共查询到20条相似文献，搜索用时 15 毫秒
1.
Helen M. Stallman 《高等教育研究与发展》2011,30(2):121-133
Mental health problems can significantly impact on the ability of university students to both meet their individual potential and contribute positively within society. This study evaluates the feasibility of embedding a strength‐focused resilience‐building seminar within a university curriculum. Participants were 247 students enrolled in an undergraduate psychology subject. The Staying on Track seminar, consisting of six building blocks for resilience, was delivered within a normal lecture period. Students completed post‐measures on satisfaction and usefulness, as well as follow‐up reflective journals entries noting changes made as a result of seminar participation. The seminar received high scores for satisfaction and 90% of students reported at least one of the six building blocks as being useful to them. Satisfaction also translated into self‐reported positive behaviour change for many students. Implications for the role of curriculum‐based resilience‐building programs within universities are discussed. 相似文献
2.
Karen Adams 《高等教育研究与发展》2004,23(2):115-130
Most postgraduate research students face the task of presenting an oral seminar on their proposed research early in their candidature. Those of us who work with international postgraduate research students know that they can find this task daunting, and the literature both in Australia and abroad confirms that these students often lack confidence in this task. This paper presents findings of a small case study which compared the influence of observing a seminar performance of a peer to that of a senior academic on the confidence, or self‐efficacy, for seminar presentations of participants in a bridging program for international postgraduate research students at an Australian university. Participants responded to a 19‐item questionnaire which measured self‐efficacy for four areas of seminar presentation: speech, display, content, and presenter presence. The results indicated that the use of a peer model performance was the more effective pedagogical method for enhancing student confidence in this context. 相似文献
3.
Gisela Knaup 《欧洲师范教育杂志》1984,7(1):11-26
Summary Taking German experience as her point of departure, the author pleads for a practice‐based reform of secondary teacher education in universities by counter‐balancing the traditional overaccentuation of theory and abstract cognitive learning. A broader concept of practice and the suggestion of a ’partial isomorphism’ of universities and schools lead to the definition of higher education courses as practice and as fields of educational activities. In training seminars, student teachers have particular opportunities of profession‐oriented experiences and insights. If they learn, from the very beginning of their studies, to interpret the seminar sessions as learning situations and to organise them deliberately in cooperation with the seminar leaders, they can build the first elements of professional competence. The article reports how this conception of teacher education as field of, and preparation for, practice has been realised in an introductory seminar for freshmen at the Ruhruniversitat Bochum. 相似文献
4.
This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater of the Oppressed and other arts-based activities to process dilemmas they faced in their student teaching contexts. Data included video recordings, photographs, journal reflection, participant artwork, and transcribed focus group interviews. Data analysis employed line-by-line coding to identify critical incidents. We offer examples where pre-service student teachers worked with a dilemma, examined their assumptions, engaged in perspective-taking, and in the process explored new possibilities. Engaging in embodied reflections, naming, imagining, and critically reflecting provided rich opportunity for constructing new ways of thinking and feeling, which could lead to transformative learning. Issues relating to the seminar environment like safety, starting with participants’ dilemmas, and willingness to take risks and ownership in the learning process supported transformative learning in an arts-based student teaching seminar. 相似文献
5.
Leslie Hill Daniel Maier-Katkin Roshni Ladny Kirsten Kinsley 《Journal of Criminal Justice Education》2018,29(1):116-136
The paper is an extension of a previous study, which examined student perceptions of a unique freshman seminar offered to Criminology and Criminal Justice students at Florida State University. The seminar is characterized by a heavy focus on interactive library sessions in which students learn how to conduct research and write a scholarly paper. The previous article reported on student perceptions of research and writing skills developed in the seminar. This report, using Multivariate Regression and Propensity Score Matching reveals that compared to a carefully constructed comparison group, first time in college students enrolled in the seminar have statistically significantly higher cumulative grade point averages and percentages of graduation within four years. The seminar’s emphasis on the library as a research tool is thought to have contributed to the differences seen on academic outcomes between students who took the seminar and a matched comparison group. 相似文献
6.
探索Seminar教学法在高职高专教学中的应用 总被引：1，自引：0，他引：1
本文简要介绍了Seminar的历史及在国内应用的情况。讨论了Seminar教学方式在高等院校低年级基础课程教学中应用的可能性和必要性。并根据具体的教学实践,进一步证明了Seminar教学方式对培养学生主动思考和探索能力,加深学生对理论知识的理解,提高学生的综合能力等方面都有着显著的效果。 相似文献
7.
