Showing papers on "Student engagement published in 1999"

Student involvement: A developmental theory for higher education.

Abstract: Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical—I would like to bring some order into the chaos of the literature—and partly self-protective. I and increasingly bewildered by the muddle of f indings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others. Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development—and by college administrators and

The role of student involvement and perceptions of integration in a causal model of student persistence

Abstract: This study uses a revised integrated model ofundergraduate persistence to examine first-yearretention at a private, highly selective researchuniversity. Findings from the study provide strongsupport for use of the model in futurestudies.

The Relative Effects of Principal and Teacher Sources of Leadership on Student Engagement with School

Abstract: Survey data from an achieved sample of 1,762 teachers and 9,941 students in one large Canadian school district were used to explore the relative effects of principal and teacher leadership on stude...

Transformational School Leadership Effects: A Replication

Abstract: Most school restructuring initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio-psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1818 teachers and 6490 students from 94 elementary schools in one large district were used to replicate an earlier study of the effects of transformational leadership practices on selected organizational conditions and student engagement with school. Similar in most respects to our earlier s...

Influences on student learning

Abstract: I welcome the opportunity to speak to my colleagues and friends on the research I wish to undertake during my next years here at the University of Auckland. This is my third Inaugural lecture since I became a Professor 15 years ago, hence I have learnt to take this opportunity seriously and cast a vision, as there are so few opportunities to talk to colleagues one’s own esoterica and passions. Maybe it is that I just need to same thing three times to at least say something, and I know my family has therefore renamed these my Ignorable Lectures. I do know that the fact most remembered from my first was that it was the first time that the chair Michael Scriven and the presenter presented an Inaugural and both did not wear ties. The fact from the second in North Carolina was that it was scheduled at the same time as the Simpson jury read its verdict.

Academic Motivation and the Student Athlete.

Abstract: The researchers in this large-scale study of Division I athletes examined the achievement motivation of 361 universit' student athletes. The relationship of motivational orientation to academic performance and identification was investigated using a paper and pencil Like rr-t)pe scale instrument based on self-worth theory. Fear offailure and the relative commitment to athletics was found to play important roles in the academic motivation of both revenue and nonrevenue student athletes. University student athletes present an apparent motivational contradiction. Most are highly motivated to succeed in the athletic domain, having been selected to participate in inter collegiate athletics because of their proven ability and desire to succeed. However, many of the most visible student athletes seem to lack such motivation in the classroom. Although these individuals are expected to maintain their athletic motivation at the university, they are likewise expected to demonstrate a similar motivation to succeed in the classroom. The maintenance of this academic motivation and achievement is made more difficult because of the institutional demands of their sport. Student athletes are required to devote upwards of 25 hours per week when their sport is in season, miss numerous classes for university-sanctioned athletic compe titions, and deal with fatigue and injuries as a result of their athletic participation. These factors detract from the realistic likelihood of academic success, which in turn affects their academic motivation to succeed. (American Institutes for Research [AIR], 1989). Negative stereotypes about athletes' lack of academic ability only add to these motivational difficulties (Dundes, 1996; Edwards, 1984). Athletic success requires an individual to work hard, be self-disciplined, exhibit persever ance and determination, be able to concentrate. stay focused, and so forth. These qualities, if transferred to the academic domain, would seem to be important for academic success. A good deal of variation was found among student athletes in their willingness and success in making this transfer, In general, revenue athletes (football and men's basketball) seem less willing to make this transfer and show an apparent lack of academic motivation (Simons, Van Rheenen, & Covington, 1997). This perceived lack of motivation is often reflected in a general disidentification with school and reduced On the other hand, female and nonrevenue athletes (those who played sports other than football and men's basketball) seem more willing and able than revenue athletes to make this transfer, as demonstrated by their superior academic performance. Studies have consistently shown that female student athletes are …

The Role of Coaching in Student Teams: A "Just-in-Time" Approach to Learning.

