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1.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
| Soung BaeEmail: |
2.
The purpose of this study is to identify school factors that affect students’ achievements at the secondary and tertiary levels
of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The
results indicate that, although student demographic characteristics are associated with students’ pathways and achievements,
schools’ demographic composition did not affect student outcomes. It was found, however, that schools’ organisational factors
do have an effect. At the university level, none of the schools’ characteristics was related to students’ achievements at
the higher end of the achievement scale (GPA ≥ 4). However, students from private or state-integrated schools were found to
be more likely to achieve low GPA (<2) than students who came from state schools. In conclusion, it is suggested that interventions
targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions;
while school-based interventions should identify the schools by their structure and function rather than by their demographic
characteristics.
相似文献
| Boaz ShulrufEmail: Email: |
3.
Using multi-institutional data from the Cooperative Institutional Research Program’s (CIRP) annual survey of entering freshmen,
the Higher Education Research Institute’s (HERI) Faculty Surveys, campus registrars’ offices, and IPEDS data, we evaluated
the extent to which peer institutional retention climates and faculty perceived campus climates influenced individual 6-year
retention rates. We used hierarchical generalized linear models (HGLM) to examine the extent to which institutional climate
(as measured by peer institutional retention climate and faculty perceived climate), net of students’ ability, expectations,
and family socioeconomic status, influence students’ persistence behavior. We found that institutional retention climate,
as defined by a student body’s aggregated report of withdrawal intentions, did independently determine whether a student would
persist or not. While past research has overlooked peer and faculty climates, the results from this work call for the attention
of peer institutional retention climates.
相似文献
| Byung Shik RheeEmail: |
4.
5.
Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction 总被引：2，自引：1，他引：1
The design of learning environment studies investigating students’ perceptions often is multilevel in nature. This multilevel
nature of studies can appear in the object of research (for example, teacher behaviour towards the individual student or towards
the class), the level of perception (personalised perceptions or group perceptions) and the sampling of data (usually clustered:
students are sampled with their classmates, classes are sampled with other classes taught by the same teacher, etc.). In the
present study, the impact of decisions about level is studied using students’ perceptions of the teacher–student relationship
as assessed with the Questionnaire on Teacher Interaction (QTI). Data were gathered in one school (59 classes of 29 teachers)
with two versions of this questionnaire: a personalised version and a class version. For reasons of comparison, additional
data on the class version were analysed from 44,415 students from 1,913 teachers in 207 schools. Results from multilevel and
single-level analyses of the class and personal versions of the QTI indicated that multilevel analyses are to be preferred
over single-level analyses and that different conceptual structures could apply depending on the object of study and the level
of perception.
相似文献
| Theo WubbelsEmail: |
6.
Sylvia Hurtado M. Kevin Eagan Nolan L. Cabrera Monica H. Lin Julie Park Miguel Lopez 《Research in higher education》2008,49(2):126-152
Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY)
surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science
undergraduate research program during the first year of college. The key predictors of participation in health science research
programs are students’ reliance on peer networks and whether campuses provide structured opportunities for first-year students
even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for
Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities,
toward biomedical and behavioral science research careers.
相似文献
| Sylvia HurtadoEmail: |
7.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
| Jacqueline T. McDonnoughEmail: |
8.
9.
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement 总被引：2，自引：0，他引：2
Robert H. Stupnisky Robert D. Renaud Lia M. Daniels Tara L. Haynes Raymond P. Perry 《Research in higher education》2008,49(6):513-530
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to
use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think
critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been
found to be an important factor in college students’ academic success, may be an important factor in developing this disposition.
The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic
control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable
cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted
their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived
academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found
to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking
disposition and perceived academic control among college students are discussed.
相似文献
| Robert H. StupniskyEmail: |
10.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
| Chit-Kwong KongEmail: |
11.
Powerful knowledge and quality talk: maximising learning of genetics during collaborative group work
Grady Venville 《Cultural Studies of Science Education》2009,4(1):201-209
This commentary brings additional theoretical perspectives to bear on data and findings presented by Anniken Furberg and Hans
Christian Arnseth in their paper on students’ meaning making in genetics in collaborative learning activities. The theoretical
perspectives converge on the importance of maximizing students’ learning in genetics. The perspectives include the notion
of powerful knowledge which raises the issue of whether the curriculum being delivered is a means by which students can acquire
powerful knowledge that will provide them with more reliable explanations and new ways of thinking about the world. The role
of the teacher in fostering social interactions that result in conceptually focused discussions within small group work also
is considered. Finally, the issue of whether students can be taught how to improve the quality of their talk within small
groups is explored.
相似文献
| Grady VenvilleEmail: |
12.
Increasing numbers of Spanish-speaking preschool children require attention to improve the likelihood of success in school.