Social work programs undertake to educate competent professionals and to promote critical thinking among students who are expected to become lifelong learners. In addition, programs are called on to develop reliable and valid measures for assessing student learning outcomes and to use assessment results to reflect upon and strengthen curriculum. This study explores the use of a graduate integrative seminar to accomplish these goals. The authors describe the learning and assessment processes of the seminar. The authors used a mixed-method research design to analyze data from students over a 3-year period regarding the effectiveness of the seminar as well as from graduate faculty regarding student achievement of curricular objectives. Results indicate that formative assessment processes promote student learning in a manner that mobilizes students to strive for excellence, and that an embedded measure of learning outcomes in the form of a final integrative project may serve as a rigorous assessment tool. 相似文献
8.
《Journal of Education & Work》2012,25(2):43-53
Abstract Two case studies of work in initial teacher education provide the stimulus for a discussion of the incorporation of enterprise, economic and industrial issues within student programmes’. The first case study describes a seminar at Manchester University where these issues are introduced to students within the constraints of a 36‐week PGCE course. The second describes IT‐INSET activities undertaken by primary BEd students from Edge Hill College of Higher Ecucation. A number of issues are raised, not least of which is the need to overcome student concerns about the incorporation of the National Curriculum cross‐curricular themes into teaching. The conclusion reached is that much work remains to be done and some possible future developments are examined. 相似文献
9.
Students enrolled in a community college freshman seminar course were interviewed to gather qualitative data on their opinions regarding the value of the course. Existing dissatisfaction among students, faculty, and administrators initiated this study . Data analysis revealed that randomly grouping students with wide - ranging levels of academic abilities and life experiences in a freshman seminar class had a number of drawbacks, as older adult learners differ greatly from younger student learners in aptitude, ability levels, maturity, and academic needs. The findings suggest that older adults need a different kind of freshman seminar course than the traditional first - year student, and that "gifted" older students might be used to provide "on - campus apprenticeships" for other first - year students. 相似文献
10.
本介绍了研讨课程（Seminar）的一种教学方式，即把课堂讨论与实际制作相结合。在资料调研的基础上，指导学生选题，如何把实际问题化为研究课题，并利用课本知识去解决问题。同时强调灵活运用相关专业知识，培养学生的创新能力。 相似文献
11.
Alexander Cuenca 《Teaching Education》2014,25(1):24-42
Drawing on the work of Russian literary critic, Mikhail Bakhtin, this article explores how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author first examines how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an ex post facto relationship with teaching social studies. The author then explores how an inquiry-based seminar mitigated these initial impressions by (1) suspending the authority of accountability; (2) creating contact through collaborative inquiry; and (3) refracting practice. 相似文献
12.
Christiane Thompson 《Educational theory》2013,63(3):283-298
In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson to rethink the significance of pedagogical relations in the second part of the essay. Referring to the notion of “educational authority” and Foucault's framework of power, Thompson argues that education is about the continuous re‐institution of pedagogical relation to the other. In the final section, Thompson reflects upon the professor's “authority” in terms of constituting a “community of inquiry”: specifically, the seminar is interpreted as a pedagogical setting that implies a different “being‐with” than SET suggests. She concludes by considering what possibilities and limitations the seminar setting offers and how we can discuss this issue (by means of evaluative practice). 相似文献
13.
Brian A. Vander Schee 《About Campus》2011,16(1):24-26
Brian A. Vander Schee describes how incorporating the College Student Inventory into an existing freshman seminar measurably improved student retention. 相似文献
14.
Richard Hickman 《The International Journal of Art & Design Education》2007,26(3):314-324
This article is an account of a pilot project designed to help art & design teachers in training use their particular strengths to report on classroom observation through visual art. The project is underpinned by the notion that the arts provide a particular way of knowing and that teaching should be student‐centred. I argue that if the arts can be seen to be a particular way through which we can understand the world then they can be used as both a pedagogical tool and possibly a vehicle for collecting data and reporting research. A group of 19 student teachers of art & design were given tasks which involved reporting on their school placement experience via a visual art form rather than through a text‐based form such as writing. The resulting images were discussed in a seminar and a sub‐group of three students was purposely selected for interviews. It was found overall, the students valued the approach taken and that they gained valuable insights into their professional placements through adopting an art‐based approach to educational research. As a result, I advocate in this article a greater use of arts‐based approaches to research which explores educational experience, not only in the arts, but in all areas of teaching and learning. 相似文献
15.
