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1.
Fiona Cownie 《Journal of Further & Higher Education》2019,43(5):674-691
How can universities build ongoing, committed relationships with students, able to withstand the financial and emotional challenges of studying in higher education? The research proposes that students’ ongoing attachment to their university, based on positive feelings towards the university, is an important aspect of the student experience. This ongoing attachment is conceptualised here as students’ affective commitment towards their institution. Using an online survey-method and a research sample comprising undergraduate students studying in the UK, this research identifies three factors which drive students’ affective commitment towards their institution. These factors include students’ affective commitment towards academics and students’ calculative commitment towards the institution; factors which draw from the relational literature. A third factor, commitment balance, was developed within this research. Commitment balance occurs when a student’s commitment to their university is perceived to be reciprocated by the university’s commitment to the student. The study found that commitment balance was the most important driver of students’ ongoing attachment to their institution. The paper proposes that commitment balance is a key idea to consider within relational studies generally, but has a particular relevance in the higher education context for understanding the student experience. Commitment balance reflects the pulse of reciprocity which energises relational exchanges between students and institution. The findings of this research reinforce how critically important it is for universities and academics to build relationships with students. The desired outcome is to enhance the student experience, create positive attachment between students and university and ultimately improve student retention. 相似文献
2.
This article presents the partial results of a broader research project entitled, “University Barriers and Aids Identified by Students with Disabilities”, which is currently underway at a Spanish University. The general aim is to analyze the role of faculty in inclusive education of students with disabilities, and more specifically, proposals for improvement made by these students. A biographic-narrative methodology was used to collect data. The study concludes that faculty must show a positive attitude toward disability, promote inclusive practices using alternative methodologies, make curriculum adaptations, use new technologies and be trained in attending the needs derived from disabilities. 相似文献
3.
Jo Fletcher 《Education 3-13》2017,45(2):258-271
Young adolescents are at a critical stage in their schooling. They are consolidating and improving their reading skills. By exploring what supports these 11- to 13-year-old students in reading from a wider systemic perspective, educators and policy-makers can better understand the complex factors which support reading development. This article presents a conceptual framework model to illustrate how teachers, principals and wider support agencies can effectively interact with the students and their parents. The framework highlights the impacting roles of ministries of education, governmental policies, and how study at postgraduate level can support reading development for these young adolescents. 相似文献
4.
Flora F. Tien 《Higher Education》2008,55(1):17-32
A policy of adding a new rank to the faculty career ladder was implemented in Taiwan in 1994. It was believed that structural changes of the incentive system would change faculty research behavior. This paper explores the question: Who are motivated to perform research by the desire for promotion? A mail survey investigating Taiwanese faculty members was conducted. The results show that the answer varies by different performance measures. Those who publish for the promotion reward tend also to be motivated by other external and internal rewards. Among all rewards, the most important to many faculty is an increase in personal income. Holding one's valence score on promotion constant, faculty with better research performance tends to be those who possess doctoral degrees. The results show that faculty in public institutions perform better than their private-institution counterparts, regardless of promotion valence. Finally, alternative policies to improve faculty research performance are recommended. 相似文献
5.
Afschin Gandjour 《Educational studies》2008,34(4):269-270
The Trends in International Mathematics and Science Study (TIMSS) shows that US school students have a lower level of achievement than students from many East Asian countries. Therefore, media, researchers and policy‐makers in the United States have often argued that US competitiveness in mathematics and science will decline. This paper aims at verifying this conclusion by analysing data on medallists at the International Olympiads for high school students. The analysis suggests that US competitiveness may not be endangered. 相似文献
6.
Wendy C. Budin 《The Journal of perinatal education》2014,23(2):59-61
In this column, the editor of The Journal of Perinatal Education discusses why Lamaze International conducts a comprehensive job analysis of what childbirth educators are teaching and their beliefs of what is important for pregnant women and their partners to learn. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth. 相似文献
7.
The experiences of lesbian, gay, trans (The use of trans with an asterisk avoids the use of transsexual or transgender and promotes recognition of the inadequacy of such labels), bisexual and intersex (LGBTI) student teachers were recently investigated at a New Zealand faculty of education. Student teachers studying in early childhood education and care, primary and secondary initial teacher education (ITE) were asked about their perceptions of LGBTI visibility and inclusion. Methods used were online questionnaires, focus groups and individual interviews. While the study encompassed all aspects of the ITE programme, this work uses one specific question about practicum from the questionnaire, and findings related to practicum and teaching from the focus groups and individual interviews. In this article, the experiences of LGBTI (those who identified as non-heterosexual) student teachers and “straight” (those who identified as heterosexual) are discussed. Findings suggest that both faculty and practicum settings are heteronormative and indicate that LGBTI student teachers felt uncertain about their safety. Both LGBTI and straight students felt they had not been given adequate preparation to manage the complexities of diverse sexualities on practicum or in their future teaching. We argue that addressing heteronormativity in ITE will better prepare student teachers for the rich diversity of students and families they will encounter in their teaching. 相似文献
8.
