Showing papers on "Student engagement published in 1996"

Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project

Abstract: In the present study the relationship between teaching and learning was examined using a conceptual framework that links dimensions of instructional tasks with gains in student learning outcomes. The greatest student gains on a performance assessment consisting of tasks that require high levels of mathematical thinking and reasoning were related to the use of instructional tasks that engaged students in the “doing of mathematics” or the use of procedures with connections to meaning. In addition, student performance gains were greater for those sites whose tasks were both set up and implemented to encourage the use of multiple solution strategies, multiple representations, and explanations. Whereas, student performance gains were relatively small for those sites whose tasks tended to be both set up and implemented in a procedural manner and that required a single solution strategy, single representations, and little or no mathematical communication.

The Student Learning Imperative: Implications for Student Affairs.

Abstract: Higher education is in the throes of a major transformation. Forcing the transformation are economic conditions, eroding public confidence, accountability demands, and demographic shifts resulting in increased numbers of people from historically underrepresented groups going to college. More people are participating in higher education than ever before, yet the resources supporting the enterprise are not keeping pace with the demand. Because of these and other factors, legislators, parents, governing boards, and students want colleges and universities to reemphasize student learning and personal development as the primary goals of undergraduate education. In short, people want to know that higher education is preparing students to lead productive lives after college including the ability to deal effectively with such major societal challenges as poverty, illiteracy, crime, and environmental exploitation.

Making meaning in classrooms: Social processes in small‐group discourse and scientific knowledge building

Abstract: This study analyzed student talk in working groups during four laboratory investigations. Its purpose was to understand the process by which students solve scientific problems, the difficulties students encounter in developing the requisite pieces of scientific arguments while negotiating their social roles, and the ways these roles shape task engagement and the development and articulation of the arguments themselves. The discourse of 6 groups of four students each was audiotaped and 2 groups were videotaped during the planning, execution, and interpretation of student-designed experiments in a 10th-grade interdisciplinary science class. Goals of student engagement, knowledge building within an intellectual framework, and construction of scientific arguments were used to examine conceptual difficulties and social interactions. Within-group comparisons across labs and across-group comparisons within labs were made. It was determined that: (a) students became much better at using the scientific method to construct convincing arguments, and (b) specific social roles and leadership styles developed within groups that greatly influenced the ease with which students developed scientific understanding. The results demonstrate not only that knowledge building involves the construction of scientifically appropriate arguments, but that the extent to which this knowledge building takes place depends on students learning to use tools of the scientific community: their expectations about the intellectual nature of the tasks and their role in carrying these tasks out: and the access they have to the appropriate social context in which to practice developing skills. © 1996 John Wiley & Sons, Inc.

Using the Tool-Kit of Discourse in the Activity of Learning and Teaching

Abstract: Teaching and learning are largely conducted through talk, yet the relationship between the talk and the activity goals it is intended to achieve is rarely problematized or treated as a matter for conscious choice. In this paper, I describe a tool for the analysis of classroom talk, developed in the context of teacher-researcher collaboration, which draws upon activity theory and systemic linguistics. Three main units of analysis are proposed: episodes of talk, which are the chief interactional means by which actions are operationalized; the sequences from which such episodes are constructed; and, minimally, the moves through which each sequence is negotiated. The concept of mini-genre is then used to distinguish different patterns of sequential organization. In the second part of the paper, I contrast episodes from two different activities, showing how different choices of follow-up moves create significantly different kinds of opportunity for student engagement and learning. In conclusion, I suggest that...

Discussion in the College Classroom: Triangulating Observational and Survey Results.

