Mentoring,Undergraduate Research,and Identity Development: A Conceptual Review and Research Agenda     

Ruth J. Palmer  Andrea N. Hunt  Michael Neal  Brad Wuetherick 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):411-426

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences.  相似文献   

Assessing end-use relevance of public sector research organisations     

Catherine Lyall  Ann Bruce  Marion Firn 《Research Policy》2004,33(1):73-87

Measuring the effective impact of research and its relevance to society is a difficult undertaking but one that the public sector is keen to embrace. Identifying end-users of research and capturing their views of research relevance are challenging tasks and not something that has been extensively reported. The evaluation of end-use relevance demands a shift in organisational mindset and performance indicators away from readily quantifiable outputs towards a consideration of more qualitative end-user outcomes that are less amenable to measurement, requiring both a greater tolerance of ambiguity and a willingness to learn from the evaluation process.  相似文献   

Electronic Commerce in Retailing: Differences Across Retail Formats     

Jonathan W. Palmer 《The Information Society》1997,13(1):75-91

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Motivation of Emirati males and females to study at higher education in the United Arab Emirates     

Marion Engin  Kara McKeown 《Journal of Further & Higher Education》2017,41(5):678-691

This article reports on a study into the motivation of young Emirati undergraduate students for studying in a higher education institution in the United Arab Emirates (UAE). The participants were male and female undergraduate students in their first or second year of studying. The aim of the study was to examine their motivation using a framework that recognised the unique sociocultural context of the UAE. Data were analysed according to an adapted framework encompassing both Self-Determination Theory and Personal Investment theory. Self-Determination Theory was chosen due to its focus on different types of extrinsic motivation, and Personal Investment theory was chosen for its non-culture specific applicability. A major finding of the research is that an examination of motivation according to dichotomous relationships of intrinsic versus extrinsic, collectivist versus individualistic, self as individual versus self as part of society are over-simplistic in this specific context. A more useful paradigm is one in which the individual is influenced by personal and professional goals, as well as social and familial expectations. Unexpectedly, use of language (Arabic or English) did not influence the results. These findings will provide teachers and university administration with a better understanding of their students, and will replace certain stereotypes that teachers may have about their students and their motivation for studying.  相似文献   

Aspirations and attitudes of students in chemistry     

D. Neerinck  C. R. Palmer 《Higher Education》1979,8(1):69-87

The attitudes of Belgian chemistry students, who had chosen their specialist study area for their final year of chemistry studies, towards organic chemistry, physical chemistry, inorganic chemistry, biochemistry and analytical chemistry were measured using an instrument based on the Osgood Semantic Differential. Major differences between the attitudes (as a function of specialist field) were found to be in the activity attitudes rather than in the evaluative or potency attitudes. The area of specialisation does not appear to markedly correspond to differences in the students' expectations of their different courses; they expect to acquire the same skills.Dr. Colin Palmer was a Guest Professor in the Chemistry Department of the KUL Campus Kortrijk at the time the research was undertaken.This article is based on the report, Attitudes Towards Subject Matter and Choice of Study Subject in Students of Chemistry, which was presented at the European Seminar on Chemical Education, Yugoslavia, 1977.The authors are grateful to Professor Frazer and Dr. Lynch for assistance in designing the aims inventory and Mrs Margaret Mudge for her help with the computation of the results.  相似文献   

The relation between mastery goals and intrinsic motivation among university students: a longitudinal study     

Sonja Bieg  Marion Reindl  Markus Dresel 《教育心理学》2017,37(6):666-679

The present work broadens previous research on students’ mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 students enrolled in psychology courses at a medium-sized university in Germany who completed questionnaires. The findings showed that both constructs were intra-individually stable over the course of one semester although the rank-order stability of mastery goals was higher than the rank-order stability of intrinsic motivation. Cross-lagged structural equation models revealed that students’ mastery goals predicted their intrinsic motivation throughout the semester. However, intrinsic motivation did not predict mastery goals. Results are discussed in terms of a potential integration of achievement goal theory and self-determination theory and their practical implications.  相似文献   