Lisa Lines 《Teaching in Higher Education》2016,21(8):889-914
Ghostwriting is difficult to detect, it has the potential to be high quality, and universities do not currently have adequate policies in place to police it. Determining the quality of the ghostwriting services available to tertiary students is of vital importance because underestimating the potential for students to use these services to pass their courses affects universities’ ability to detect their use and counteract their prevalence. This study examines the service being advertised to students by the 30 top-ranked ghostwriting websites. The study examines the quality of the service being offered by purchasing 2 essays from 13 of these businesses, 1 undergraduate and 1 postgraduate. These essays were graded by three academics who believed they were grading real student papers. The results of the study are alarming because they imply that had these essays been submitted to a university, the majority of them would have passed without any plagiarism detected. 相似文献
9.
Dissection has long been the accepted method for teaching anatomy to medical students. More recently, some educators have suggested that easier, cheaper, alternative methods are just as effective. But what do the students think? This paper aimed to identify what undergraduate medical students learn, how they cope, and what effects participating in dissection has on them as individuals. A cohort of 267 second year medical students at Otago Medical School were invited to complete three online surveys; before their first dissection laboratory class, after their first musculoskeletal system dissection and following the last semester of studying anatomy. Open‐ended questions showcasing the attitudes, beliefs, and opinions on what dissection had taught the medical students over years two and three were analyzed. A general inductive approach was used and common emergent themes were identified. In total, 194 students completed the second, and 108 students completed the third questionnaire. Students commonly conveyed dissection as an appropriate and valuable educational tool, useful for teaching and learning anatomical knowledge and relationships, appreciating the body in three‐dimension, teamwork, and how to cope with death/dead bodies. The noted effects of personal growth while participating in dissection were highly varied, but in general, impacted positively on the majority of students. This study shows that at Otago Medical School the students also believe that dissection is not only a useful tool to learn anatomy but also that it fosters teamwork, assists professional development and helps them come to terms with death and dying. Anat Sci Educ 11: 325–335. © 2017 American Association of Anatomists. 相似文献
10.
Australian undergraduate programs are implementing curriculum aimed at better preparing graduates to work in culturally diverse settings, but there remains uncertainty over the role of extant student attitudes towards Indigenous Australians. To begin to address this, we obtained baseline data on student attitudes upon entry to tertiary education. 1175 health science first-year students (275 males, 897 females) completed an anonymous in-class paper questionnaire. On average, students reported positive attitudes towards Indigenous Australians, with female students reporting more positive attitudes than male and domestic students more positive than international. Hierarchical multiple regression analyses indicated that after controlling for demographic variables, interactional diversity experiences and attitudes accounted for significant variance in a range of measures of preparedness to work in Indigenous health contexts. The knowledge gained will inform the development of, and alignment between, curriculum and pedagogical approaches, leading to an improved facilitation model for educators in the Indigenous Studies context. 相似文献
11.
Erik E.J. Thoonen Peter J.C. Sleegers Thea T.D. Peetsma Frans J. Oort 《Educational studies》2011,37(3):345-360
Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well‐being, academic self‐efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers’ sense of self‐efficacy (n = 194) in primary schools. Results of the multi‐level analyses show that connection to the students’ world and cooperative learning methods had a positive effect on students’ motivation, while process‐oriented instruction by the teacher had a negative effect on motivational behaviour and motivational factors of students. Finally, the results lend credence to the argument that teachers’ sense of self‐efficacy has an impact on both teachers’ teaching and students’ motivation to learn. 相似文献
12.
Nuri Balta Víctor-Hugo Perera-Rodríguez Carlos Hervás-Gómez 《Education and Information Technologies》2018,23(2):837-850
Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students’ exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85 undergraduate students’ final and midterm grades, and their responses to an attitude survey were used. The ANCOVA results demonstrated that the use of Socrative positively influenced students’ exam scores and a fairly significant correlation was found between students’ attitudes toward Socrative and final exam scores. Moreover, the results of the survey showed that students have moderately positive attitudes toward the use of Socrative as an online homework assignment platform. This empirical study indicates that the use of Socrative can go beyond engaging and motivating students and can be used as an online homework completing tool. 相似文献
13.
Adam V. Maltese Joshua A. Danish Ryan M. Bouldin Joseph A. Harsh Branden Bryan 《International Journal of Research & Method in Education》2016,39(2):208-226
Engaging students in class is paramount if they are to gain a deep understanding of class content. Student engagement is manifested by attention to the various components of instruction. However, there is little research at the tertiary level focusing on what aspects of instruction are related to changes in student attention during class. To address this gap, we collected multiple streams of data that provide a measure of student attention during instruction. We had students in an organic chemistry course who wear hats with a camera mounted on the brim, to provide a record of student gaze (i.e. looking at the board, notes, and friends). We also had students who use electronic pens that allowed us to record what information students transferred into their notes (pencasts). Based on our initial results, we believe the data provided by the point-of-view cameras and electronic pens hold great promise for using these technologies as viable research tools in educational settings to address various research questions. 相似文献
14.
