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1.
Bin Ai 《高等教育研究与发展》2017,36(6):1095-1107
This paper examines the process of academic identity construction experienced by a Chinese PhD student in an Australian university from 2010 to 2014. The researcher draws on his diaries written in Australia and uses some stories of the relationships with his supervisors and other scholars to unfold the process of his academic identity construction in a host academic community. Two years on, the researcher reflects on the challenges confronted during his candidature, exploring the Australian PhD education system from within. This study will help educators and supervisors to understand an international higher degree research student’s gradual academic identity construction as a cultural Other in the context of globalized higher education systems, and it will contribute to the mutual understanding between supervisors and international research students, as well as supervisors’ professional supervision in a globalized higher education context. 相似文献
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Gary S. Selby 《Quarterly Journal of Speech》2013,99(3):326-341
In his early addresses on religion and slavery, particularly his famous “Slaveholder's Sermon, “Frederick Douglass used parody to address one of the abolition movement's most serious challenges, the belief that the Bible sanctioned slavery. Douglass strategically juxtaposed explicit claims to his status as a fugitive slave with a persona he enacted by mocking proslavery preaching in such a way that he confronted audiences with what Kenneth Burke called “perspective by incongruity.” In this way, he forcefully undermined proslavery religion's claim to legitimacy. 相似文献
4.
John Haugan Marius Lysebo Per Lauvas 《European Journal of Engineering Education》2017,42(6):1408-1421
Formative assessment can serve as a catalyst for increased student effort and student learning. Yet, many engineering degree programmes are dominated by summative assessment and make limited use of formative assessment. The present case study serves as an example on how formative assessment can be used strategically to increase student effort and improve student learning. Within five courses of an engineering bachelor degree programme in Norway, the mandatory coursework assignments were removed and replaced by formative-only assessment. To facilitate the formative assessment, weekly student peer-assessment sessions were introduced. The main findings include an increase in student study hours and improved student performance on the examinations. Finally, interviews were conducted by an external consultant in an effort to identify key factors that attributed to the positive outcome. 相似文献
5.
丁继安 《湖州职业技术学院学报》2008,6(4):1-4
经历是人的活动、发展历程、道德与审美体验等多意义的术语。大学生的学习经历是具有理想追求、社会与专业角色、个性发展需求等多方面特性的事件和历程。最优经历就是通过高技能与离挑战的运演促进素质生成和能力提升的事件。关注经历的高校教学就是从整合社会与人际的、认知的、伦理道德的视角对教学进行的再理解。文章还从高校教学实践案例人手提出了事件与任务设计、做与学的结合、显性评价的新教学设引。 相似文献
6.
Carla van Boxtel Jos van der Linden Gellof Kanselaar 《Journal of Experimental Education》2013,81(1):57-76
The study examined how features of student interaction, and the way an individual student contributes to that interaction (his or her participation), relates to the improvement of conceptual understanding within the domain of physics. The study also investigated how textbooks are used during collaborative work and how that use affects the quality of student interaction and outcomes. The participants were 56 students aged 15 or 16. The students worked in dyads on a concept-mapping task that functioned as an introduction for a new course about electricity. A condition in which the students were provided with 2 textbooks was compared with a condition without the availability of textbooks. The use of textbooks had a negative influence on the amount of elaboration and coconstruction in the student interaction. Individual learning outcomes were positively related to the amount of collaborative elaboration in the student interaction. 相似文献
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Student attrition continues to be a significant and costly challenge for higher education institutions across the globe. In Australia, universities cite the importance of addressing student attrition through strategic statements and policy documents, and expend time and resources on the problem. Despite vast expenditures, they have made little impact on student attrition, which continues to negatively impact reputation and revenue. Using a regional Australian university as a case study, this paper analyses a student exit survey to identify the complex and inter-related array of factors that contribute to student attrition. It was found that attrition would be better conceptualised as a wicked problem, which is one that cannot be strategically addressed using traditional approaches to problem-solving. The practical implications of these findings reinforce that current approaches to attrition are likely to fail. Therefore, the wicked nature of the attrition problem needs to be taken into account when developing strategies or policies within higher education. 相似文献
8.
