. 303-328.

Literature Instruction: A Focus on Student Response.

Abstract: Intended to provide an overview of current thinking on response-oriented literature i:Istruction and meant to stimulate dialogue leading to reform, this book reports research findings and ideas from teacher conferences of the Center for the Learning and Teaching of Literature at the State University of New York at Albany. The book contains the following articles: (1) "The Background for Reform" (Arthur N. Applebee); (2) "Testing Literature" (Alan C. Purves); (3) "Rethinking Literature Instruction" (Judith A. Langer); (4) "Five Kinds cf Literary Knowing" (Robert A. Probst); (5) "Challenging Questions in the Teaching of Literature" (Susan Hynds); (6) "Teaching Literature: From Clerk to Explorer" (Jayne DeLawter); (7) "Literary Reading and Classroom Constraints: Aligning Practice with Theory" (Patrick X. Dias); and (8) "To Teach (Literature)?" (Anthony Petrosky). (NKA) ******** ************************************ ********** M*********** ***** Reproductions supplied by EDRS are the best that can be made from the original document. ************** ***** ** ********* ** ******** *******************************

The Mixed-Age College Classroom

Abstract: Of all the demographic changes on college campuses, perhaps the most evident is the consis tently rising nontraditional student pop ulation (Cross 1988, Holtzclaw 1980). Although the nontraditional student is defined differently in the research, the most common use of the term refers to older students, specifically over the age of 25. Because predictions suggest that the influx of nontraditional students will continue to grow, we must concern ourselves with understanding the mixed-age classroom and with teaching effectively in it. We became interested in this topic because of our experiences teaching on a branch campus where approximately 40 percent of the students are nontradi tional. Our campus is in a city of ap proximately 47,000 and is one of two regional campuses of a medium-sized midwestern public university. Al though we teach in different disciplines (systems analysis and sociology), we found that we had similar teaching ex periences in mixed-age classrooms. We both agree that the classes that we most enjoy teaching are those that have stu dents of heterogeneous ages. Indeed, in one introductory computer class, the

Classroom Environments and Middle School Students' Views of Science

Abstract: This study identified classroom environmental variables related to student views of science. As a replication study, it adds to a growing empirical base indicating that student views of certain academic subjects are determined, in part, by the classroom environment. The cluster analysis technique resulted in the formation of three types of classroom environments, very dissimilar on most of the environmental factors of the Classroom Environment Scale. The finding indicates that there is a wide variety of science classroom environments, teaching philosophies, and teaching expertise at these grades. In classrooms with high levels of student involvement, teacher support, group affiliation, order and organization, and teacher innovation, student attitudes toward science were highest. These findings are discussed in relation to other research in this area.

The Effect of Cooperative Learning as an Instructional Practice at the College Level.