Sharing a place-based indigenous methodology and learnings     

Sandra Wooltorton  Len Collard  Pierre Horwitz  Anne Poelina  David Palmer 《Environmental Education Research》2020,26(7):917-934

Abstract

Building on a methodology of Cooperative Inquiry, the outcomes of five interconnected place-based learning projects from Australia are synthesised and elaborated in this paper. The methodology can facilitate the everyday living and sharing of an Earth-based consciousness: one that enriches Transformative Sustainability Education (TSE) through recognising meanings and stories in landscape, and celebrates Indigenous ways of knowing, being and doing. Indigenous-led environmental education is shown to link with one of the longest continuous environmental education systems in the world and it is contended that because of its ongoing history, environmental education carries a cultural obligation. In Australia, every landscape is Indigenous and storied, and all Australians have an inherent right to learn that joy in place, along with the responsibility to care for it. Teaching and learning a relationship with place as family, is one way that environmental education can lead that campaign. This place-based methodology is a lifetime commitment involving everyday actions for change, a whole-of-education dedication.  相似文献   

Enhancing the status of peer observation through the scholarship of teaching and learning     

Marion Engin 《International Journal for Academic Development》2016,21(4):377-382

In this Reflection on Practice I argue the case for using the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating and designing peer observation programmes in higher education contexts. I suggest that for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative, rigorous, peer reviewed, and focused on learning about teaching to improve teaching. Using a set of criteria to critique a current peer observation programme I account for its strengths and weaknesses and suggest a way forward for elevating the status of peer observation.  相似文献   

Display Rules for Anger and Aggression in School-Age Children   总被引：9，自引：0，他引：9  

Marion K. Underwood  John D. Coie  Cheryl R. Herbsman 《Child development》1992,63(2):366-380

2 related studies addressed the development of display rules for anger and the relation between use of display rules for anger and aggressiveness as rated by school peers. Third, fifth, and seventh graders (ages 8.4, 10.9, and 12.8, respectively) gave hypothetical responses to videotaped, anger provoking vignettes. Overall, regardless of how display rules were defined, subjects reported display rules more often with teachers than with peers for both facial expressions and actions. Reported masking of facial expressions of anger increased with age, but only with teachers. Girls reported masking of facial expressions of anger more than boys. There was a trend for aggressive subjects to invoke display rules for anger less than nonaggressive subjects. The phenomenon of display rules for anger is complex and dependent on the way display rules are defined and the age and gender of the subjects. Most of all, whether children say they would behave angrily seems to be determined by the social context for revealing angry feelings; children say they would express anger genuinely much more often with peers than with teachers.  相似文献   

Classroom disruptions,the teacher–student relationship and classroom management from the perspective of teachers,students and external observers: a multimethod approach     

Scherzinger  Marion  Wettstein  Alexander 《Learning Environments Research》2019,22(1):101-116

This study used questionnaires and systematic behavioural observations to examine how teachers, students and external observers perceived classroom disruptions, the teacher–student relationship and classroom management in grade 5 and 6 classrooms in Switzerland. The questionnaire showed that the students of a class agreed to a certain extent in their ratings of classroom disruptions, the teacher–student relationship and classroom management. Comparison of teachers’ and students’ ratings showed that agreement on these constructs varied. We found weak to moderate agreement on classroom disruptions, a weak correspondence for the teacher–student relationship, and no association on classroom management. The results of the behavioural observation showed a moderate agreement between external observers’ and students’ ratings, but no association between external observers’ and class teachers’ ratings and only a weak correspondence with the subject teacher ratings. Thus external observers’ low-inference observations corresponded far better with students’ than teachers’ ratings. To sum up, students, teachers and observers perceive classroom processes differently.

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