Michael Campbell Eileen Mazur Abel Robert Lucio 《Journal of Teaching in Social Work》2019,39(4-5):519-533
ABSTRACTOnline/virtual educators face challenges related not only to technology and pedagogy, but also to student assessment, which remains a critical function to reinforce. Brief assessment tools can be used by the instructor to tailor the learning experience, and where appropriate, to reinforce student-centered learning. In this qualitative study, we explored the use of a one-minute paper as a brief and consistent assessment tool in master’s level social work courses in research and advanced clinical practice with individuals courses. The coded segments of qualitative responses (# of coded segments n = 728) from 52 students were examined to explore common themes from the student’s experience. Discussion is offered on the use of this tool for brief and consistent assessment of knowledge gains in class, as well as the impact these themes may have for the intentional pedagogy for the facilitation of learning. 相似文献
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ABSTRACT: Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student‐to‐student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring, cooperative learning, and problem‐based learning. These elements have been well theorized and their effectiveness has been empirically documented. To date, little is known about the effects of interteaching on students' perceived learning outcomes in food science and nutrition. This case study describes how the interteach method was employed in an undergraduate nutrition and food science course with specific examples of the tools used, such as interteach preparation guides, the interteach record form, and the peer assessment form. Based on the continuous feedback provided by the students during the course work, several specific modifications were made from the conventional interteaching methods, including 4‐person interteaching instead of one‐on‐one interteaching, as well as the use of in‐class thought‐provoking “synthesis” questions. At the end of the course, we assessed the students' perceptions of interteaching, as well as the students' perceived learning outcomes. The method generally fostered critical thinking and enhanced their motivation, which led to their perceived learning. On the other hand, some of the students expressed challenges in learning from peers due to their peers' varied preparation levels, as well as tackling complex scientific concepts prior to lectures. Further investigation is needed to develop possible strategies for accommodating the challenges among students with different learning styles. 相似文献
10.
In this paper, we explore first-year undergraduate students’ experiences and perceptions regarding the use of exemplars, with reference to the development of student self-regulation. The study was carried out at a tertiary education institution in New Zealand where the second author was a lecturer. This author used exemplars with two classes of first-year students enrolled in a core introductory paper taught as part of the students' undergraduate business studies degree. Data were gathered through three complementary approaches: students’ responses to a short anonymous survey at the end of each of the four sessions where exemplars were used, written notes in the teacher’s Teaching journal and semi-structured interviews with student volunteers. When strategically employed as part of the teaching design, it was found that exemplars have the capacity to motivate, enhance students’ self-efficacy, promote understanding of task requirements, expand knowledge, understanding and skills in relation to the structure of academic tasks, support and advance subject knowledge, and develop evaluative and productive knowledge and expertise. We concluded the use of exemplars with these students demonstrated their potential as tools for the promotion of student self-efficacy, self-monitoring and to a lesser extent, self-regulation. 相似文献
11.
As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged
to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity
Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his
reading. Comparisons of pre- and post-assessments showed that the student had gained one year’s growth in reading within a
sixweeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations
to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced
suggests that the use of this device is worth serious consideration and research in similar contexts. 相似文献
12.
马晓妮 《苏州教育学院学报》2009,26(3):44-47
陈东是宋代丹阳籍爱国太学生,他的《上钦、高宗八书》是对北宋末年、南宋初年时政、军事问题全面、精辟、系统的分析总结,所论皆有的放矢、高屋建瓴,显示了陈东政治上的远见卓识和忠义恺切的文风,也体现了陈东“位卑未敢忘忧国”的人格精神。 相似文献
13.
The study empirically examined the role of finances on college persistence by presenting a causal model that relied on several theoretical frameworks. A quantitative model was tested via linear structural equations for categorical data that incorporated constructs from the financial aid literature as well as the persistence literature. The research design was longitudinal in nature and analyses were conducted on a sample of 466 college students who were attending a large public urban commuter institution in the spring of 1989. In sum, results appear to suggest that financial aid, and its concomitant attitude, is important not only because it equalizes opportunities between affluent and low-income students, but also because it facilitates the integration of the student into the academic and social components of the institution as well as by influencing his or her commitment to stay in college. 相似文献
14.
Jenifer Corn Jennifer T. Tagsold Rodolfo Argueta 《Journal of Research in Special Educational Needs》2012,12(4):217-223
To better understand the growing trend of 1:1 learning, researchers conducted an evaluation of a laptop initiative in 18 North Carolina high schools. The goal of the study was to provide information about the value of the initiative to enhance student learning, as well as to identify challenges to the successful implementation of 1:1 programs, strategies for meeting those challenges, and services and supports needed to enable successful programs throughout the state. This paper focuses on ways in which the initiative enhanced the learning experiences of students with disabilities in areas such as communication, reading ability, assessment, organisation and confidence. Data sources include teacher, student and administrator focus groups, which enable scholars to gain an array of insight regarding technology initiatives and students with special needs. Implications for educators and administrators are discussed. 相似文献
15.
While the effectiveness of teaching that emphasizes dialogue and inquiry has been well documented with respect to English-as-mother-tongue children, it remains an empirical question as to whether this approach is equally useful when the student body includes a substantial number of English-as-additional-language (EAL) students. Through a longitudinal study of one class in an elementary school in California, we address this question in the context of a science unit that evolved over 4 years in response to the dramatic increase of EAL students in the school. Both the quantitative and qualitative analyses carried out on the data strongly suggest that dialogic inquiry can be effective for EAL students as well as for their mainstream peers when the teacher also systematically and strategically integrates literacy with science instruction and strikes a balance between hands-on and text-mediated investigations. 相似文献
16.