This study, part of a larger 2-year ethnographic study of a Head Start classroom, elaborates the role of teachers’ interactions
with students who were learning English. Using an interactional ethnography approach, the authors focus on the social nature
of these interactions. The study illuminates the kinds of teacher interactions with students that support and hinder the students’
language learning. It reinforces the importance of student engagement in social interactions with teachers and with English
other than codes of obedience and authority. Finally, it recommends actions teachers can take to provide optimal circumstances
for English learning interactions for students.
相似文献
| Lesley A. RexEmail: URL: http://www.umich.edu/~rex/ |
13.
Student teaching (guided teaching by a prospective teacher under the supervision of an experienced “cooperating” teacher)
provides an important opportunity for prospective teachers to increase their understanding of mathematics in and for teaching.
The interactions between a student teacher and cooperating teacher provide an obvious mechanism for such learning to occur.
We report here on data that is part of a larger study of eight student teacher/cooperating teacher pairs, and the core themes
that emerged from their conversations. We focus on two pairs for whom the core conversational themes represent disparate approaches
to mathematics in and for teaching. One pair, Blake and Mr. B., focused on controlling student behavior and rarely talked
about mathematics for teaching. The other pair, Tara and Mr. T., focused on having students actively participating in the
lesson and on mathematics from the students’ point of view. These contrasting experiences suggest that student teaching can
have a profound effect on prospective teachers’ understanding of mathematics in and for teaching.
相似文献
| Steven R. WilliamsEmail: |
14.
In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with
an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action
metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student
groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme
developed from related research on mathematical problem solving. This scheme identifies a group’s general behaviour and metacognitive
activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability.
Results suggest that a greater amount of metacognition does not appear to improve students’ success in the laboratory—what
appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important
to consider the outcome of metacognition, not just the amount.
相似文献
| Rebecca Lippmann KungEmail: |
15.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
相似文献
| Scott LewisEmail: |
16.
Most institutions of higher education allow students to drop or add courses in the first 2–3 weeks of each term (D&A). Arguing
that course cancellation is not merely an administrative issue involving enrollment trends but represents complex decision
making processes taken by students, this study investigated antecedents and correlates of course cancellation during a D&A
period in 109 elective courses. Student ratings of the teachers (SRT) and characteristics of the syllabi distributed in the
first class session were investigated as predictors of course cancellation. Rates of cancellation were significantly predicted
from SRT and from syllabus workload difficulty—lower quality teachers (SRT-based) and more difficult courses (syllabus-based)
being cancelled more frequently. Analysis of a sub-sample of truly elective, high-priority courses revealed that these correlations
were intensified in teacher-centered lecture courses, but nullified in student-centered seminar courses, in which students
write independent research papers. The importance of students’ course selection and course cancellation as decision making
processes, the methodology based on institutional data rather than students’ self-reports, and the unique effects of course
difficulty on students’ decisions were discussed.
相似文献
| Elisha BabadEmail: |
17.
Matti E. Lindberg 《Higher Education》2009,58(3):339-358
This article addresses the question of how great are higher education students’ incentives to change study programs or institutions
to improve one’s personal employability in the course of the higher education-to-work transition process. The posed question
is addressed at a system level. Students’ mobility between programs and institutions is referred to as ‘student mobility’
and graduates’ mobility between jobs is referred to as ‘early career mobility.’ The relationship between these two separate
components of mobility is discussed in three different institutional frames: German/Finnish, Italian, and British. When depicting
the relationship between the two components of mobility, the article also considers parallel phenomena such as prolongation
of the degree-earning process and participation in work-life with student status. Indicator level analysis concerning graduates
of the year 2000 reveals important differences between the three institutional frames: in Germany and Finland, there is a
high level of student mobility at the basic degree level combined with a low level of career mobility after graduation; in
the UK the opposite transition logic than that of Germany and Finland occurs, and in Italy students demonstrate prolonged
transitions with little student mobility and early career mobility.
相似文献
| Matti E. LindbergEmail: |
18.
Daphne Pan Gary S. H. Tan Kiruthika Ragupathi Krishna Booluck Rita Roop Yuen K. Ip 《Research in higher education》2009,50(1):73-100
Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative
purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information.
Qualitative comments can provide a better understanding but they tend not to be user-friendly from lack of structure and connectedness.
This study attempts to devise a method for ‘quantifying’ students’ comments to increase their usefulness in complementing/confirming
ratings. The quantified results enable the profile construction of what students regard as an effective/ineffective teacher,
and enable identification of strengths and weaknesses. Our findings counter some commonly held assumptions, including those
which held that high ratings are dependent on small class size and ‘dumbing down’ of courses and the consequent expectation
of high grades. The findings also indicate that students value teaching quality more than teacher characteristics, suggesting
their ability to make valid judgments about teaching effectiveness.
相似文献
| Daphne PanEmail: |
19.
Elisa L. Park 《Higher Education》2009,57(6):741-755
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using
the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives
students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained
by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia
and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire
surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s
higher education institutions that can be incorporated into their recruitment strategies for international students.
相似文献
| Elisa L. ParkEmail: |