Abstract: This article focuses on methods to improve student satisfaction and learning in team projects. The article describes in detail three sequential modules that the instructor can present in class to improve student team performance and learning: (a) starting student teams off on the right foot, (b) helping teams manage diversity and conflict, and (c) helping students learn from their teamwork experience. The article also highlights the role of the teacher as a learning coach during the teambuilding process, tying specific classroom behaviors to each of the three instructional modules. The discussion is supported by survey results on student teams involving 76 business school faculty and 199 undergraduate students. The article concludes that student team projects constitute a valuable peer-centered learning experience only when instructors are active coaches, giving just-in-time feedback and providing focused and concrete guidance at strategic intervals during the semester.

Strategic Moves for Retention Success.

Abstract: Three enrollment management experts share highlights from two decades of successful efforts that they found to work with all institutions.

Teachers of the 21st Century Know the What, Why, and How of Technology Integration

Abstract: So your goal is to be a teacher for the 21st century. The easy way is to stay in the profession for two more years! However, if your goal is to be a teacher that prepares students for the 21st century, then your objective has to be more challenging. The teacher of the future must be not only accomplished in instructional techniques and technology, but also in the integration of technology into the curriculum. The questions arise of what is technology integration, why should we integrate, and how do we integrate. The Jerome Joint School District #261 has spent the last 18 months trying to answer these questions. Although integration models and instructional practices are still developing and being assessed, following are some of the insights into technology integration and some examples teachers in our K-12 district have found to be effective. What is Technology Integration? Let's first define what it is not. Integration is not putting computers in the classroom without teacher training. It will not happen without training. Integration is not substituting 30 minutes of reading for 30 minutes of computer skill development. It is, however, using computers to teach 30 minutes of reading. Integration is not providing application software like electronic encyclopedias, spreadsheets, databases, etc. without a purpose. It is not prepackaged programs that are often unrelated activities clustered around a particular topic that address few higher concepts or goals. Nor is it teacher created programs that cover special interests and/or technical expertise but do not fit content-area curriculum. Defining what technology integration is and is not is the first step in deciding how to integrate it into the classroom. Now let's define what it is. Technology integration is using computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways. Discrete computer skills take on new meaning when they are integrated within the curriculum. Integration is incorporating technology in a manner that enhances student learning. Technology integration is using software supported by the business world for real-world applications so students learn to use computers flexibly, purposefully and creatively. Technology integration is having the curriculum drive technology usage, not having technology drive the curriculum. Finally, technology integration is organizing the goals of curriculum and technology into a coordinated, harmonious whole. Why Integrate Technology? The next question is why integrate technology at all? This is a question the teachers in the Jerome School District struggled with, especially in the beginning. However, we knew opinions among both the public and other educators are leaning toward the fact that students need to be proficient computer users. Here are a few but important reasons for integrating technology that we have come to understand in our efforts to integrate technology: 1) correctly designed, more depth into the content-area curriculum is possible, 2) in the information age, there is an intrinsic need to learn technology, 3) students are motivated by technology, thus increasing academic engagement time, 4) while working in more depth with the content, students are able to move beyond knowledge and comprehension to application and analysis of information, 5) students learn where to find information in an information rich world, 6) computer skills should not be taught in isolation and 7) students develop computer literacy by applying various computer skills as part of the learning process. How Do You Do It? Once we know what and why, we have the question of how. Michael Eisenberg suggests that there are two requirements for effective integration of technology skills: 1) the skills must directly relate to the content area and to the classroom assignments, and 2) the skills themselves need to be tied together in a logical and systematic model of instruction. …

Creating a Sense of Family in Urban Schools Using the “Sport for Peace” Curriculum

Abstract: Urban students often have difficulty engaging in the learning process and affiliating with others. A three-phase research design was used to examine the effectiveness of a high school physical education curriculum reform initiative entitled “Sport for Peace” to enhance student engagement and willingness to interact positively with others. Ten physical educators in six urban schools taught a traditional soccer unit (Phase I) followed by instruction and mentoring in the Sport for Peace curriculum (Phase II). In the third phase of the research, teachers developed and taught a Sport for Peace unit to their students. Data were collected using observation and interview methods and analyzed with constant comparison. Results suggested that the Sport for Peace curricular structures fostered shared responsibility for learning, trust, respect, and a sense of family. Both high- and low-skilled girls and boys felt successful and responded positively, creating a class community more conducive to engagement and...