Abstract: The purpose of this study was to determine the effects of cooperative learning on the attitude and achievement of teachers enrolled in a graduate statistics course. Thirty students received instruction from a faculty member fully trained in cooperative lcarving methodology. A nine-item survey was administered at the conclusion of the course. Responses were tallied as either positive or negative on factors related to cooperative learning techniques used throughout the semester. Examination scores were compared to those of a comparable group of students taking the same course with another instructor using traditional lecture methods. Results of the survey indicated that 96 percent of the students felt increased support and a reduction in anxiety. Students also felt their comprehension of statistics was augmented by participation in group exercises. T-tests performed on examination scores revealed no significant differences between the two classes. Despite the fact that significant differences in achievement were not evidenced between the two teaching methodologies, the qualitative data suggest that cooperative learning techniques positively influenced student motivation, self-efficacy, level of anxiety, and sense of social cohesiveness. Contains 20 references. (Author) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** The. Effect of Cooperative Learning as an Instructional Practice at the College Level U.S. DEPARTMENT OF EDUCATION Once of Educational Researcn and improvement EDUCATIONAL RESOURCES IC) INFORMATION CENTEER .72/Tn,s document has been reproduced as received from the person or organization onginanng it Minor changes nave been made to rnprove rep,oductrod duality Fonts of view or op.nidns staled .n tnrsdocu went do not necessarily represent ott.c.al OERI DOsit.on or pdacy Darla Paul Courtney Eastern Kentucky Universtiy Michael Courtney fdyet te County Schools Charles Nicholson North 4...aro/ma Central University "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Daria Paul Courtne TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).The purpose of the study was to determine the effects of cooperative learning on the attitude and achievement of teachers enrolled in a graduate statistics course. Thirty students received instruction from a faculty member fully trained in cooperative learning methodology. A nine-item survey was administered at the conclusion of the course. Responses were tallied as either positive or negative on factors related to cooperative learning techniques used throughout the semester. Examination scores were compared to those of a comparable group of students taking the same course with another instructor using traditional lecture methods, Results of the survey indicated that 96X of the students telt increased support and a reduction in anxiety. students also felt their comprehension of statistics was augmented by participation in group exercises. T-tests performed on examination scores revealed no significant differences between the two classes. Despite the fact that significant differences in achievement were not evidenced between the two teaching methodologies, the qualitative data suggest that cooperative learning techniques positively influence student motivation, self-efficacy, level of anxiety and sense of social cohesiveness. Graduate level courses in statistics are often required in teacher (\iS training institutions for professional educators who wish to pursue degrees at both the Master's and Doctoral levels. Most graduate programs uphold the philosophy that graduate students 'mast be equipped with the

Disciplinary Differences: Instructional Goals and Activities, Measures of Student Performance, and Student Ratings of Instruction.

Abstract: This study investigated how instrncticmal goals, activities, and methods for grading in college level courses vary across disciplines and how these course design variables are related to student retina, class size, and course level. The study used a 44-item, multiple choice questionnaire mailed to 1280 instructors teaching 2700 course sections in the spring aDd fall quarters of 1991. Surveys for 887 course sections taught by 486 instructors were returned. Student ratings of instruction for the 887 courses taught fT the survey respondents were part of a routine course evaluation process. Patterns of significant association among survey variables appeared which were consistent with disciplinary differences. For example, courses in the engineering-math-science area tended to emphasize fact and concept learning goals, and lectures, and based a high percentage of student grades on exams. Courses in humanitites, on the other hand, emphasized skills development, papers, group discussion, and practice quizzes, and relied less on exams for grading. A similar pattern involving the same course design variables was associated with overall ratings of amount learned, and overall teacher effectiveness. Generally, courses with higher student participation and feedback were associated with higher ratings. A heavy reliance on midterms and finals, and low-frequency feedMack grading methods, were associated with lower ratings across disciplines. (Anthor/JB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** Disciplinary Differences: instructional goals and activities, measures of student performance, and student ratings of instruction Jennifer Franklin Northeastern University Michael Theall University of Alabama, Birmingham Abstract Many sources have reported disciplinary differences in student ratings of instmction. Typically courses in the "engineering-math-science" area receive Iowa ratings than courses in the humanities. This study investigates how inguctional goals, activities, and methods for grading vary acmss disciplines and how these course design variables am related to ratings. class size, and course level. Patterns of significant association among survey variables appeared which were consistent with disciplinary differences. Fir example. come in the engineering-math-science =a tended to emphasize fact and concept learning goals; lecture, and a high percentage of student grade on exams. while courses in humanities emphasized skills development, papers: group discusskar practice quizzeic and relied len on exams for gnarling. A similar pattern involving the same course design variables was associated with overall ratinp of amount learned, overall teacher's effectiveness, and overal course. Generally. it appealed that courses with higher student participation and feedback were anodised with higher raings. A heavy reliance on midterms :aid finals. a low-frequency feedback grading method. wits associated with lower ratings acrossMany sources have reported disciplinary differences in student ratings of instmction. Typically courses in the "engineering-math-science" area receive Iowa ratings than courses in the humanities. This study investigates how inguctional goals, activities, and methods for grading vary acmss disciplines and how these course design variables am related to ratings. class size, and course level. Patterns of significant association among survey variables appeared which were consistent with disciplinary differences. Fir example. come in the engineering-math-science =a tended to emphasize fact and concept learning goals; lecture, and a high percentage of student grade on exams. while courses in humanities emphasized skills development, papers: group discusskar practice quizzeic and relied len on exams for gnarling. A similar pattern involving the same course design variables was associated with overall ratinp of amount learned, overall teacher's effectiveness, and overal course. Generally. it appealed that courses with higher student participation and feedback were anodised with higher raings. A heavy reliance on midterms :aid finals. a low-frequency feedback grading method. wits associated with lower ratings across Presented at the Annual Meeting of the American Educational Research Association, San Francisco, 1992 Office of Instructional Reseaich and Evaluation , 305 Cushing Northeastern University 360 Huntington Avenue Boston, MA 02115 Please do not reproduce without permission of the authors. BEST COPY AYKA:LE off' tea memossmrtoy seaCAMOm coss. se Iskond000l Ibless( ss oss smosisoomel EDUCIMOSIALSOVIOMMCII Assocearosool WO/ omood000d IS Solo Ms pawn or osidadOooll 0Proisod CI Moos doodle r000 bow mods Is ~SW sopso0....oso sadid, RI MOE or oolsodso Mod as des doer mos: do aol mboolsook Isor0000t WSW OEN Isedden or macs PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