Abstract: Introduction At the college level, "one would expect to find inquiring . . . minds being challenged by the intellectual and perceptive questions of learned professors - extensive Socratic dialogue and an active interchange of ideas" (Barnes, 1983, p. 79). Prior studies have demonstrated a positive relationship between student participation in classroom discussion and learning, motivation, and problem-solving ability (McKeachie, 1970; Smith, 1980). Nonetheless, learning appears to be a "spectator sport" at the college level with little time spent in discussion (Smith, 1983) and only a few students involved (Karp & Yoels, 1976). Master teachers have offered much practical advice on "how to" stimulate participation (for example, call on students by name, ask for elaboration, praise students for their contributions) (Eble, 1976; Gullette, 1984; McKeachie, 1986; McKeachie, 1994; Neff & Weimer, 1989). "However, we have surprisingly little systematically collected empirical data on the impact of faculty members' behavior on students' participation; many of the strategies suggested for increasing student participation are based only on anecdotal evidence" (Auster & MacRone, 1994, p. 289). Hence, educational leaders have called for the systematic verification of the effectiveness of these techniques at the college level (Bonwell & Eison, 1991; Mentkowski & Chickering, 1987). Ellner (1983) emphasizes the need for such verification in "Piercing the College Veil." Furthermore, observational studies of classroom interaction at the college level are infrequent, the few existing studies are dated (for example, Fischer & Grant, 1983; Karp & Yoels, 1976; Smith, 1983), and most studies were conducted in small private liberal arts colleges. The current study, which was conducted in a large public university and triangulates data from observations of actual classroom behavior with self-report surveys of faculty and students, provides important information regarding interaction in the college classroom. Research Questions Questions addressed include: How much student verbal participation occurs? Which techniques do teachers use in eliciting student participation or in responding to it? Is there a relationship between these teaching techniques and the amount of participation that occurs? Do students and teachers hold similar views about classroom interaction, and how do their views compare with observational findings? Interaction Patterns in the College Classroom In an observational study of 40 classrooms representing a variety of subject areas at two large public and two small private colleges, Fischer and Grant (1983) found that professors' talk occupied nearly 80% of the time. Smith's (1983) observations of 12 classes (in humanities, social sciences, and natural sciences) at a small liberal arts college also revealed that 80% of class time was spent in lecture, 14% in student participation, and the remaining 6% in teacher questions, praise, and criticism. Interestingly, this participation pattern was found to persist in introductory and advanced classes, in the natural and social sciences, and in classes observed at the beginning and end of the semester (Ellner, 1983). In contrast, high-school classes appear to be more interactive than college classes, with student participation accounting for 17% to 26% of class time (Flanders, cited in Amidon & Hough, 1967). Each of these studies used a "time-sampling" approach (Suen & Ary, 1989) for data collection based on Flanders' Interaction Analysis System (Flanders, 1970). At the college level typically only 10 students in a class of 40 participate in discussion, and interaction is dominated by 5 of these students (Karp & Yoels, 1976). The vast majority (80%) of the questions asked by professors are at the lowest cognitive level - that is, recall of facts (Barnes, 1983). Because these observational studies revealed that little participation occurs, few students are involved, and teacher questions focus on recall rather than critical thinking, one must conclude that learning at the college level is indeed a "spectator sport. …

Student Role Involvement during a Unit of Sport Education

Abstract: This study examined a sixth-grade physical education class during participation in a speedball unit using the “sport education” model (Siedentop, 1994). In this unit, students took varying roles, including player, coach, referee, scorer, and statistician. The unit was examined using systematic observation and qualitative techniques. Particular attention was placed on the tasks students were expected to complete and the degree of congruence between their actions and the stated task. Also under investigation were the students’ reactions to their differing roles. Quantitative results indicated high levels of student engagement in game play and scrimmage contexts, and particularly high levels of congruent behaviors in the nonplaying roles. Levels of off-task behaviors were minimal throughout. Students reported through questionnaires and interviews that they enjoyed taking administrative roles, and they showed distinct preference for remaining in the same team for the entire season. A strong preference for stu...

Students: Changing Roles, Changing Lives

Abstract: Introduction students in context the students living student life, student lives action and representation the experience opinions and attitudes "Then it's worse" "Community"? students as ....

Marketing the Community College Starts With Understanding Students' Perspectives:

Abstract: For many years, community colleges have enjoyed a seller's market. The baby boomers of the late 1940s through the early 1960s provided a large population from which to draw. The shrinking supply of traditional, first-year college students, coupled with increased competition has resulted in a buyer's market in the 1990s (Lovelock, 1989). As competition has increased, so has the application of marketing in the field of higher education (Kotler, 1994, 1991, 1985). Educational marketers must attempt to answer a fundamental question: Why do students select a particular community college from the enormous number of alternatives? For example, students with limited financial resources may choose a community college because its close proximity allows them to continue living at home and avoid paying rent. The type of programs offered, tuition, and financial aid may all affect the student's choice of schools. Sometimes, it is simply a matter of convenience. Attending the local community college means the student may avoid other life changes such as moving, acquiring a new job, and making new friends. This educational question parallels a common marketing question in business: How do consumers select a particular product or service? The role of attracting consumers to a product and having those consumers make a purchase is the most important function of marketing. Community colleges often accomplish this function without recognizing it as a marketing application (Pate, 1993).

Orientation Programs: A Foundation for Student Learning and Success.

Abstract: Orientation programs facilitate the transition and integration of students into the college learning environment. Examples are given to demonstrate the varied aspects of high-quality orientation programs.

High School Students Learning Science in University Research Laboratories.

Abstract: This article reports on a case study of a high school student working as an apprentice in a university research laboratory, part of a larger project aimed at evaluating a summer science program. The study examined communication between mentors (scientists) and student and how it constrained or supported learning. Narrative summaries of the context and range of activities in which the student engaged, transcripts of talk, and excerpts from field notes are reported to support the view of the laboratory as a cultural system. The student learned to participate in activities and discourse that were part of the everyday practices of members of a research laboratory. Mentors' instructional styles affected both the manner in which the student learned and how he talked about science in public presentations. As programs involving students in research laboratories are becoming more commonplace, it is important to understand the educational opportunities afforded. Further, what high school students are capable of doing and learning in research laboratories has implications for expanding learning goals in the school science curriculum. © 1996 John Wiley & Sons, Inc.