Elizabeth Meadows 《Learning Inquiry》2007,1(2):115-123
This article relates how an English teacher in an urban high school described his efforts to listen and to perceive a seemingly
disaffected student in his efforts to support her learning. He observed her responding to his efforts in positive and unexpected
ways that involved her increased involvement in learning in his class. This teacher described how this student had presented
many challenges to his teaching and how difficult attending to her overt anger and sullenness in his class was for him. However,
by doing so, he said that his perceptions and understandings of her and subsequently, another student, shifted profoundly
in ways that he believed helped him help these two students learn more meaningfully in his classes. This example of open listening
on the part of a teacher toward his two students opened up new possibilities for learning for all three and may indicate a
cycle of transformative listening which will be defined and discussed in this article. Stuart’s experiences in a professional
development seminar, facilitated by the author, where teachers’ interpretive and evaluative ideas were listened to openly
by colleagues and the facilitator may have influenced Stuart in his responses to his students. His involvement in this study
group may have contributed to his learning to see his students in new, unique, and fuller ways, which he said he thought helped
him help these students learn better in his classes.
相似文献
| Elizabeth MeadowsEmail: |
17.
Christina Sadowski Margaret Stewart Mika Pediaditis 《International Journal of Inclusive Education》2018,22(2):158-175
In an increasingly complex landscape of diversification and massification, universities are grappling with challenges of student attrition. This paper presents findings from a project investigating how students from low socio-economic backgrounds at a regional Australian university perceive challenges and supports associated with retention and success. Twenty-seven students received intensive one-to-one support from a Faculty-embedded ‘academic advisor’, and reflected on this support, their overall student experience, and strategies to enhance student success. Students identified a range of challenges that they experienced across an academic year (personal circumstances, lack of preparedness for university study, timely access to support, course/programme difficulties) and what worked well for them (academic advisor, University support services, growing confidence in self as competent student, peer support). A range of strategies for enhancing student success were identified by students, namely consistency across teaching design and delivery, transparency of delivery modes, mandatory orientation, access to a dedicated academic advisor, and increased peer connectedness. The applicability and viability of the proposed strategies within current higher education settings are explored. 相似文献
18.
This article examines how a refugee-background student of Somali Bantu heritage employs linguistic resources to make sense of his experience with forced migration, resettlement, and formal education. Much of the educational research on refugee-background students (and other groups of English learners) propagates a deficit orientation in which educational gaps and challenges, rather than educational resources and potential, are the central focus. In contrast, this student’s written and oral narratives construct a different identity, reframing his experience in terms of asset rather than deficit. Our discussion of asset discourse focuses on three central themes: agency, critical awareness, and contribution. This analysis suggests broader implications for research in educational linguistics and related fields. 相似文献
19.
Valerie Coultas Paul Booth 《Changing English: An International Journal of English Teaching》2019,26(1):30-47
This article records and evaluates a student’s learning journey in two modules on an MA (Education) English Language Teaching (ELT) programme: an Oracy and ELT Pedagogy module and an Educational Technologies module. The notions of ‘exploratory talk’ and ‘task-based learning’ are explored using a single case study with material drawn from the student’s autobiography and diary, the spoken and written assignments, and the student and lecturers’ reflections on completion of the modules. We show, through the use of autobiography and critical reflection, what the student brings to the course and how this reflection allows him to use and transfer knowledge from one module to another. We analyse the ways in which the modules complement each other and how this influences the student’s learning and teaching practice. We then identify the key features of his learning in relation to ELT pedagogy. 相似文献
20.
Paul Henderson 《Journal of Further & Higher Education》2017,41(1):30-43
The number of students entering higher education in the UK has increased over the last few years due to the previous Labour Government directives to widen participation to a range of socially disadvantaged and/or under-represented groups. Dyslexic students form the largest single group of minority students currently entering higher education. However, there are ongoing challenges in identifying and supporting dyslexic students as there no obligation for students to report specific learning needs before or after they enter higher education. In order to cast more light on this ongoing issue, a small-scale educational research study was undertaken in December 2012 to investigate whether there may be delays in the reporting of dyslexia in learners once they commence higher educational study. The day-to-day working experiences of four support staff based at a learning services department in one UK university were explored. Methodology involved adopting a qualitative exploratory design using digitally recorded semi-structured interviews and a snowball sample. Interview data was analysed using thematic analysis. The key findings of the study indicated that dyslexia was more likely to be reported in the second and third year of a student’s higher educational journey. Further analysis of the study findings indicated a myriad of reasons for delayed or late reporting of dyslexia. Such reasons included maintaining of a non-disabled student identity, financial and/or time constraints or consciously and strategically deciding when to disclose dyslexia to improve final degree classifications. A number of further recommendations are made to enhance inclusive learning and teaching practices. 相似文献