Race, Class, and Gender in America: Narratives of Opportunity among Low-Income African American Youths.

Abstract: The research literature has explored the relationship between marginalized students' perceptions of social opportunity and mobility and their academic orientation. However, little attention has been paid to the extent to which these students simultaneously represent multiple social identities and how they may differentially assess life chances in light of their different social locations. This article examines how low-income African American high school students situate race, class, and gender in the process of status attainment. In revealing the substantive variation with which these students account (or not) for social structure in the mobility process, the A. calls into question the claim that perceptions of opportunity are related to academic engagement in predictable ways. She also suggests that personal experiences and knowledge of others' experiences are the bases for the development of multiple visions of opportunity

New Directions in Learning and Motivation.

Abstract: The foundation of good teaching is attention to student learning. There is much to know about how student learning occurs and how teachers can foster it, but the field has come a long way in twenty years.

Student Engagement with Social Issues in a Multimedia-supported Learning Environment.

Abstract: This paper explores high school students' responses to a technology-supported, problem-based US history unit Our investigation focused on how participants used a specially-designed multimedia environment, on what meaning this learning experience had for participants, and on how their responses and culminating understandings compared to students who studied the same topic without using the multimedia resources We wished to explore whether a multimedia-supported learning environment might mitigate some of the identified learner obstacles to problem-based instruction: (1) lack of deep engagement with the topic; (2) failure to weigh competing perspectives, and (3) lack of domain-specific and metacognitive knowledge Findings suggest that scaffolded multimedia may provide a more authentic context for learning that raises student interest, confronts students with alternative perspectives, and makes knowledge more available for application to social problems However, expert guidance by the teacher seems to remain a crucial factor for nurturing the disciplined inquiry necessary for addressing social problems critically

Student Motivation and Epistemological Beliefs

Abstract: Students' motivation to learn is related to their epistemological beliefs. Faculty can promote student motivation by designing learning activities that facilitate student development of more sophisticated epistemological beliefs.

Self efficacy theory and learning environment research

Abstract: The purpose of this article is to bring to the attention of educators interested in student perceptions of the learning environment the concept of self-efficacy. Social learning theorists define perceived self-efficacy as a sense of confidence regarding the performance of specific tasks. Our premise is that student self-efficacy beliefs regarding academic performance can have important implications for improving learning environments and, consequently, student outcomes. We believe that focusing on students' academic self-efficacy could alter student perceptions of the learning environment. Unlike most beliefs systems, which can be highly personal, academic self-efficacy is generally a belief that is addressable in a classroom context. Therefore, understanding more about the reciprocal relationship between the learning environment and students' academic self-efficacy beliefs should be a fruitful focus for learning environment research.

A Developmental Perspective on Learning.

Abstract: The Student Learning Imperative (SLI ) (American College Personnel Association [ACPA], 1994) was written to spark discussion of “how student affairs professionals can intentionally create the conditions that enhance student learning and personal development” (p. 1); it is a call to transform student affairs practice to promote student learning and personal development. Although the terms student learning and personal development have different historical roots and focus on different aspects of the educational process, they are described in the SLI as “inextricably intertwined and inseparable” (p. 1). In this paper, we elaborate on this assertion and argue for an integrated view of learning and personal development. From this integrated perspective, the cognitive and affective dimensions are seen as parts of one process; dimensions as seemingly distinct as knowledge construction, meaning making, and awareness of self are presumed to be integrated within the developing human being. The SLI argued that the educational experiences offered to college students—including those sponsored by student affairs—should be intentionally grounded in the educational missions of colleges and universities. This grounding requires a clear understanding of these missions and the educational goals they embody, as these are the goals toward which educational efforts should be directed. These efforts include the creation of “educationally purposeful” (Boyer, 1990, p. 9) experiences that should enable students to learn, practice, and develop the attributes of a college-educated person. As listed in the SLI, the hallmarks of a collegeeducated person include:

Alone in a Crowd: Meeting Students’ Needs for Relevance and Connection in Urban High School Physical Education

Abstract: Student engagement is a critical issue in education. A key component of engagement is the student's sense of membership. When students believe in and feel a part of the purposes of school and physical education, they are more likely to engage in activities and conform to norms. The purpose of this study was to investigate students' perspectives on school membership and its relationship to physical education. Three teachers and 16 students from a large, urban high school were observed and interviewed. The data were analyzed via constant comparison. The results indicated that school and departmental practices interacted to influence students' sense of membership. In particular, students failed to believe in the relevance and value of their experiences, and felt few social attachments. As a result, students frequently lacked the willingness and ability to engage in physical education.

Self-Monitoring and Self-Recruited Praise Effects on Problem Behavior, Academic Engagement, and Work Completion in a Typical Classroom

Abstract: This study examines the relationship between self-monitoring plus self-recruited attention and problem behaviors, on-task behavior, overall teacher perception of student performance, task completio...

Promoting Active-Student Learning Using the World Wide Web in Economics Courses

Abstract: In recent years, as the number of economics majors and students taking economics courses has declined, the issue of pedagogy in economic education has taken on increased importance. Economists have begun to think seriously about how economics is taught to college students, especially in introductory courses where students often experience economics for the first time. An important element in the current focus on teaching within the economics discipline is the recognition that current teaching practices, which rely heavily on the lecture format, are not doing enough to develop students' cognitive learning skills, attract good students to economics, and motivate them to continue coursework in the discipline. Some economists have argued that to increase the effectiveness of economic education, and at the same time increase undergraduate enrollment in economics courses, economics instructors need to reexamine and change their current mix of teaching methods. In particular, advocates of pedagogical change emphasize the need for greater use of activeand collaborative-learning exercises that encourage students to take greater responsibility for their learning. Learning theory and educational research suggest that teaching strategies that actively engage students in the learning process increase the academic performance of students and generate more positive attitudes about learning.' At the same time, changes in instructional technology, in particular the development of the Internet and the World Wide Web, are providing new opportunities for improving teaching and learning. The challenge for instructors of economics is how to use effectively these new technologies to develop an active-studentlearning environment in economics courses.' In the following sections, I discuss how this technology can be used to encourage and motivate students to become active participants in the learning process and describe two Web-based activelearning exercises that can be used in introductory economics courses. The examples illustrate how Web technology can be integrated with traditional teaching methods to enhance learning for students with a variety of learning styles, at the same time making economics more relevant, more interesting, and more fun for teachers and students alike.

Analysis of the Literature on the Impact of Student Involvement on Student Development and Learning: More Questions than Answers?

Abstract: The author's review the important literature published since Astin's 1985 work on involvement theory, including his subsequent publications on student involvement in learning, to determine whether student involvment does, in fact, make a difference to student development and learning. The study also examines some of the limitations inherent in assessing student development and learning, and sets out several questions that current research leaves open.

College Choice Perceptions and Priorities

Abstract: Choice in education has become a key issue for educational debate. In Further Education, especially since 1992, where recruitment has been linked to funding, interest in markets and choice mechanis...

Classwide Peer Tutoring: Teaching Students with Mild Mental Retardation in Inclusive Classrooms

Abstract: This study investigated the academic effects of classwide peer tutoring (CWPT) for students with mild mental retardation (MMR) and their typical peers in inclusive classroom settings. Four students with MMR were integrated in two, general education elementary classrooms during spelling instruction. Dependent measures included performance on weekly tests and direct observations of academic engagement. The results demonstrated increased spelling accuracy and increased levels of engagement for students with MMR and their typical peers during CWPT when compared to traditional teacher-led instruction, suggesting that CWPT is an effective instructional strategy for improving their spelling performance.

The Case for Student Centered Instruction via Collaborative Learning Paradigms.

Abstract: DOCUMENT RESUME

CORE Elements of Student Motivation in Problem‐Based Learning

Abstract: Problem-based learning requires high levels of student motivation and perseverance. In an international setting, community, ownership, relevance, and empowerment were found to be the “CORE” elements in the motivation of students.