Student Teacher Perceptions of Effective Teaching: A developmental perspective

Abstract: This paper reports on the results of a research study on student teacher perceptions of effective teaching. Comments from unstructured student teacher journals, kept during a three week field experience, were coded and compared across the three cohorts of student teachers involved in the study. The study has identified a complex development amongst student teachers. They move from a teacher centred to a pupil centred view of instruction, from a personal to a professional view of relationships with pupils, and from a 'control' to a holistic view of classroom management. These transitions often confront them with conflicting views of what good teaching is, and create personal dissonance for many as they try to make sense of the teacher's role. We argue that the apparent transition of student teachers from pupil centred to more managerial perspectives of effective teaching is of concern, given the centrality of pupil-teacher relations in contemporary models of effective teaching. We suggest it is up to teach...

How college affects first-generation students

Abstract: For many first-generation students, college is a transforming experience—one that requires students to play out powerful intellectual, psychological, family, and cultural dramas. Drawing on a multi...

Understanding Black Student Culture and Black Student Retention

Abstract: The study examines black student culture at a predominantly white liberal arts and engineering university; the values, beliefs, academic orientation to the college, and interactions of black students are studies, using a questionnaire and a theory of interpersonal environments. The findings raise issues relevant to retention services and to institutional response to black students and black student culture.

Ecobehavioral analysis of instruction for at-risk language-minority students.

Abstract: In this article we describe an application of ecobehavioral analysis to the evaluation of instructional settings for language-minority students. We introduce the concept of ecobehavioral analysis and describe the Ecobehavioral System for the Contextual Recording of Interactional Bilingual Environments (ESCRIBE). ESCRIBE evaluates the instructional effectiveness of educational and second language acquisition programs serving language-minority learners in regular and special settings. We studied 2 instructional environments (regular and English-as-a-Second-Language classrooms) to determine the opportunities afforded to 24 at-risk language-minority students to acquire and negotiate a second language and academic content meaning. Results demonstrated that instructional environments and teacher variables within a setting have a profound effect on students' academic behaviors and language usage. In general, we found a pattern of minimal teacher attention to language development, low student academic engagement ...

Student Learning Style: A Segmentation Strategy for Higher Education

Abstract: Student learning style has been modeled as a moderating variable in learning effectiveness and efficiency. This article proposes that student learning style can be related to easily identifiable de...

Student Self-Esteem and the School System: Perceptions and Implications.

Abstract: K-12 school personnel appear to have an impact on student self-esteem. In addition, most self-esteem programs used in the schools have historically consisted of superficial activities; thus, self-esteem is seldom addressed at a conceptual level. In order to do so, school personnel need to understand their own attitudes about self-esteem. The purpose of this study was to examine similarities and differences in perceptions of school administrators, counselors, and teachers about student self-esteem and explore further how each group perceives their own and the other two groups' impact on student self-esteem. Participants were selected from a stratified random sample of K-12 school administrators, counselors, and teachers. Each of these groups completed a survey that addressed perceptions of student self-esteem and impact of school personnel on student self-esteem. Data yielded noteworthy similarities and differences in school personnel's perceptions of student self-esteem as well as statistical sig...

The essential role of the student in curriculum planning

Abstract: Medical school curricula are planned, written and organized by academic and clinical staff within medical schools. While these medical educators may well be experts in their given field, they lack first-hand experience of what it is to be a medical student in 1995. For a medical curriculum to be an effective means of learning for today's students, it must be written with a knowledge of their priorities, needs and abilities. The way in which this can be best achieved is by the inclusion of current students in all stages of designing a new curriculum. In my second year of medicine at Flinders University, I became involved in planning for the new Graduate Entry curriculum. In the role of student advocate, I have found I am able to offer teaching staff a unique perspective, the student perspective, on various issues. Students, through experience from their own education, are able to give advice on student resources and facilities and are in a favourable position to judge other aspects of curricula, such as the balance and relevance of course content and assessment. Students need to realize the valuable insight they have to offer their faculties and the way in which this can benefit future students. It is by actively seeking student involvement and using their input, that faculties will be able to create a consumer-friendly curriculum.

Teaching Organic Chemistry via Student-Directed Learning: A Technique That Promotes Independence and Responsibility in the Student.

Abstract: One of the frustrations of teaching is the failure of talented students due to lack of effort on their part. We have to admit that Organic chemistry presents many challenges to students. At the same time we are aware that students often defeat themselves by a combination of procrastination and cramming. The Student-Directed Learning (SDL) method discourages this student strategy. Instead SDL fosters increased self-confidence, independence, and an awareness of the student's role in the teaching/learning process. This method incorporates four criteria for acceptance of responsibility: student ownership, student-active learning, student accountability, and student control. With SDL the course content is reorganized to make it more accessible to students. Learning modules are centered around "The Big Ideas". Each big idea is connected to its usefulness in pharmaceutical science, or is identified as a foundation idea for understanding subsequent course material. The class session is changed from traditional le...