Nearly 1,000 management students enrolled in New Zealand's Technical Correspondence Institute during 1980‐1982 were mailed a questionnaire and followup letters from March ‐‐ July, 1983. Response rate was 76.9% (N=724). Did dropouts (3.43%) differ from persisters in their preferences for supplementary or alternative educational technologies? Dropouts were more receptive to telephone and audio taped communications and seminars. Audio tape and seminar variables were among surviving predictors of dropout after extensive multiple linear regression analyses. Distance education institutions should consider using multiple communication channels in order to cater to diverse student learning styles. 相似文献
16.
Karen Macpherson 《Assessment & Evaluation in Higher Education》1999,24(3):273-284
Well‐developed critical thinking skills are essential to good management, yet the fundamentals of critical thinking are often not taught explicitly to management students. This paper reports on the efficacy of a module designed to develop students’ critical thinking skills in the context of peer evaluation in a second‐year supervisory management unit. The module comprised a lecture and a seminar on the nature of critical thinking, followed by a series of seminars in which students practiced the skills taught. Sixty‐eight student oral literature reviews were delivered and evaluated over the first two semesters in 1997. Each presentation was graded by several small groups of students, with the assistance of a detailed marking guide. Results indicate that tuition in critical thinking strategies and skills may influence both peer/tutor grading agreement, and literature review content. 相似文献
17.
Although some research results indicate that joint reflection can improve student-teachers’ reflection, it is not clear how the interaction between student-teachers during a joint reflection process helps this to happen. The aim of this paper is to explore how the organisation of joint activity in processes of joint reflection assists students’ reflection, by identifying patterns of joint reflection (considering all the participants rather than only tutor–student dyads) and by discussing the functional role of these patterns within the students’ processes of reflection and internalisation. Two cases of joint reflection processes between a group of student teachers (15 and 13) and their tutors were examined. In each case, five seminars lasting around one-and-a-half hours each were videotaped and analysed, and individual written reflections after each seminar were gathered and scored. Results showed that joint reflection developed in each case according to different interaction patterns, and that individual written students’ reflections improved from seminar 1 to seminar 5 in one of the cases, but not in the others. These results suggest a relationship between interaction patterns of joint reflection and progress in students’ individual reflection. 相似文献
18.
Do Students’ Approaches to Learning Affect their Perceptions of Using Computing and Information Technology? 总被引：1，自引：0，他引：1
Communication and Information Technology (C&IT) has become a key part of the teaching and learning strategy in UK Higher Education, although the level of usage is still variable across courses and institutions. As members of the Assisting Small‐group Teaching through Electronic Resources (ASTER) project team we were interested in the value of C&IT as a teaching tool. One of the aspects we looked at was student perception of using C&IT for a Virtual Seminar series in Psychology. Our research aimed to identify student learning approaches within the group and how this affected their adoption or rejection of the electronic medium. This research study involved Second Year Psychology degree level students completing a core module on biological and cognitive psychology. The module included ten seminar sessions, of which five were face‐to‐face and five used computer‐mediated communication through an Intranet Web board. The students completed the short ‘Approaches and Study Skills Inventory for Students’ (ASSIST) developed by Tait and Entwistle (1996). Our findings indicate only weak correlations between deep, strategic and surface approaches to learning and perception of C&IT at an overall level. However, individual measures of the deep, strategic and surface approaches to learning indicate potentially interesting relationships, and we offer suggestions on how these may assist in the design of computer‐mediated learning. 相似文献
19.
Marion Heron 《高等教育研究与发展》2019,38(2):266-279
ABSTRACTThis article explores pedagogic practices, in particular, material artefacts, which support participation and structure the interaction of international students in seminar discussions. Using both a fine-grained analysis of the artefact in interaction as well as student perspectives on its affordances, the findings reveal how material artefacts in the form of worksheets and reading guides can provide international students with linguistic resources, content, and familiarity of routines and participation structures. This article concludes that pedagogic practices are crucial to increasing interaction and participation of international students in seminar settings. 相似文献