How Student Affairs Professionals Choose Their Careers

Abstract: The author reports results of a survey of master’s degree students examining considerations associated with their choosing student affairs as a profession.

The Teaching Role of Contemporary American Higher Education: Popular Imagery and Organizational Reality

Abstract: A paradox is emerging in American higher education. On one hand, the popular image of colleges and universities portrays those institutions as engaged primarily in teaching the skills necessary for social and economic advancement in our society. That image has always been the cornerstone of popular support of American higher education, and it shows no sign of abating. Indeed, the nation’s disadvantaged and minority populations, as well as its huge middle class, increasingly view a college education as the pathway to individual development, opportunity, and prosperity. On the other hand, however, the evolving organizational reality of contemporary higher education may be compromising the traditional primacy of the teaching function. A variety of contemporary analysts suggest that such factors as economic constraints and competition for prestige are subverting the purposes of higher education as articulated in the popular image.2Therein lies the paradox: How can the widely held image of American colleges as places of student engagement and opportunity be reconciled with the reported reality of organizational life in those institutions?

Demystifying "classroom chemistry": the role of the interactive learning model*

Abstract: Academic success is aproduct of social as well as educationalfactors. Both must be addressed in order to meet the needs of students who may lack the necessary skills to succeed in college. Thispaper presents a study in which a personalized teaching style is integrated with classroom opportunities for group interaction in an effort to create the positive "classroom chemistry" that encourages active student participation. The focus is on two introductory sociology classes; one was taught in the traditional manner, while the other incorporated efforts to enhance the participants' definitions of themselves as students. The study revealed that the academic environment can be altered deliberately to help students learn how to redefine their educational role in active terms, thereby increasing significantly their chances for success. This paper describes an attempt to create positive "classroom chemistry" by introducing an interactive learning model into one of two classes in a large (16,000 students) inner-city community college with a widely diversified student population. By the end of the first two weeks, the classes involved in this study consisted of 50 (control group) and 56 (experimental group) lower-division students, most of whom took the class to fulfill a general education requirement. There was a wide va

Joint determination of college student achievement and effort: implications for college teaching

Abstract: In this paper, a four-equation simultaneous equations model is developed with college student effort and achievement being jointly determined. The model is then tested using a sample of students from one comprehensive university. The empirical results provide evidence that student efforts with respect to faculty interaction, but not with respect to library usage or course effort, significantly affect achievement. You know, teachers sometimes think they are all that happen in class. But I have to take what a teacher is trying to teach me and translate it into something I learn, and that has little to do with the teacher. The learning is what I do.