Student Participation in University Governance

Abstract: This study investigated the scope, process, and effects of student participation in university governance, including student government. The study demonstrated that students are capable of administering their own affairs, satisfying various student needs, and protecting the political interests of students. Students were extensively involved in university academic and administrative decision-making at different levels. However, student associations as organized forces had much greater influence than did students at large. Both environmental and personal factors affected the impact of student participation in university gover- nance. Although student participation in university governance is deemed indispensable, student participants must hone their group deci- sion-making skills and demonstrate commitment to the mission of the university and its long-term interests.

The Relationships between Students' Motives for Communicating with Their Instructors and Affective and Cognitive Learning.

Abstract: Recently, Martin, Myers, and Mottet (1999) introduced a measure for the motives students have for communicating with their instructors. The purpose of this study was to further examine students' motives for communicating in the classroom and to further refine this measure. Additionally, measures of affective and cognitive learning were used to establish validity for the new measure. The five motives students use to communicate with their instructors were relational, functional, excuse, participation, and sycophancy. Subjects were 259 students enrolled in introductory communication courses. Analyses resulted in a revised 30-item, five factor (six items per factor) measure. The motives of relate, functional, and participation tended to be positively correlated with learning while there were no significant relationships between excuse and sycophancy with learning. Contains 76 references and 2 tables of data. (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document.

Transfer Student Experiences: Comparing Their Academic and Social Lives at the Community College and University

Abstract: Through focus group participation students expressed a variety of experiences when comparing student life at the community college with student life at a Western university. Two overarching themes emerged. The first theme focused on classroom experiences, which included the levels of individual attention students received, the amount of interaction with faculty and staff, the quality of learning experiences, and coursework difficulty. The second theme centered on the student life balance, which encompassed financial concerns, social networks and support, and support from campus service. What kind of inter-institutional and intra-institutional processes can be improved to enhance overall experiences for students transferring from a community college to a four-year university? Literature comparing student experiences at a two-year community college with experiences at a four-year institution is limited. Very little is expressed directly by students in their own voices. The literature involving student retention and first year experiences in community colleges does reflect some direct student reports. Academic and social integration is key to students making campus connections. Barriers to students staying in college include: poor academic preparation, lack of clear goals, low faculty involvement with students, and indifferent and racist campus cultures. Poor relationships between institutions create fragmented educational systems that are difficult to navigate and create additional barriers to student retention (Rendon, 1995). Jalomo (1995) found that positive aspects of college success were learning interesting, relevant information and making friends and meeting new people. He also found that it is difficult for students with families to get involved and that the college experience puts a strain on family relations. Student perceptions of faculty and advising at the community college are primarily positive. Hughes and Graham (1992) found faculty to be interested in students and available to them outside of classes. These students also perceived that academic advising was somewhat complete and accurate. Pincus and Archer (1989) reported that student experiences with counselors were similar at the community college and the university, while students viewed instructors at four year institutions as being less helpful than community college instructors. Many transfer students experienced an overall "campus culture shock" after transferring from a community college to the university. Within that `shock' of being on the university campus, undesirable student experiences included: parking, crowds, lines, and a lack of individual attention (Davies and Dickmann, 1998). While the majority of the literature deals with the actual transfer process, the authors of this writing were interested in directly hearing student voices about their community college and university experiences. Method The authors selected students who transferred to the university in the Fall of 1996 from the fifteen public community colleges in the state. The student data files were identified and students randomly ordered. The authors wanted to hear the student voices in the transfer process and have them tell their individual stories; thus, focus groups were decided upon as the methodological instrument. This technique was selected to provide students an opportunity in a non-threatening group setting to discuss their thoughts, feelings, and attitudes where their opinions were compared and contrasted (Flores and Alonso, 1995). A maximum group size of eight was decided upon to provide enough stimulus for interaction and still be sure every student was heard (Higginbotham and Cox, 1979). Eleven separate focus groups were held with an average attendance of six students. The students were telephoned according to the random generated listing to elicit their availability and willingness to attend a focus group meeting. …