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1.
Abstract

This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities.  相似文献   

2.

Current literature provides useful insights into the role of assessment feedback in student learning, yet fails to recognise its complexity as a unique form of communication. This article outlines ideas emerging from ongoing research into the meaning and impact of assessment feedback for students in higher education. We argue that new models of communication are required to understand students' responses to the language of tutors' comments, and that issues of discourse, identity, power, control and social relationships should be central to any understanding of assessment feedback as a communication process. Implications of adopting an alternative perspective for research and practice are identified and discussed.  相似文献   

3.
We conducted an online survey to examine religiosity, sexual health knowledge, and behavior and sexual health information sources among undergraduate students affiliated with student religious organizations (n?=?45) and unaffiliated students (n?=?82). Analyses included Fisher’s exact tests, t-tests, and exact regression models. Students reporting religious affiliation considered religious sources to be believable (p?=?.004 for sexual health; p?p?=?.0042). Although religiously affiliated students reported fewer sexual partners in the past year (p?=?.020), their reported condom use was not significantly different from that of unaffiliated students. Future research should explore the focus and content of romantic relationship information provided by student religious organizations. Health practitioners and educators should consider strategies for collaborating with religious organizations to meet the information needs of these students.  相似文献   

4.
Abstract

Assessment for learning (AfL) practices are commonly recommended as effective classroom strategies for providing teachers with information about student understanding. For teachers, the substantive potential of these AfL practices to inform student learning actions depends on what teachers notice and select as a focus and how they interpret and act on the information they have. This paper suggests research on teacher professional noticing has something to offer in understanding how teacher AfL attention and actions are framed in the moment. It explains noticing as a responsive act that invites action that is an inclusive, dynamic and purposeful response to evidence of student ideas. Noticing is what enables a teacher to act on the fly because it informs and underpins possible actions. Three frames of noticing are introduced to guide noticing and action – curriculum connoisseurship, cultural and community connectedness, and collaborative ways of working. Through consideration of classroom events using these frames, teachers become better prepared to choose to respond in the moment creatively. The three frames provide teachers and researchers with a conceptual language to articulate and sharpen their AfL practices as part of a flexible and rigorous responsiveness to their students’ learning.  相似文献   

5.
ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.  相似文献   

6.
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7.
Abstract

At Smith Street Elementary School, the globalizing education trends that English language learner (ELL) teachers face focus on measuring student achievement through testing and the English mainstreaming of non-dominant students as opposed to the cultivation of the students’ linguistic and cultural diversity. The ELL teachers at Smith Street Elementary School decided to establish their research agenda by designing a project aimed at fostering ELL student success through reaching out to families to learn from them.  相似文献   

8.
Abstract

Student teacher stress during practicum experiences has generated interest across teacher education programs. However, there is very little research on the sources of support students draw on to help them cope with practicum stresses. This study sought data directly from the students to represent the student perspective. Students ranked their five most important sources of support for coping, and they noted the strategies they used to cope with practicum stresses. Students consistently reported that seeking support from the teacher was their primary coping strategy. This finding suggests that an effective student‐supervising teacher relationship is critical for student practicum success. Differences emerged between the most and least stressed students in terms of their reported use of coping strategies. Implications of the findings for teacher education programs are addressed.  相似文献   

9.
ABSTRACT

This paper examines how social isolation in a non-Anglophone context where English is not the main language of instruction for local students but is for international students, has unintended consequences for social capital formation among the latter. What factors influence international student network formation in such places where linguistic barriers are institutionalised and what are their consequences not only during college but beyond, in shaping students’ career plans? Using qualitative interview data with 67 international (originating from Asian countries) and domestic students in Japanese universities, we find that such institutional barriers negatively promote greater isolation of international students but positively encourage the formation of diverse multinational ties – a process through which international students gain ideas, confidence and direction regarding their post-graduation career plans to work transnationally.  相似文献   

10.
Scientific literacy is an important goal for science education, especially within controversial socioscientific issues. In this study, we analysed 143 students' research reports about stem cell research (SCR) for how they addressed specific source evaluation criteria provided within the assignment. We investigated students' opinions about SCR, how they used the evaluation criteria to evaluate online sources and whether the evaluation criteria and/or the specific sources influenced their opinion and/or understanding of SCR. We found that most of the students supported some form of SCR and reported that their sources were credible and contained more factual information than opinions. Students critiqued the language of the authors, as well as status in their respective fields, along with the content within each source. Additionally, students reported that their sources influenced their content knowledge, but had little influence regarding their SCR opinions. Through this work, we present a new working model and suggest the need for additional research about the understudied interface of opinion, understanding and evaluation within the context of important socioscientific issues. Students' opinions and content knowledge, located at the model's centre, influence and are influenced by the research topic, the sources used, the evaluation criteria and the evaluation of the sources that students use to provide evidence for claims.  相似文献   

11.
Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers’ professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers’ reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers’ reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.  相似文献   

12.
abstract

In the context of our work as literacy specialists, we taught teachers to use sentence frames to support ELL students’ writing. We then studied the impact of their instruction on students. Our analysis of student writing samples revealed no groupwide developmental trends so we posed deeper questions about their work using the data analysis methods learned through the action research process. We report our findings about the relationship between student writing development and language instruction. We discuss our learning as well as implications for our work supporting teacher instruction.  相似文献   