Although refuted many times, the commonly accepted story about Indigenous communities in Australia is that they had few counting words and thus were lacking in ways to quantify amounts. In this paper, we use the case of quantifying to discuss how Indigenous mathematics can be used, not just to help Indigenous students transition into the classroom but also back into their home communities. We argue that mathematics education must take seriously its responsibility to support Indigenous students to gain school mathematics and also to help maintain the use of traditional mathematical ideas. If this does not occur, mathematics educators will contribute, intentionally or unintentionally to the loss of Indigenous knowledge that present and future generations of Indigenous people will hold them responsible for. 相似文献
15.
Student feedback can be used to enable institutions to achieve the best possible outcomes for students through informing changes which enhance the quality of teaching and learning. Following the introduction of an online survey platform to gather student feedback at a top-performing UK university, anecdotal concerns raised by academics suggested students were being more critical. This exploratory study investigated the effects of switching from a paper to an online survey by comparing the open-ended responses between the two methods of collection. The main contribution of this study is the development of an analytical framework which can be used by other institutions to evaluate student comments, in order to understand and improve the student experience. Three key findings in this study were uncovered. Firstly, the quality of student feedback is not undermined by a switch to a more efficient online collection. Secondly, student comments via both methods of collection predominantly continue to focus on fulfilling basic needs, such as study resources. Finally, a small number of comments online revealed a lack of behavioural constraint and were considered to be inappropriate. These findings have important policy implications for the global higher education sector, highlighting the need for students to be given guidance on providing constructive feedback. 相似文献
16.
《Teaching and Teacher Education》1993,9(1):107-118
Eight hundred and seventy-six high school and middle school students provided information on their perceptions of adaptations teachers may make to accommodate the individual needs of their students. Additionally, achievement and social alienation were examined to determine the extent to which these variables relate to students' perceptions of teacher adaptations. Overall, students preferred teachers who made adaptations; however, item analyses revealed that students find some adaptations more desirable than others. Students felt positively about many adaptations that promote learning, but preferred that no adaptations be made to textbooks and materials, tests, and homework. While students' perceptions followed the same overall pattern for low and high achieving students, those students who preferred adaptations demonstrated significantly higher reading and mathematics achievement scores. Students who felt more alienated (less socially accepted) from their teachers were more likely to view favorably teachers who made adaptations. Students' comments about teachers who make adaptations indicate that they perceive these teachers as better able to meet the individual needs of students, caring and understanding of students, and willing to provide extra help. 相似文献
17.
Pierre Gorissen Jan van Bruggen Wim Jochems 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):45-57
Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only the parts that are relevant to them. While doing so, they often lack the required mechanisms to locate efficiently those parts of the recorded lecture that they want to view. In this paper, we describe an experiment where expert tagging is used as a means to facilitate the students' search. In the experiment, 255 students had the option to use tags to navigate 18 recorded lectures. We used the data tracked by the lecture capture system to analyze the use of the tags by the students. We compared these data to students who did not use the tagging interface (TI). Results show that the use of the TI increases in time. Students use the TI more actively over time while reducing the amount of video that they view. The experiment also shows that students who use the TI score higher grades when compared with students who use the regular interface. 相似文献
18.
Deanna Kuhn 《Educational Research Review》2009,4(1):1-6
In this theoretical essay, the author addresses the existence of divergent evidence, portraying both competence and lack of competence in a fundamental realm of higher order thinking - causal and scientific reasoning - and explores the educational implications. Evidence indicates that these higher order reasoning skills are not ones that can be counted on to develop naturally among students exposed to a traditional curriculum. Instead, it is argued, such skills warrant attention in their own right as legitimate and significant educational objectives. 相似文献
19.
Tanya Beran Claudio Violato Don Kline Jim Frideres 《Assessment & Evaluation in Higher Education》2009,34(5):519-527
Although measures of student ratings of instruction have been developed and examined empirically, students' attitudes about the utility of these ratings have yet to be meaningfully quantified. Using survey responses from 1229 students at a major Canadian university, we developed a psychometrically sound measure of the usefulness of student ratings. A principal components analysis with oblique rotation was conducted and three factors (Instructor characteristics, Course characteristics and Instructor's relative ranking) were obtained that explained 64% of the variance in six iterations. The usefulness of these three types of ratings information differs according to several student and course characteristics. The present results provide evidence for both reliability and validity of the instrument as an indicator of the utility of teaching evaluation for students. 相似文献
20.
朱海兵 《初中生世界(初三物理版)》2003,(13)
MrandMrsLinmeetMrandMrsYanginarestaurant（饭馆）．Theyareallthirsty（口渴的）．Awaitercomestotheirtable．Heasksthemwhattheywouldliketodrink．Onemansays，“Ionlydrinkorangejuice．”Onewomanaskstheotherwoman，“Doyoulikemilk？”MrsLinsays，“MyhusbandandIdo 相似文献