13.
Abstract

The relationship between teacher locus of control (A), teacher behavior (B), student behavior (C), and student achievement (D) was investigated. It was predicted that internal teachers would produce higher achieving students by maintaining a controlled learning environment, thereby engaging students in more appropriate on-task behavior. The first part of the study found modest correlations between I-E scores of 44 fourth grade teachers and student achievement in reading, language, and math. In the second part, the behavior of a subsample of 17 teachers and their students was observed. Although the complete A-B-C-D link was not obtained, several parts of the model did relate significantly.  相似文献   

14.
Abstract

The problem involved in this study was to ascertain whether student teachers receiving supervisory feedback with the aid of video and/or audio tape replay demonstrate a greater change in their classroom verbal interactive behavior than student teachers who receive supervisory feedback with no video or audio feedback. Evidence indicates that those receiving video feedback utilize less “direct teaching influence” and more “indirect teaching influence” as categorized by Flanders’ Verbal Interaction Analysis System, Within the audio group, the magnitude of change in the student teachers’ instructional behavior was not statistically significant. The magnitude of the directional change was greater for those students receiving video or audio recorded feedback than the magnitude of change in the control group.  相似文献   

15.
《College Teaching》2013,61(4):123-128
Abstract

Experiential learning programs, courses, and tasks create new opportunities for faculty and students to interact. Faculty roles may include one-on-one consulting, visits to off-campus sites to observe student work, and small group discussions. In addition to discipline content, discussions with students deal with their reactions to the experience, student anxiety over learning in new ways, doubts about their competency to do well, and other personal concerns. Three minicases of experiential learning in university settings are used to illustrate the nature of such programs and the issues teachers and students face when employing them to personalize teaching.  相似文献   

16.
Abstract

Learning outcomes for an interactive television‐based distance learning course in introductory high school Japanese were evaluated in three successive years by comparing student achievement in the distance learning course to that in traditional classes. Year‐end achievement tests of listening and written language competency were administered to students in both the distance and face‐to‐face courses. Results in the first two years showed that test scores of students in the distance learning course were higher than those of students in the face‐to‐face classes; however, possible group differences in motivation, general ability, and experience as language learners could not be ruled out as explanations for the difference. Therefore, achievement measures were supplemented in the third year with data on students’ perceived efficacy as Japanese language users, their grades, and their previous foreign language learning experience. The achievement data again showed differences favoring the distance learning group; trends were consistent for students with differing levels of school success and amount of prior language learning experience. Factors that could account for these results are hypothesized and suggestions for future research are proposed.  相似文献   

17.
ABSTRACT

One of the institutional challenges of taking in large numbers of international graduate students is supporting their academic literacy skills. To accommodate a large population of international students, Japanese universities offer various services to support their academic studies and life-related issues, such as hiring international student advisors, offering Japanese language courses, and implementing peer-support programs. As a type of academic support for writing for international students, writing centers have caught the attention of universities in the last decade. To examine the institutional role of the writing center at a Japanese university, this study employs a language management lens to compare the beliefs and interests among administrators, tutors, and international students in improving international students’ Japanese writing. Interviews with the three groups of participants displayed incongruences between the administrators’ interests aligned with institutional goals, the educational philosophy of the writing center, and international students’ language learning needs. The findings point to the tutors' crucial role as language specialists who inform organized language management, and the necessity for collaboration between academic support units and faculty members in providing sufficient academic socialization environments for international students.  相似文献   

18.

The Science Foundation Programme (SFP) was launched in 1991 at the University of Natal, Pietermaritzburg, South Africa in an attempt to equip a selected number of matriculants from historically disadvantaged schools with the skills, resources and self-confidence needed to embark on their tertiary studies. Previous research within the SFP biology component suggests that a major contributor to poor achievement and low retention rates among English second language (ESL) students in the Life Sciences is the inadequate background knowledge in natural history. In this study, SFP student background knowledge was assessed along a continuum of language dependency using a set of three probes. Improved student performance in each of the respective assessments examined the extent to which a sound natural history background facilitated meaningful learning relative to ESL proficiency. Student profiles and attitudes to biology were also examined. Results indicated that students did not perceive language to be a problem in biology. However, analysis of the student performance in the assessment probes indicated that, although the marine course provided the students with the background knowledge that they were initially lacking, they continued to perform better in the drawing and MCQ tools in the post-tests, suggesting that it is their inability to express themselves in the written form that hampers their development. These results have implications for curriculum development within the constructivist framework of the SFP.  相似文献   

19.
Abstract

This study evaluated the impact of an environmental education program on students, parents, and the community. The program, in place for 5 years in 5th and 6th grade classes, was designed to help learners take an in-depth look at environmental issues in their community, make data-based decisions about those issues, and participate in resolving those issues. Qualitative and quantitative methodologies were employed (including student, parent, school personnel, and community member interviews). The authors discuss program connections to students' critical thinking, environmental literacy, and participation in the community; reading, writing, and speaking skills; student and teacher characteristics; and parent and community viewpoints.  相似文献   

20.
《The Educational forum》2012,76(4):438-441
Abstract

As teachers negotiate the integration of new literacies in the classroom, one of their greatest resources may, in fact, be their students. In this essay, the use of dialogue between educators and a student is highlighted in order to demonstrate how classrooms are evolving in the area of new literacies. In regard to the integration of new literacies, three key ideas are discussed, which include incorporating, utilizing, and manipulating new literacies.  相似文献   

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